Idaho

Districts and schools
Number of districts
(CCD)

http://www.sde.state.id.us
Students
2003-04
114 114

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 1,409 164,721 69,284 234,005

1993-94

Public school enrollment (CCD)

2003-04
2,670 172,618 76,335 248,953

Number of FTE 1993-94 teachers (CCD) Elementary 5,721
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,661 3,327 165 126 12,000 1,709 185 709 5,373 7,976

2003-04
6,315 2,998 4,032 460 167 13,972 2,637 268 842 7,337 11,084

Number of public schools

(CCD)

329 100 142 15 13 599 346 110 169 34 5 664 17

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) n/a n/a n/a n/a n/a 8% 3% 2% 1 1 12 84 10% 8%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $692,371 Instructional 53,497 Noninstructional 348,782 Support Total 1,094,650

2002-03
$924,975 65,199 521,688 1,511,862

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 69% 46 77 73 57% 49 75 66

5%

6%

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$4,623

$6,081

Eighth-grade students enrolled in 1996 - Algebra I for high school credit
(NAEP)

2003

28%

All schools High-poverty schools Low-poverty schools

97% 96% 98%
2000-01
6% 80 45

Sources of funding
(CCD, 2002-03)

Federal 10% State 59%

Local 31%

Students eligible to participate in the Free or Reduced93,321 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 0-34% 245

Outcomes

1993-94 High school dropout rate (NCES) 9% Avg. freshman graduation rate (NCES) 80 48 College-going rate (IPEDS/NCES) NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

35-49% 50-74%
Title I allocation 2002-03
(ED; Includes Title I, Part A)

218 171 28

1994
– –

2005
33% 69

$39,875,687

75-100%
^

1996
– –

2005
30% 73

KEY:

38

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

2 schools did not report.

Idaho
Statewide Accountability Information
See Appendix B for Idaho’s definitions of proficient for Reading and mathematics for grades 4, 8, and 10. See http://www.sde.state.id.us/naep/2004/naep2004trends_report.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Idaho State Achievement Test State student achievement levels: Basic, Proficient, Advanced

St udent Achievement 2003-04
Idaho State Achievement Test, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 10
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 82% 73 47 43 53 76 63 86 82% 71 36 36 47 79 58 86 78% 64 29 30 33 60 46 82

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 10 Reading Mathematics Reading Mathematics Reading Mathematics 66% 51 66 51 66 51

Target (2003-04)
66% 62 66 51 66 51

Student achievement trend: Reading percent proficient level or above
100% 75 82 74 82 75 78 2004 2003 n/a 2002

75% 50% 25%

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement)

Title I schools
357 (89%) 20 (6%) 18 (5%) 0 0 0

All schools
504 (82%) 43 (9%) 46 (9%) 0 0 0

All districts
67 (58%) 15 (22%) 32 (48%) 0 0 0

Grade 4 Grade 8 Grade 10 Mathematics Proficient level or above for: Grade 4 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 84% 76 60 55 62 69 68 87 66% 52 21 21 32 57 39 70

0%

Grade 10
71% 57 34 26 37 54 43 74

Other indicator, 2003-04

State target

State outcome
Met Met

Elementary/middle school indicator: Language Arts Meet or progress toward standard ISAT or student growth. set by board. High school indicator: Graduation rate Meet or progress toward standard

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students
20 0 * 0

Student achievement trend: Mathematics percent proficient level or above 100% 2004 84 77 2003 71 71 75% 66 n/a 2002 53 50%
25% 0% Grade 4 Grade 8 Grade 10

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