Iowa

Districts and schools
Number of districts
(CCD)

http://www.state.ia.us/educate
Students
2003-04
371 397

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 5,030 333,743 142,601 476,344

1993-94

Public school enrollment (CCD)

2003-04
6,907 318,124 152,565 470,689

Number of FTE 1993-94 teachers (CCD) Elementary 14,651
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 6,521 10,523 538 114 32,347 4,945 372 2,496 20,848 28,661

2003-04
16,276 7,180 11,145 714 253 35,568 9,095 472 3,039 20,740 33,346

Number of public schools

(CCD)

862 289 375 22 5 1,553 786 291 366 37 11 1,491

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) * 2% 3 2 93 11% 1% 1% 2 5 5 88 14% 3%

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) $1,985,429 Instructional 144,510 Noninstructional 1,090,517 Support Total 3,220,456

2002-03
$2,174,018 267,011 1,210,993 3,652,022

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 80% 74 86 81 70% 73 89 80

*

2%

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)

$6,460

$7,574

Eighth-grade students enrolled in 1996 Algebra I for high school credit 20%
(NAEP)

2003

19%

All schools High-poverty schools Low-poverty schools

94% 96% 95%
2000-01
3% 83 65

Sources of funding
(CCD, 2002-03)

Federal 7% State 47%

Local 46%

Students eligible to participate in the Free or Reduced144,220 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)

Outcomes

1993-94 High school dropout rate (NCES) 3% Avg. freshman graduation rate (NCES) 87 64 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

0-34% 35-49% 50-74% 312 165 36

978

1994
35% 69

2005
33% 67

Title I allocation 2002-03
(ED; Includes Title I, Part A)

$62,955,699

75-100%

1996
31% 78

2005
34% 76

KEY:

44

K

— n/a # FTE

*

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

Iowa
Statewide Accountability Information
See Appendix B for Iowa’s definitions of proficient for Reading and mathematics for grades 4, 8, and high school. See http://www.state.ia.us/educate/stateboard/doc/pocketcard03.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Iowa Tests of Basic Skills and the Iowa Tests of Educational Development (ITED) State student achievement levels: Low, Intermediate, High

St udent Achievement 2003-04
Iowa Tests of Basic Skills and the Iowa Tests of Educational Development, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 High school
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 77% 61 41 31 42 50 52 80 69% 50 33 20 26 37 42 72 77% 60 37 29 34 50 51 79

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 65% 64 61 63 69 69

Target (2003-04)
65% 64 61 63 69 69

Student achievement trend: Reading percent proficient level or above 100% 2004 77 77 77 76 77 2003 69 69 69 75% 69 2002 50%
25% Grade 4 Grade 8 High School 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 77% 62 50 39 49 46 56 80 72% 52 40 24 34 34 43 75

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
700 (96%) 8 (1%) 2 (*) 0 0 0

All schools
1,359 (92%) 59 (4%) 7 (1%) 0 0 0

All districts
350 (95%) 9 (2%) 0 0 0 0

0%

High school
79% 62 44 32 41 44 52 81

Other indicator, 2003-04
Elementary indicator: Attendance Middle school indicator: Attendance High school indicator: Graduation rate

State target

State outcome
Met Met Met 2% 7%

Meet or progress toward 95% Meet or progress toward 95% Meet or progress toward 90% 60 75

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

Number of Title I students Percent of eligible students

Student achievement trend: Mathematics percent proficient level or above 100% 2004 81 79 79 2003 72 75 77 73 72 72 75% 2002 50%
25% 0% Grade 4 Grade 8 High School

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