Louisiana

Districts and schools
Number of districts
(CCD)

http://www.doe.state.la.us
Students
2003-04
68 66

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 12,856 546,149 202,271 748,420

1993-94

Public school enrollment (CCD)

2003-04
23,181 513,121 191,292 704,413

Number of FTE 1993-94 teachers (CCD) Elementary 23,181
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 9,403 11,526 3,353 673 48,136 9,431 492 3,316 33,041 46,280

2003-04
24,121 9,686 11,816 3,745 57 49,425 11,398 1,387 3,024 36,686 52,495

Number of public schools

(CCD)

775 277 245 107 55 1,459 800 287 246 182 4 1,519 16

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) * 1% 45 1 52 9% 1% 1% 1 48 2 48 11% 1%

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) $2,506,725 Instructional 378,675 Noninstructional 1,330,950 Support Total 4,216,350

2002-03
$3,069,994 312,837 1,673,753 5,056,584

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 65% 63 57 67 60% 58 45 60

1%

1%

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)

$5,266

$6,922

Eighth-grade students enrolled in 1996 Algebra I for high school credit 14%
(NAEP)

2003

11%

All schools High-poverty schools Low-poverty schools

90% 88% 92%
2000-01
8% 64 59

Sources of funding
(CCD, 2002-03)

Federal 13% State 49%

Local 38%

Students eligible to participate in the Free or Reduced447,084 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) 154 0-34%

Outcomes

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 61 53 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%
$256,175,473

210 532 619

1994
15% 40

2005
20% 53

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

75-100%
^

1996
7% 38

2005
16% 59

KEY:

50

K

— n/a # FTE

*

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

4 schools did not report.

Louisiana
Statewide Accountability Information
See Appendix B for Louisiana’s definitions of proficient for Reading and mathematics for grades 4, 8, and high school. See http://www.doe.state.la.us/lde/pair/1989.asp for more details on the statewide accountability system. State assessment for NCLB accountability: Louisiana Educational Assessment Program State student achievement levels: Approaching Basic (Approaching the Standard), Unsatisfactory, Basic (Meeting the Standard), Advanced, Mastery (Exceeding the Standard)

St udent Achievement 2003-04
Louisiana Educational Assessment Program, 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 63% 54 60 30 60 50 69 76 50% 39 42 8 36 35 53 63 61% 48 54 12 40 43 60 75

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics Grade HS Reading Mathematics 36.9% 30.1 36.9 30.1 36.9 30.1

Target (2003-04)
36.9% 30.1 36.9 30.1 36.9 30.1

Student achievement trend: Reading percent proficient level or above
100% 75%

57 61

63 48

55

50% 25%

50

52 53

61

2004 2003 2002

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
816 (91%) 18 30 11 5 5 (2%) (3%) (1%) (1%) (1%)

All schools
1,259 (92%) 32 32 11 5 8 (2%) (2%) (1%) (*) (1%)

All districts
64 (97%) 2 (3%) 0 0 0 0

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 57% 48 51 30 58 40 42 74 60% 48 59 20 55 41 59 76

0%

High school
62% 50 # 16 52 42 58 76

Other indicator, 2003-04
Elementary/middle school indicator: Attendance High school indicator: Non-dropout rate

State target
90% 90% 771 1,568

State outcome
Met Met 2% 25%

Student achievement trend: Mathematics percent proficient level or above 100% 2004
75% 50% 25% 0% Grade 4 Grade 8 High School 50 60 57 41 52 60 47 59 62 2003 2002

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

Number of Title I students Percent of eligible students

51