Michigan

Districts and schools
Number of districts
(CCD)

http://www.mde.state.mi.us
Students
2003-04
553 558

Staff
1993-94
Pre-K 15,165 K-8 1,067,300 9-12 419,468 Total (K-12) 1,486,768

1993-94

Public school enrollment (CCD)

2003-04
21,146 1,174,601 512,762 1,687,363

Number of FTE 1993-94 teachers (CCD) Elementary 35,403
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 15,223 20,702 1,105 721 73,154 12,629 915 6,599 68,873 89,016

2003-04
41,865 19,623 24,154 3,249 3,040 91,931 25,170 3,457 8,241 72,152 109,020

Number of public schools

(CCD)

1,888 537 559 57 55 3,096 2,115 646 675 171 262 3,869 202

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% 1 17 2 78 9% 3% 1% 2 20 4 73 12% 4%

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) $7,252,204 Instructional 363,713 Noninstructional 4,892,689 Support Total 12,508,606

2002-03
$8,929,871 479,990 6,264,837 15,674,698

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 67% 61 73 88 64% 68 72 66

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)

$7,821

$8,781

Eighth-grade students enrolled in 1996 Algebra I for high school credit 29%
(NAEP)

2003

21%

All schools High-poverty schools Low-poverty schools

92% 92% 93%
2000-01
75% 54

Sources of funding
(CCD, 2002-03)

Students eligible to participate in the Free or Reduced570,422 Price Lunch Program, 2003-04 (CCD)
Local 29%

Federal 8%

Outcomes

State 63%

Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 1,694 0-34%

1993-94 High school dropout rate (NCES) - Avg. freshman graduation rate (NCES) 74% 60 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)

602 616 465

1994
- -

2005
31% 62

$420,799,581

75-100%
^

1996
28% 67

2005
30% 68

KEY:

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K

— n/a # FTE

*

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

492 schools did not report.

Michigan
Statewide Accountability Information
See Appendix B for Michigan’s definitions of proficient for Reading/language arts for grades 4, 7, and high school and mathematics for grades 4, 8, and high school. See http://www.michigan.gov/documents/State_Report_Card_2003-04_120358_7.doc for more details on the statewide accountability system. State assessment for NCLB accountability: Michigan Educational Assessment Program State student achievement levels: Basic, Below Basic, Met Expectations, Exceeds Expectations

St udent Achievement 2003-04
Michigan Educational Assessment Program, used for NCLB accountability Reading or language arts Proficient level or above for: Grade 4 Grade 7 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 62% 47 40 30 61 43 48 66 55% 38 29 20 30 34 40 62 62% 42 27 21 27 43 46 66

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading/language arts Mathematics Grade 8 Reading/language arts Mathematics High school eading/language arts R Mathematics 38% 47 31 31 42 33

Target (2003-04)
38% 47 31 31 42 33

Student achievement trend: Reading or language arts percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 7 High School
71% 57 52 42 59 51 58 77

57

66 62

51

60 55

71

61 62

2004 2003 2002

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences* Title I schools
Made AYP 1,847 (80%) Identified for improvement: Year 1 n/a Year 2 n/a Corrective action n/a Restructuring n/a Exited Improvement status (made AYP twice n/a after being identified for improvement)

All schools
2,775 (77%) 218 72 74 147 n/a (6%) (2%) (2%) (4%)

All districts
431 (80%) 0 0 0 0 n/a

Mathematics Proficient level or above for: Grade 4
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic

Grade 8
61% 41 33 25 42 33 46 69

High school
51% 31 19 18 26 22 33 56

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

State target

State outcome
Met Met Met

Meet or progress toward 80% Meet or progress toward 80% 80% 340 11,444 * 11%

Student achievement trend: Mathematics percent proficient level or above
100% 75% 65 66 71 50% 25% 0% Grade 4 Grade 8 High School 53 54 61 67 43 51 2004 2003 2002

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

Number of Title I students Percent of eligible students

*Some AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information please visit the state’s Web site, above.

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