State Education Indicators with a Focus on Title I, 2003-04

Minnesota
http://www.educ.state.mn.us

Districts and schools
Number of districts
(CCD)

1993-94 405

2003-04 349

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 989 239 503 73 30 1,834

2003-04 1,046 291 699 97 54 2,187 2003-04 101

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200203)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $3,513,726 222,976 1,778,154 5,514,856

2002-03 $4,404,702 314,779 2,147,923 6,867,403

2002-03)

1993-94 $6,807

2002-03 $8,109

Sources of Funding
(CCD, 2002-03)

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

$117,728,364

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12)

1993-94 6,598 570,580 233,247 803,827 1993-94 2% 4 4 2 89

2003-04 10,876 553,173 278,805 831,978 2003-04 2% 5 8 5 80

Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 9%

2003-04 11%

Students with limited English proficiency (NCELA)

1993-94 3% 1993-94 1%

2003-04 7% 2003-04 1%

Migrant students (OME)

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

1996 34%

2003 22%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04 (CCD)

238,083

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04

(CCD)

41 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 22,331 8,024 13,125 673 132 44,285 1993-94 6,089 487 2,872 18,455 27,903 2003-04 24,127 9,344 16,438 1,045 358 51,312 2003-04 14,636 467 3,220 33,810 52,133

1994 84% 94 97 89

2000 92% 90 93 94

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

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Outcomes

High school dropout rate (NCES) Avg. freshman graduation rate
(NCES)

1993-94 5% 89 53

2000-01 4% 84 64

College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 33% 65 1996 34% 75

2005 38% 71 2005 43% 79

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Statewide Accountability Information:
State Accountability Website: http://education.state.mn.us/html/intro_sch_dist_data.htm State assessment for NCLB accountability: Minnesota Comprehensive Assessments State student achievement levels: Level 1, Level 2, Level 3, Level 4, Level 5

Grade 3 Grade 7

Reading Mathemati cs Reading Mathemati cs Reading Mathemati cs

2001-02 Annual measurable objective starting point 62.9% 65.4 62.9 65.4 62.9 65.4

Target 2003-04 66.9% 66.2 75.4 73.4 80.3 74.1

High school

2003-04 NCLB accountability results, applied to 200405 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 missing twice or more, includes total “made” above) Title I schools 696 68% 22 18 8 0 0 2% 2% 1% 0 0 All schools 1,393 65% 22 18 8 0 0 1% 1% * 0 0 All districts 212 57% 19 0 0 0 20 5% 0 0 0 1%

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

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

State target Meet or progress toward 90% Meet or progress toward 90% Meet or growth towards 80%

State outcome Met Met Met

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

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

Number of Title I students 306 1,498

Percent of eligible students 2% 27%

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Student Achievement 2003-04
Minnesota Comprehensive Assessments, used for NCLB accountability Grade 3 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 73% 54 33 32 33 46 43 80

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 70% 52 32 45 38 39 45 77

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 4 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 5 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 76% 56 31 41 35 47 49 82

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 74% 55 30 44 40 43 47 81

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 6 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 7 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 70% 47 17 28 21 35 40 77

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 67% 43 22 25 26 28 37 74

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 8 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability High school Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 78% 57 34 34 31 41 46 84

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Minnesota

Minnesota Comprehensive Assessments, used for NCLB accountability High school Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 70% 47 29 24 29 28 40 78

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available