Montana

Districts and schools
Number of districts
(CCD)

http://www.opi.state.mt.us
Students
2003-04
450 495

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 483 115,509 46,111 161,620

1993-94

Public school enrollment (CCD)

2003-04
664 99,250 48,092 147,342

Number of FTE 1993-94 teachers (CCD) Elementary 4,817
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,083 2,998 7 47 9,952 1,745 139 653 6,260 8,797

2003-04
4,650 2,198 3,395 56 10,299 1,870 182 649 5,654 8,355

Number of public schools

(CCD)

487 236 174 1 2 900 441 240 175 0 2 858

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) 10% 1 * 1 88 10% 5% 11% 1 1 2 85 12% 5%

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) $654,984 Instructional 44,569 Noninstructional 347,857 Support Total 1,047,410

2002-03
$690,810 46,044 387,437 1,124,291

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 75% 77 76 79 71% 68 74 67

1%

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)

$6,426

$7,495

Eighth-grade students enrolled in 1996 Algebra I for high school credit 22%
(NAEP)

2003

20%

All schools High-poverty schools Low-poverty schools

99% 98% 99%
2000-01
4% 80 54

Sources of funding (CCD, 2002-03) Federal 15%

Local 39%

Students eligible to participate in the Free or Reduced50,053 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

State 46%

1993-94 High school dropout rate (NCES) - Avg. freshman graduation rate (NCES) 85% 54 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% 143
69

428 207

1994
35% 69

2005
36% 72

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

$40,458,865

75-100%
^

1996
32% 75

2005
36% 80

KEY:

66

K

— n/a # FTE

*

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

11 schools did not report.

Montana
Statewide Accountability Information
See Appendix B for Montana’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.opi.state.mt.us/ReportCard/Index.html for more details on the statewide accountability system. State assessment for NCLB accountability: Montana Comprehensive Assessment System State student achievement levels: Nearing Proficient, Novice, Proficient, Advanced

St udent Achievement 2003-04
Montana Comprehensive Assessment System, 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 66% 52 57 31 21 54 56 70 58% 41 40 18 12 43 46 63 63% 45 50 19 14 45 51 66

NCLB Accountability Goals
2003-04 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 55% 40 55 40 55 40

Target (2003-04)
55% 40 55 40 55 40

Student achievement trend: Reading percent proficient level or above
100% 75% 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 45% 33 49 22 15 32 36 49 64% 48 72 21 16 44 55 70

73 77

66

71 71 58

78 78 63

2004 2003 2002

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences* Title I schools
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement) 568 (84%) 31 (5%) 0 4 (1%) 33 (2%) n/a

All schools
731 (85%) 31 (4%) 0 4 (*) 33 (4%) n/a

All districts
362 (83%) 0 0 0 0 n/a

0%

High school
60% 42 63 17 16 31 44 65

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

State target

State outcome
Met Met Met 4% *

Meet or progress toward 80% Meet or progress toward 80% Meet or progress toward 80% 14 10

Student achievement trend: Mathematics percent proficient level or above
100% 75% 69 50% 25% 0% Grade 4 Grade 8 High School 75 45 68 70 64 75 77 60 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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