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

New York
http://www.nysed.gov

Districts and schools
Number of districts
(CCD)

1993-94 714

2003-04 726

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

1993-94 2,423 669 710 135 139 4,076

2003-04 2,524 779 804 161 246 4,514 2003-04 50

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 New York

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 $18,965,778 797,644 8,345,365 28,107,787

2002-03 $23,721,563 836,345 9,989,057 34,546,965

2002-03)

1993-94 $10,282

2002-03 $11,961

Sources of Funding
(CCD, 2002-03)

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

$1,184,751,800

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 New York

Students
Public school enrollment
(CCD)

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

1993-94 31,671 1,812,964 739,910 2,552,874 1993-94 * 5% 20 17 58

2003-04 41,444 1,883,243 821,993 2,705,236 2003-04 * 7% 20 19 54

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

1993-94 10%

2003-04 12%

Students with limited English proficiency (NCELA)

1993-94 7% 1993-94 *

2003-04 7% 2003-04 1%

Migrant students (OME)

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

1996 10%

2003 9%

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

n/a

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 New York

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

(CCD)

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 New York

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 82,383 32,810 45,063 5,222 5,720 171,198 1993-94 24,272 2,176 9,755 135,987 172,190 2003-04 2003-04 53,423 2,083 10,667 111,889 178,062

1994 89% 84 85 87

2000 81% 79 86 95

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 New York

Outcomes

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

1993-94 n/a 68% 70

2000-01 4% 62 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 27% 57 1996 22% 61

2005 34% 70 2005 31% 70

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 New York

Statewide Accountability Information:
State Accountability Website: http://www.emsc.nysed.gov/repcrd2004/home.shtml State assessment for NCLB accountability: New York State Tests State student achievement levels: Basic, Basic Proficiency, Proficiency, Advanced

Grade 4 Grade 8 High school

English Language Arts Mathematics English Language Arts Mathematics English Language Arts Mathematics

2001-02 Annual measurable objective starting point 123 PI 136 107 81 142 132

Target 2003-04 123 PI 136 107 81 142 132

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 2,040 74% 144 128 53 183 n/a 9% 5% 2% 7% n/a All schools 2,889 72% 144 128 53 183 n/a 4% 3% 1% 5% n/a All districts 629 86% 12 18 8 0 n/a 4% 2% 1% 0 n/a

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 New York

*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. Other indicator, 2003-04 Elementary Indicator: Science assessment Middle Indicator: Science assessment High School Indicator: Graduation rate State target Performance index of 100 or increase from previous year Performance index of 100 or increase from previous year State outcome 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 New York

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

Number of Title I students 7,364 67,180

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 New York

Student Achievement 2003-04
New York State Tests, used for NCLB accountability Grade 3 English or Language Arts
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

New York

New York State Tests, 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 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 New York

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 New York

New York State Tests, used for NCLB accountability Grade 4 English or Language Arts Performance Indices
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 156 136 # 97 117 134 135 170

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 New York

New York State Tests, used for NCLB accountability Grade 4 Mathematics Performance Indices
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 176 162 # 133 133 157 161 187

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 New York

New York State Tests, used for NCLB accountability Grade 5 English or Language Arts
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 New York

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 New York

New York State Tests, 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 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 New York

New York State Tests, used for NCLB accountability Grade 6 English or Language Arts
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 New York

New York State Tests, 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 New York

New York State Tests, used for NCLB accountability Grade 7 English or Language Arts
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 New York

New York State Tests, 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 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 New York

New York State Tests, used for NCLB accountability Grade 8 English or Language Arts Performance Indices
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 141 118 # 80 106 115 119 154

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 New York

New York State Tests, used for NCLB accountability Grade 8 Mathematics Performance Indices
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 145 118 # 79 86 108 114 165

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 New York

New York State Tests, used for NCLB accountability High school English or Language Arts Performance Indices
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 163 138 # 99 93 137 133 176

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 New York

New York State Tests, used for NCLB accountability High school Mathematics Performance Indices
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 153 125 # 97 107 114 116 170

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