New York

Districts and schools
Number of districts
(CCD)

http://www.nysed.gov
Students
2003-04
726 714

Staff
1993-94
Pre-K 31,671 K-8 1,812,964 9-12 739,910 Total (K-12) 2,552,874

1993-94

Public school enrollment (CCD)

2003-04
41,444 1,883,243 821,993 2,705,236

Number of FTE 1993-94 teachers (CCD) Elementary 82,383
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 32,810 45,063 5,222 5,720 171,198 26,272 2,176 9,755 135,987 174,190

2003-04
- 53,423 2,083 10,667 111,889 178,062

Number of public schools

(CCD)

2,423 669 710 135 139 4,076 2,524 779 804 161 246 4,514 50

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) * 5% 20 17 58 10% 7% * 7% 20 19 54 12% 7%

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) $18,965,778 Instructional 797,644 Noninstructional 8,345,365 Support Total 28,107,787

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

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 89% 84 85 87 81% 79 86 95

*

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)

$10,282

$11,961

Eighth-grade students enrolled in 1996 Algebra I for high school credit 10%
(NAEP)

2003

9%

All schools High-poverty schools Low-poverty schools

92% 81% 97%
2000-01
4% 62 64

Sources of funding
(CCD, 2002-03)

Federal 7%

Local 47%

Students eligible to participate in the Free or Reducedn/a 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) n/a Avg. freshman graduation rate (NCES) 68% 70 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

Data not available.
Title I allocation 2002-03
(ED; Includes Title I, Part A)

1994
27% 57

2005
34% 70

$1,184,751,800

1996
22% 61

2005
31% 70

KEY:

78

K

— n/a # FTE

*

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

New York
Statewide Accountability Information
See Appendix B for New York’s definitions of proficient for english language arts and mathematics for grades 4, 8, and high school. See http://www.emsc.nysed.gov/repcrd2004/home.shtml for more details on the statewide accountability system. State assessment for NCLB accountability: New York State Tests State student achievement levels: Basic, Basic Proficiency, Proficiency, Advanced

St udent Achievement 2003-04
New York State Tests, used for NCLB accountability English or Language Arts Performance Indices 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 156 136 # 97 117 134 135 170 141 118 # 80 106 115 119 154

High School
163 138 # 99 93 137 133 176

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 English Language Arts Mathematics Grade 8 English Language Arts Mathematics High school nglish Language Arts E Mathematics 123 PI 136 107 81 142 132

Target (2003-04)
123 PI 136 107 81 142 132

Student achievement trend: English or Language Arts percent proficient level or above

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences* Title I schools
Made AYP 2,040 (74%) Identified for improvement: Year 1 144 (9%) Year 2 128 (5%) Corrective action 53 (2%) Restructuring 183 (7%) Exited Improvement status (made AYP twice n/a after being identified for improvement)

All schools
2,889 (72%) 144 (4%) 128 (3%) 53 (1%) 183 (5%) n/a

All districts
629 (86%) 12 (4%) 18 (2%) 8 (1%) 0 n/a

Mathematics Performance Indices for:

Other indicator, 2003-04
Elementary/middle school indicator: Science assessment High school indicator: Graduation rate

State target
Performance index of 100 or increase from previous year - 7,364 67,180

State outcome
Met -

All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic

Grade 4
176 162 # 133 133 157 161 187

Grade 8
145 118 # 79 86 108 114 165

High School
153 125 # 97 107 114 116 170

Student achievement trend: Mathematics percent proficient level or above

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

Number of Title I students Percent of eligible students
2% 27%

*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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