Oklahoma

Districts and schools
Number of districts
(CCD)

http://sde.state.ok.us
Students
2003-04
541 554

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 5,456 434,094 162,482 596,576

1993-94

Public school enrollment (CCD)

2003-04
30,203 417,181 174,652 591,833

Number of FTE 1993-94 teachers (CCD) Elementary 19,946
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 7,706 9,703 - 894 38,249 6,172 435 2,596 24,833 34,036

2003-04
18,643 7,039 9,130 90 690 35,592 6,049 248 2,642 23,121 32,060

Number of public schools

(CCD)

993 341 458 0 23 1,815 967 329 465 4 21 1,786 12

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) 14% 1 10 3 72 11% 4% 18% 2 11 8 61 14% 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) $2,004,000 Instructional 284,458 Noninstructional 1,126,542 Support Total 3,415,000

2002-03
$2,203,126 252,188 1,349,256 3,804,570

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 78% 74 62 71 57% 70 67 53

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)

$5,654

$6,092

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

2003

25%

All schools High-poverty schools Low-poverty schools

98% 97% 98%
2000-01
5% 76 50

Sources of funding
(CCD, 2002-03)

Federal 13%

Local 33%

Students eligible to participate in the Free or Reduced331,945 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 55%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 78 49 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%

283 314 726
458

1994
- -

2005
26% 61

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

$128,454,510

75-100%
^

1996
- -

2005
20% 63

KEY:

86

K

— n/a # FTE

*

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

5 schools did not report.

Oklahoma
Statewide Accountability Information
See Appendix B for Oklahoma’s definitions of proficient for reading and mathematics for grades 5, 8, and high school. See http://sde.state.ok.us/home/defaultie.html for more details on the statewide accountability system. State assessment for NCLB accountability: Oklahoma Core Curriculum Tests State student achievement levels: Unsatisfactory, Limited Knowledge, Satisfactory, Advanced

St udent Achievement 2003-04
Oklahoma Core Curriculum Tests, used for NCLB accountability Reading Proficient level or above for: Grade 5 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% 57 53 22 43 46 52 73 73% 62 39 28 42 54 56 80 54% 39 25 13 32 30 34 60

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 5 Reading Mathematics Grade 8 Reading Mathematics Grade HS Reading Mathematics API:622 648 622 648 622 648

Target (2003-04)
API:768 790 768 790 768 790

Student achievement trend: Reading percent proficient level or above
100% 75% 63 65 66 50% 25% Grade 5 Grade 8 High School Mathematics Proficient level or above for: Grade 5 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 71% 63 65 33 58 51 62 77 69% 57 42 26 47 45 55 76

70 71 73

62

56 54

2004 2003 2002

2003-04 NCLB accountability results, applied to 2004-05 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 being identified for improvement)

Title I schools
899 (73%) 82 (7%) 14 (1%) 4 (*) 11 (1%) 3 (*)

All schools
1,348 (75%) 111 (6%) 15 (1%) 12 (1%) 4 (*) 3 (*)

All districts
404 (75%) 22 (4%) 0 0 0 0

0%

High school
23% 14 12 5 10 7 9 21

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 91.2% Meet or progress toward 91.2% Meet or progress toward 68.8% 714 1,467 10% 31%

Student achievement trend: Mathematics percent proficient level or above
100% 75% 63 65 71 50% 25% 0% Grade 5 13 23 64 65 69 2004 2003 2002

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

Number of Title I students Percent of eligible students

n/a Grade 8 High School

87