Oregon

Districts and schools
Number of districts
(CCD)

http://www.ode.state.or.us
Students
2003-04
200 280

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 826 365,358 148,127 513,485

1993-94

Public school enrollment (CCD)

2003-04
365 374,249 166,879 541,128

Number of FTE 1993-94 teachers (CCD) Elementary 12,726
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 5,246 7,382 557 142 26,053 5,236 338 2,292 16,038 23,904

2003-04
12,243 5,793 7,618 444 55 26,153 8,466 406 2,152 16,516 27,540

Number of public schools

(CCD)

758 198 206 40 13 1,215 727 224 233 37 4 1,225 23

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) 2% 3 2 6 87 10% 4% 2% 4 3 14 77 11% 11%

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) $2,177,198 Instructional 123,481 Noninstructional 1,334,261 Support Total 3,634,940

2002-03
$2,458,745 141,449 1,550,553 4,150,747

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 61% 61 93 79 68% 60 74 57

5%

7%

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)

$7,036

$7,491

Eighth-grade students enrolled in 1996 Algebra I for high school credit 28%
(NAEP)

2003

25%

All schools High-poverty schools Low-poverty schools

87% 85% 89%
2000-01
5% 68 51

Sources of funding
(CCD, 2002-03)

Federal 9%

Local 40%

Students eligible to participate in the Free or Reduced221,160 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 51%

1993-94 High school dropout rate (NCES) 7% Avg. freshman graduation rate (NCES) 73 57 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% 280 405
94

445

1994
- -

2005
30% 63

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

$115,317,070

75-100%
^

1996
26% 67

2005
33% 72

KEY:

88

K

— n/a # FTE

*

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

1 school did not report.

Oregon
Statewide Accountability Information
See Appendix B for Oregon’s definitions of proficient for reading and mathematics for grades 3, 8, and high school. See http://www.ode.state.or.us/data/annreportcard/rptcard2004.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Oregon State Assessments State student achievement levels: Very Low, Low, Nearly Meets, Meets Standards, Exceeds Standards

St udent Achievement 2003-04
Oregon State Assessments, used for NCLB accountability Reading Proficient level or above for: Grade 3 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 82% 73 54 52 59 74 63 87 59% 42 23 19 21 43 32 64

High school
50% 31 11 12 10 26 21 54

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics Grade HS Reading Mathematics 40% 39 40 39 40 39

Target (2003-04)
40% 39 40 39 40 39

Student achievement trend: Reading percent proficient level or above
100% 75%

85 83 82 64 60 59 53 52 50

2004 2003 2002

50% 25%

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
496 (87%) 29 (5%) 2 (*) 2 (*) 2 (*) 0

All schools
847 (71%) 29 (2%) 2 (*) 2 (*) 2 (*) 0

All districts
76 (39%) 14 (7%) 1 (1%) 0 0 0

Grade 3 Grade 8 High School Mathematics Proficient level or above for: Grade 3 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 81% 73 58 57 61 71 63 86 59% 42 26 19 27 39 32 63

0%

High school
42% 24 9 8 13 18 17 46

Other indicator, 2003-04

State target
92% 92% 68.1% 873 537

State outcome
Met Met Met 13% 24%

Elementary indicator: Attendance Middle school indicator: Attendance High school indicator: Graduation rate

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

Number of Title I students Percent of eligible students

Student achievement trend: Mathematics percent proficient level or above 100% 2004 77 78 81 2003 75% 59 59 58 2002 45 45 42 50%
25% 0% Grade 3 Grade 8 High School

89