South Dakota

Districts and schools
Number of districts
(CCD)

http://www.state.sd.us/deca
Students
2003-04
176

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 612 100,054 39,971 140,025

1993-94
178

Public school enrollment (CCD)

2003-04
2,132 83,883 39,522 123,405

Number of FTE 1993-94 teachers (CCD) Elementary 4,627
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,069 2,781 - 152 9,629 1,801 14 947 4,882 7,644

2003-04
4,414 1,918 2,797 55 1 9,185 3,337 380 847 5,230 9,794

Number of public schools

(CCD)

373 191 187 0 23 774 363 173 185 12 1 734

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) 13% 1 1 1 85 9% 3% 11% 1 2 2 85 11% 3%

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) $459,504 Instructional 41,155 Noninstructional 244,613 Support Total 745,272

2002-03
$498,922 45,407 307,100 851,429

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 73% 67 72 61 74% 76 72 68

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)

$5,218

$6,547

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

2003

24%

All schools High-poverty schools Low-poverty schools

93% 89% 93%
2000-01
4% 77 64

Sources of funding
(CCD, 2002-03)

Federal 16%

Local 51%

Students eligible to participate in the Free or Reduced39,481 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) 0-34% 369

Outcomes

State 34%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 92 50 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

35-49% 50-74%
Title I allocation 2002-03
(ED; Includes Title I, Part A)

179 101 79

1994
- -

2005
33% 70

$32,000,786

75-100%
^

1996
- -

2005
36% 80

KEY:

98

K

— n/a # FTE

*

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

6 schools did not report.

South Dakota
Statewide Accountability Information
See Appendix B for South Dakota’s definitions of proficient for Reading and mathematics for grades 4, 8, and 11. See https://sis.ddncampus.net:8081/nclb/portal/portal.xsl for more details on the statewide accountability system. State assessment for NCLB accountability: Dakota State Test of Educational Progress State student achievement levels: Below Basic, Basic, Proficient, Advanced

St udent Achievement 2003-04
Dakota State Test of Educational Progress, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 11
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 87% 79 71 60 54 73 77 90 78% 66 64 29 26 61 67 82 73% 59 32 16 27 37 47 75

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 65% 45 65 45 50 60

Target (2003-04)
65% 45 65 45 50 60

Student achievement trend: Reading percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 8
78% 65 68 48 37 56 62 83

85 87

77 78 57

73

2004 2003 n/a 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
267 (77%) 38 (14%) 19 (6%) 2 (1%) 2 (1%) 7 (2%)

All schools
562 (78%) 47 (7%) 19 (3%) 2 (*) 2 (*) 7 (1%)

All districts
165 (97%) 0 0 0 0 0

Grade 11

Mathematics Proficient level or above for: Grade 4
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic

Grade 8
66% 49 38 16 19 35 44 72

Grade 11
73% 57 42 17 16 44 51 76

Other indicator, 2003-04

State target
94% 94% 90% 4 47

State outcome
Met Met Met * 2%

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 78 73 2003 72 69 75% 66 n/a 2002 55 50%
25% 0% Grade 4 Grade 8 Grade 11

99