Utah

Districts and schools
Number of districts
(CCD)

http://www.usoe.k12.ut.us
Students
2003-04
40 40

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 959 321,307 137,378 458,685

1993-94

Public school enrollment (CCD)

2003-04
3,833 333,147 142,129 475,276

Number of FTE 1993-94 teachers (CCD) Elementary 9,855
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 4,279 4,831 93 466 19,524 4,309 411 980 10,548 16,248

2003-04
11,950 4,516 5,407 44 660 22,577 5,911 711 1,168 11,608 19,398

Number of public schools

(CCD)

433 114 132 13 26 718 501 142 187 12 44 886 19

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) 1% 2 1 4 91 10% 5% 2% 3 1 11 83 11% 10%

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) $1,291,568 Instructional 117,525 Noninstructional 516,485 Support Total 1,925,578

2002-03
$1,518,242 133,760 714,894 2,366,896

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% 55 66 61 63% 63 83 72

*

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)

$4,085

$4,838

Eighth-grade students enrolled in 1996 Algebra I for high school credit 42%
(NAEP)

2003

40%

All schools High-poverty schools Low-poverty schools

69% 65% 73%
2000-01
4% 82 38

Sources of funding
(CCD, 2002-03)

Federal 9%

Local 34%

Students eligible to participate in the Free or Reduced159,056 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 56%

1993-94 High school dropout rate (NCES) 3% Avg. freshman graduation rate (NCES) 83 56 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% 176 158 82

357

1994
30% 64

2005
35% 69

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

$45,809,427

75-100%
^

1996
24% 70

2005
30% 72

KEY:

104

K

— n/a # FTE

*

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

113 schools did not report.

Utah
Statewide Accountability Information
See Appendix B for Utah’s definitions of proficient for Language arts and mathematics for grades 4, 8, and high school. See http://www.usoe.k12.ut.us/default/annual_report_03_04.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Utah Performance Assessment System for Students State student achievement levels: Minimal, Partial, Sufficient, Substantial

St udent Achievement 2003-04
Utah Performance Assessment System for Students, used for NCLB accountability Language arts Proficient level or above for: Grade 4 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 76% 73 42 42 51 64 52 81 77% 75 39 33 48 55 51 82 75% 73 29 29 42 49 46 79

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Language arts Mathematics Grade 8 Language arts Mathematics High school anguage arts L Mathematics 65% 57 64 35 64 35

Target (2003-04)
65% 57 65 57 64 35

Student achievement trend: Language arts percent proficient level or above 100% 2004 80 75 80 79 76 2003 72 77 75% 2002 50%
25% 0% Grade 4 n/a n/a Grade 8 High School
77% 71 45 43 53 56 52 78

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
172 (81%) 11 (5%) 1 (1%) 2 (1%) 1 (1%) 2 (1%)

All schools
794 (88%) 11 (1%) 1 (*) 2 (*) 1 (*) 2 (*)

All districts
34 (58%) 21 (35%) 0 0 0 0

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
70% 68 49 29 48 47 47 74

High school
64% 63 32 37 36 33 36 68

Other indicator, 2003-04

State target

State outcome

Elementary indicator: Attendance Middle school indicator: Attendance High school indicator: Graduation or attendance

Meet or progress toward 93% Met Meet or progress toward 93% Met Meet or progress toward 85.7% (graduation) or 93% (attendance) Met

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 8 High School 73 77 73 70 49 64 2004 2003 n/a 2002

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

Number of Title I students Percent of eligible students
62 635 3% 49%

105