Washington

Districts and schools
Number of districts
(CCD)

http://www.k12.wa.us
Students
2003-04
296 296

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 5,087 655,337 255,528 910,865

1993-94

Public school enrollment (CCD)

2003-04
11,352 687,896 322,101 1,009,997

Number of FTE 1993-94 teachers (CCD) Elementary 22,741
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 8,665 11,064 1,176 246 43,892 7,940 656 3,455 30,391 42,442

2003-04
25,175 10,630 13,758 1,388 417 51,368 10,051 546 3,662 42,211 56,470

Number of public schools

(CCD)

1,087 298 371 90 14 1,860 1,187 357 460 220 17 2,241

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) 3% 6 4 7 80 9% 3% 3% 8 6 12 71 10% 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) $3,722,094 Instructional 287,699 Noninstructional 2,224,474 Support Total 6,234,267

2002-03
$4,381,186 357,911 2,620,468 7,359,565

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 64% 49 83 75 65% 55 79 77

3%

5%

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)

$6,807

$7,252

Eighth-grade students enrolled in 1996 Algebra I for high school credit 26%
(NAEP)

2003

20%

All schools High-poverty schools Low-poverty schools

99% 98% 99%
2000-01
4% 69 45

Sources of funding
(CCD, 2002-03)

Federal 9%

Local 29%

Students eligible to participate in the Free or Reduced362,256 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 62%

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 80% 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% 432 430 193

817

1994
27% 59

2005
35% 69

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

$157,166,797

75-100%
^

1996
26% 67

2005
36% 75

KEY:

110

K

— n/a # FTE

*

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

369 schools did not report.

Washington
Statewide Accountability Information
See Appendix B for Washington’s definitions of proficient for Reading and mathematics for grades 4, 7, and high school. See http://reportcard.ospi.k12.wa.us/Reports/WASLTrend.aspx?&schoolId=1&reportLevel=State for more details on the statewide accountability system. State assessment for NCLB accountability: Washington Assessment of Student Learning State student achievement levels: Level 1, Level 2, Level 3, Level 4

St udent Achievement 2003-04
Washington Assessment of Student Learning, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 7 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 74% 62 43 39 37 62 54 80 61% 43 26 16 17 42 38 66 65% 46 28 15 17 43 41 70

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 7 Reading Mathematics High school eading R Mathematics 52.2% 29.7 30.1 17.3 48.6 24.8

Target (2003-04)
52.2% 29.7 30.1 17.3 48.6 24.8

Student achievement trend: Reading percent proficient level or above
100% 75% 66 67 50% 25% Grade 4 Grade 7 High School Mathematics Proficient level or above for: Grade 4 Grade 7
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 60% 45 32 29 27 38 39 66 46% 27 13 8 8 21 22 52

74 61 44 48 59 60

65

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
866 (89%) 39 (4%) 17 (2%) 15 (2%) 0 6 (1%)

All schools
2,042 (86%) 120 (5%) 21 (1%) 15 (1%) 0 6 (*)

All districts
267 (90%) 29 (10%) 0 0 0 0

0%

High school
44% 25 11 6 10 16 20 49

Other indicator, 2003-04

State target

State outcome
Met Met

Elementary/middle school indicator: Attendance High school indicator: Graduation rate

Meet or progress toward unexcused absence rate of 1% or less 66% or higher 377 250 1% 2%

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 7 High School 52 55 60 30 37 46 38 40 44 2004 2003 2002

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

Number of Title I students Percent of eligible students

111