State Education Indicators with a Focus on Title I, 2003-04

Wyoming
http://www.k12.wy.us

Districts and schools
Number of districts
(CCD)

1993-94 49

2003-04 48

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 239 86 75 n/a 1 401

2003-04 210 76 76 17 1 380 2003-04 1

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200203)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $439,752 25,045 246,656 711,453

2002-03 $474,108 25,317 292,306 791,731

2002-03)

1993-94 $7,051

2002-03 $8,985

Sources of Funding
(CCD, 2002-03)

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

$28,964,809

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12)

1993-94 n/a 71,198 29,497 100,695 1993-94 3% 1 1 6 89

2003-04 394 57,575 27,701 85,276 2003-04 3% 1 1 8 86

Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 12%

2003-04 13%

Students with limited English proficiency (NCELA)

1993-94 1993-94 *

2003-04 4% 2003-04 1%

Migrant students (OME)

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

1996 23%

2003 25%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04 (CCD)

26,759

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04

(CCD)

7 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 3,115 1,408 1,872 0 6,395 1993-94 1,301 81 435 4,630 6,447 2003-04 2,879 1,523 1,883 147 39 6,471 2003-04 1,868 152 638 4,896 7,554

1994 75% 78 80 81

2000 79% 79 78 70

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Outcomes

High school dropout rate (NCES) Avg. freshman graduation rate
(NCES)

1993-94 7% 85 53

2000-01 6% 73 52

College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 32% 68 1996 22% 68

2005 34% 70 2005 29% 76

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Statewide Accountability Information:
State Accountability Website: https://wdesecure.k12.wy.us/stats/wde.esc.show_menu State assessment for NCLB accountability: Wyoming Comprehensive Assessment System State student achievement levels: Novice, Partially Proficient, Proficient, Advanced

Grade 4 Grade 8 Grade 11

English language arts Mathematics English language arts Mathematics English language arts Mathematics

2001-02 Annual measurable objective starting point 30.4% 23.8 34.5 25.3 30.4 35.8

Target 2003-04 30.4% 23.8 34.5 25.3 48.4 35.8

2003-04 NCLB accountability results, applied to 200405 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 missing twice or more, includes total “made” above) Title I schools 205 91% 18 0 0 0 0 9% 0 0 0 0 All schools 331 92% 31 0 0 0 0 9% 0 0 0 0 All districts 47 98% 1 0 0 0 0 2% 0 0 0 0

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Other indicator, 2003-04 Elementary Indicator: Reading performance Middle Indicator: Reading performance High School Indicator: Graduation rate

State target Reduce percentage of students scoring in lowest (novice) level Reduce percentage of students scoring in lowest (novice) level Meet or progress toward 80%.

State outcome Met Met Met

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

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

Number of Title I students n/a -

Percent of eligible students n/a -

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Student Achievement 2003-04
Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 3 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 4 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 44% 31 9 13 15 36 30 47

Student achievement trend: English or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 39% 29 18 21 15 25 24 42

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 5 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 6 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 7 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 8 English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 51% 35 # 8 20 29 34 54

Student achievement trend: English or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 41% 25 # 8 12 17 25 44

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability High school English or language arts
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 57% 39 # 9 35 36 37 59

Student achievement trend: English or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Wyoming

Wyoming Comprehensive Assessment System, used for NCLB accountability High school Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 45% 30 # 9 22 24 26 47

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available