Per Pupil Expenditures
(CCD, 1998-1999) |
$8,260 |
Number of districts
(CCD, 1999-2000) |
50 |
Number of public schools
(CCD, 1999-2000)
| Elementary |
Middle |
High |
Combined |
Total |
| 1,225 |
324 |
303 |
33 |
1,898 |
Number of charter schools
(CCD, 1999-2000) |
351 |
Number of FTE teachers
(CCD, 1999-2000)
| Elementary |
Middle |
High |
Combined |
Total |
| 24,192 |
n/a |
39,454 |
n/a |
77,600 |
Public school enrollment
| |
1993-94 |
1999-2000 |
K-8
(CCD) |
625,344 |
682,623 |
9-12
(CCD) |
232,208 |
265,174 |
Total
(CCD) |
877,726 |
971,425 |
Pre-K
(by state definition) |
13,178 |
19,539 |
Sources of funding
District average
(CCD, 1998-99)
 Top
Race/ethnicity
(CCD, K-12)
| |
1993-94 |
1999-2000 |
| American Indian/Alaskan Natives |
1,523 |
2,405 |
| |
* |
* |
| Asian/Pacific Islander |
32,478 |
40,615 |
| |
4% |
4% |
| Black |
71,023 |
81,783 |
| |
8% |
9% |
| Hispanic |
77,015 |
96,173 |
| |
9% |
10% |
| White |
695,687 |
726,821 |
| |
79% |
77% |
| Other |
n/a |
n/a |
| |
— |
— |
Students with disabilities
(OSEP)
| 1993-94 |
1999-2000 |
| 131,414 |
141,912 |
| 15% |
14% |
Students with Limited English Proficiency
(ED/NCBE, K-12)
| 1993-94 |
1999-2000 |
| 43,685 |
44,829 |
| 5% |
5% |
Migratory students
(OME, K-12)
| 1993-94 |
1999-2000 |
| 2,485 |
1,427 |
| * |
* |
All schools by percent of students eligible to participate in the Free Lunch Program*
(CCD, 1999-2000)
*1 schools did not report.
Top
|
Statewide Goal for Schools on State Assessment
Two years' score on MCAS, decrease percentage of students at Failing level and increase percentage at Proficient or Advanced level.
Expected School Improvement on Assessment
Increase average scaled scores, dependent on baseline performance
Indicators for School Accountability
Results of CRT(MCAS) tests
Title I Adequate Yearly Progress (AYP) for Schools
Same as statewide goal (progress on math, reading tests)
|
Top
Title I
(ED Consolidated Report, 1999-2000)
| |
School Wide Programs |
Targeted Assistance |
Totals |
| Number of Schools |
424 |
623 |
1,047 |
| |
40% |
60% |
100% |
| Schools Meeting AYP Goal |
194 |
573 |
767 |
| |
46% |
92% |
73% |
| School in Need of Improvement |
226 |
50 |
276 |
| |
53% |
8% |
26% |
Title I allocation
(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start, Migrant Education, and Neglected & Delinquent, ED, 1999-00) |
$159,027,055 |
Top
NAEP State Results
| |
Grade 4 |
Grade 8 |
| Reading, 1998: |
|
| Proficient level and above |
37% |
36% |
| Basic level and above |
73% |
80% |
| Math, 2000: |
|
| Proficient level and above |
33% |
33% |
| Basic level and above |
78% |
76% |
Top
Assessment Information
| Assessment Reported |
Massachusetts Comprehensive Assessment System |
| State Definition of "Proficient" |
Students at this level demonstrate a solid understanding of challenging subject matter and solve a wide variety of problems. |
|---|
Top
Percentage of students meeting state proficiency levels
Grade 4
Reading/Language Arts
| |
|
|
|
|
|
Proficient |
 |
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
0% |
12% |
67% |
| |
19% |
1% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
1 |
43 |
53 |
| |
3 |
0 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
0 |
39 |
58 |
| |
3 |
0 |
Mathematics
| |
|
|
|
|
|
Proficient |
|
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
0% |
18% |
42% |
| |
28% |
12% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
0 |
54 |
35 |
| |
8 |
2 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
0 |
39 |
45 |
| |
13 |
3 |
Grade 8
Reading/Language Arts
| |
|
|
|
|
|
Proficient |
|
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
1% |
11% |
27% |
| |
57% |
5% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
1 |
49 |
32 |
| |
17 |
0 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
2 |
38 |
40 |
| |
20 |
0 |
Mathematics
| |
|
|
|
|
|
Proficient |
|
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
1% |
39% |
27% |
| |
24% |
10% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
1 |
76 |
14 |
| |
7 |
1 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
1 |
76 |
16 |
| |
6 |
1 |
High School
Grade 10
Reading/ Language Arts
| |
|
|
|
|
|
Proficient |
|
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
3% |
31% |
30% |
| |
29% |
7% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
3 |
72 |
19 |
| |
5 |
1 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
5 |
70 |
19 |
| |
6 |
0 |
Mathematics
| |
|
|
|
|
|
Proficient |
|
| |
Failing (Absent) |
Failing (Tested) |
Needs Improvement |
| |
Proficient |
Advanced |
| All Students |
3% |
42% |
22% |
| |
18% |
15% |
| Title I Schools |
|
|
|
| |
|
|
| High Poverty Schools |
|
|
|
| |
|
|
| |
|
|
|
|
| |
|
|
| Students with Limited English Proficiency |
4 |
72 |
14 |
| |
6 |
4 |
| Migratory Students |
|
|
|
| |
|
|
| Students with Disabilities |
5 |
78 |
11 |
| |
4 |
2 |
High School Indicators
| |
1993-94 |
1998-99 |
High school dropout rate
(CCD, event) |
4% |
4% |
| |
1994-95 |
1998-99 |
Postsecondary enrollment
(IPEDS, High school grads enrolled in college) |
37,994 |
42,478 |
| 80% |
84% |
Sources
 [Maryland] | [Michigan] 
|
