Sources

School and Teacher Demographics

Per pupil expenditures

Source: U.S. Department of Education, National Center for Education Statistics,
Revenues and Expenditures for Public Elementary and Secondary Education: School
Year 1999–2000. Available: [Link]
Note: National Center for Education Statistics is referred to as NCES throughout
report. Expenditures include current expenditures, based on membership, covering
day-to-day operations of public elementary and secondary schools, except those
associated with repaying debts, capital outlays (e.g., purchases of land, school
construction and repair, and equipment), and programs outside the scope of preschool
to grade 12, such as adult education, community colleges, and community services.
Expenditures for items lasting more than one year (e.g., school buses and computers)
are not included in current expenditures.

Number of districts
Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 2000–01.
Notes: Common Core of Data is referred to as CCD throughout report. This database
includes all regular local school districts that are and are not a component of a
supervisory union with a student membership (enrollment) greater than zero. Not
included are supervisory union administrative centers, regional education service
agencies, state or federal agencies providing elementary and/or secondary level
instruction, or other education agencies, such as charter schools.

Number of charter schools

Source: U.S. Department of Education, National Center for Education Statistics,
Overview of Public Elementary and Secondary Schools and Districts: School Year 2000-
2001.

Number of public schools

Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 1993–94 and 2000–01.
Notes: All regular and special education schools offering free, public elementary or
secondary education with student membership (enrollment) greater than zero are
included. Excluded are schools with a specific vocational and alternative education
purpose. A school is classified as combined if it provides instruction at both the
elementary (grade 6 or below) and the secondary (grade 9 or above) levels.

Number of Full-time equivalent (FTE) teachers

Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 1993–94 and 2000–01.
Notes: FTE teacher counts are based on NCES definitions in Digest of Education
Statistics. A school is classified as combined if it provides instruction at both the
elementary (grade 6 or below) and the secondary (grade 9 or above) levels. Counts are
based at the school level and exclude teachers classified as “other.”
Percentage of teachers with a major in the main subject taught, grades 7-12
Source: U.S. Department of Education, National Center for Education Statistics, Schools and
Staffing Survey, 1994 and 2000.
Notes: Schools and Staffing Survey is referred to as SASS throughout report.

Sources of funding
Source: U.S. Department of Education, National Center for Education Statistics, Revenues
and Expenditures for Public Elementary and Secondary Education: School Year 1999–
2000. Available: [Link]
Notes: Information is shown for three major revenue sources: federal, state, and local.
A fourth category, intermediate, is shown only for those states which have funds in this
category.

Student Demographics
Public school enrollment
Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 1993–94 and 2000–01.
Notes: These numbers do not include ungraded students. Public Preschool Enrollment
is recorded according to state definition of public preschools and state decision on data
collection.

Race/ethnicity
Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 1993–94 and 2000–01.

Students with disabilities

Source: U.S. Department of Education, Office of Special Education Programs, 2000–01 school
year. Available: [Link]
U.S. Department of Education. To Assure the Free Appropriate Public Education of All
Children with Disabilities. Seventeenth Annual Report to Congress on the
Implementation of the Individuals with Disabilities Education Act, 1995.
Notes: Office of Special Education Programs is referred to as OSEP throughout report.
The figures shown represent children ages 6 to 17 served under IDEA, Part B.

Students with limited English proficiency

Source: Kindler, A. L. (2002). Survey of the States’ Limited English Proficient Students
and Available Educational Programs and Services 2000-2001 Summary Report.
Prepared for Office of English Language Acquisition (OELA) by National Clearinghouse
for English Language Acquisition and Language Instruction Educational Programs,
Washington, D.C.
U.S. Department of Education, National Clearinghouse for Bilingual Education. 1993–
94.
Notes: National Clearinghouse for Bilingual Education is referred to as NCBE throughout
report. The number of LEP students enrolled in public schools. For 2000–01, only K-12
data for Arizona, California, Florida, Hawaii, Idaho, Michigan, Minnesota, Montana,
North Dakota, Oregon, Rhode Island, South Carolina, Utah. (Pre-K either not available or
not reported.)

Migratory students
Source: U.S. Department of Education, Office of Migrant Education, 1993–94, 1999–
2000.
Notes: Office of Migrant Education is referred to as OME throughout report. The figures
shown represent the “12-month” count of students identified for the Migrant program.
The 12-month count is the unduplicated number of eligible children ages 3–21 who
participate in either a regular year (Category 1) or summer (Category 2) program.

All schools by percent of students eligible for the Free and Reduced-Price Lunch
Program
Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 2000–01.
Notes: The figures shown represent the percentage of students in all schools, including
all regular local school districts and schools with a specific vocational and alternative
education purpose, eligible to participate in the Free and Reduced-Price Lunch Program
under the National School Lunch Act. The National School Lunch Program is run by the
Department of Agriculture’s Food and Nutrition Service.

Statewide Accountability Information

Source: Results from an unpublished 50 State-Survey conducted by CCSSO January
2002. Rolf Blank et al. For more information, visit the state’s Web page or contact the
author at: rolfb@[Link].

Title I 2000–01
Source: Sinclair, B. State ESEA Title 1 Participation Information for 2000–2001: Final
Summary Report. (Rockville, Md.: Westat). Report prepared for the Office of the Under
Secretary and the Office of Elementary and Secondary Education, U.S. Department of
Education. September, 2003.

U.S. Department of Education, National Center for Education Statistics, Common Core
of Data, 2000–01.

NAEP State Results

Source:NAEP 2000 Mathematics Report Card for the Nation and the States. U.S. Department
of Education, National Center for Education Statistics, National Assessment of
Educational Progress, 2001. Available:
[Link]
Grigg, W. S., Daane, M. C., Jin, Y. Campbell, J. R. (2003). The Nation’s Report Card:
Reading 2002. U. S. Department of Education, National Center for Education Statistics.
Washington, DC: 2003. Available:
[Link]
Notes: National Assessment for Educational Progress is referred to as NAEP throughout
report. Data reported for public schools only. Some states did not satisfy one of the
guidelines for school sample participation rates. See Appendix C for further information
and definitions of proficient and basic.

Student Achievement 2000–01

Student achievement
Source:”Consolidated Performance Report, Section B,” submitted to the U.S. Department of
Education by state departments of education. Assessment results for 2000–01 school
year, with edits by states.
Notes: Trend results for 1995–96 through 2000–01 reported in bar graphs for states
with consistent tests and proficiency levels over two or more years and in Table 4 on
page xvi.

High school dropout rate

Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, 1993–94, 2000–01.
Notes: Only states whose definitions complied with NCES’s definition were included.
Annual or “event” rate is the percentage of 9–12 students dropping out during one
school year.

Postsecondary enrollment
Source: U.S. Department of Education, National Center for Education Statistics,
Common Core of Data, Private School Universe Survey, 1993; and Integrated
Postsecondary Education Data System (IPEDS) “Fall Enrollment, 1994: survey.
U.S. Department of Education, National Center for Education Statistics, Common Core
of Data survey (Digest of Education Statistics, 2003, table 104); Private School Survey,
1999 (Digest of Education Statistics, 2002, table 63); and Integrated Postsecondary
Education Data System (IPEDS) “Fall Enrollment, 2000” survey (Digest of Education
Statistics, 2002, table 204).
Appendix A
Further State Proficiency Level Definitions*
*Please note, these definitions are taken from the state Consolidated Performance Reports
for 2000-01, with edits by states.

Please see individual state profiles for state definitions of

proficient.
Appendix B
Sources of Funding, 1999-2000
(in thousands)

Stat
e Total
Nam Fundin Intermedi
e g Local ate State Federal
AL $4,832,13 28.2% 0.5% 62.2% 9.1%
5
AK $1,359,76 25.6% 0.0% 58.9% 15.4%
4
AZ $5,503,27 43.1% 2.6% 43.6% 10.8%
2
AR $2,730,72 30.8% 0.2% 60.2% 8.8%
2
CA $45,058,3 31.0% 0.0% 60.3% 8.7%
05
CO $5,044,27 52.9% 0.4% 41.3% 5.4%
5
CT $6,065,48 55.7% 0.0% 40.2% 4.1%
2
DE $1,072,49 26.9% 0.0% 65.6% 7.5%
4
DC $875,619 79.6% 0.0% 0.0% 20.4%
FL $16,946,0 42.1% 0.0% 49.5% 8.4%
14
GA $11,076,9 45.5% 0.0% 47.9% 6.6%
55
HI $1,404,89 2.2% 0.0% 88.8% 9.0%
7
ID $1,472,07 31.2% 0.0% 61.1% 7.7%
0
IL $16,590,9 61.5% 0.0% 30.8% 7.7%
48
IN $8,427,75 41.8% 0.6% 52.3% 5.3%
7
IA $3,714,86 43.1% 0.2% 50.6% 6.1%
1
KS $3,408,63 29.1% 2.2% 62.4% 6.3%
4
KY $4,330,61 29.3% 0.0% 60.7% 10.0%
9
LA $4,907,76 39.1% 0.0% 49.5% 11.5%
1
ME $1,811,96 47.5% 0.0% 44.6% 8.0%
5
MD $7,242,34 55.4% 0.0% 39.0% 5.6%
4
MA $9,260,13 51.0% 0.0% 43.7% 5.3%
0
MI $15,385,1 28.5% 0.1% 64.6% 6.8%
52
MN $7,188,40 32.4% 2.8% 60.0% 4.8%
7
MS $2,778,50 30.1% 0.0% 56.2% 13.7%
6
MO $6,665,30 55.3% 0.5% 37.6% 6.6%
4
MT $1,101,61 34.1% 9.0% 44.7% 12.2%
5
NE $2,216,65 55.7% 0.8% 36.6% 6.9%
6
NV $2,262,00 65.8% 0.0% 29.1% 5.0%
2
NH $1,559,65 39.8% 0.0% 55.8% 4.4%
3
NJ $14,882,0 54.9% 0.0% 41.2% 3.9%
15
NM $2,240,77 14.4% 0.0% 71.5% 14.1%
7
NY $32,403,0 49.0% 0.4% 44.8% 5.8%
66
NC $8,797,26 25.3% 0.0% 67.6% 7.1%
9
ND $749,936 45.8% 1.1% 40.2% 12.9%
OH $15,231,0 51.4% 0.2% 42.5% 5.8%
86
OK $3,705,39 29.7% 1.9% 58.4% 9.9%
3
OR $4,333,95 34.5% 1.7% 57.1% 6.8%
6
PA $16,224,8 55.6% 0.1% 37.8% 6.4%
53
PR $2,222,82 0.0% 0.0% 71.8% 28.2%
4
RI $1,448,20 52.9% 0.0% 41.3% 5.8%
5
SC $4,917,48 38.8% 0.0% 52.8% 8.4%
5
SD $865,041 51.7% 1.3% 34.5% 12.5%
TN $5,378,52 45.2% 0.0% 45.8% 9.0%
7
TX $28,657,0 47.0% 0.3% 44.2% 8.6%
 19
UT $2,579,09 33.3% 0.0% 59.2% 7.5%
2
VT $966,128 19.6% 0.0% 73.6% 6.7%
VA $8,749,75 51.8% 0.0% 42.6% 5.7%
7
WA $7,573,76 29.2% 0.0% 63.5% 7.3%
8
WV $2,294,74 28.7% 0.1% 61.7% 9.5%
4
WI $7,785,58 41.3% 0.0% 54.0% 4.8%
6
WY $786,582 32.5% 7.2% 51.9% 8.4%

Source: U.S. Department of Education, National Center for Education Statistics, Common
Core of Data, National Public Education Finance Survey, School Year 1999–2000.
 Per Capita Personal Income, 2001

Alabama $24,42 Maryland $34,95

6 0
Alaska $30,99 Massachusetts $38,84
7 5
Arizona $25,47 Michigan $29,53
9 8
Arkansas $22,91 Minnesota $32,79
2 1
California 32,67 Mississippi $21,64
8 3
Colorado $32,95 Missouri $28,02
7 9
Connecticut $41,93 Montana $23,53
0 2
Delaware $32,12 Nebraska $28,56
1 4
District of Columbia $40,49 Nevada $29,86
8 0
Florida $27,49 New Hampshire $33,92
3 8
Georgia $28,43 New Jersey $38,15
8 3
Hawaii $28,55 New Mexico $23,16
4 2
Idaho $24,25 New York $35,88
7 4
Illinois $32,75 North Carolina $27,41
5 8
Indiana $27,53 North Dakota $25,53
2 8
Iowa $27,28 Ohio $28,61
3 9
Kansas $28,50 Oklahoma $24,78
7 7
Kentucky $25,05 Oregon $28,00
7 0
Louisiana $24,08 Pennsylvania $30,61
4 7
Maine $26,38 Puerto Rico n/a
5
Rhode Island $29,98 Vermont $27,99
4 2
South Carolina $24,59 Virginia $32,29
4 5
South Dakota $26,30 Washington $31,58
1 2
Tennessee $26,75 West Virginia $22,72
8 5
Texas $28,48 Wisconsin $28,91
6 1
Utah $24,20 Wyoming $28,80
2 7

Source: U.S. Department of Commerce, Bureau of Economic Analysis, April 2003

Appendix C
National Assessment for Educational Progress—Definitions and
Further Information*
Mathematics Achievement Levels–Grade 4
Basic Fourth-grade students performing at the Basic level should show some evidence of
understanding the mathematical concepts and procedures in the five NAEP content
strands. Fourth-graders performing at the Basic level should be able to estimate and
use basic facts to perform simple computations with whole numbers; show some
understanding of fractions and decimals; and solve some simple real-world
problems in all NAEP content areas. Students at this level should be able to use—
though not always accurately—four-function calculators, rulers, and geometric
shapes. Their written responses are often minimal and presented without supporting
information.
Proficient Fourth-grade students performing at the Proficient level should consistently
apply integrated procedural knowledge and conceptual understanding to problem
solving in the five NAEP content strands. Fourth-graders performing at the proficient
level should be able to use whole numbers to estimate, compute, and determine
whether results are reasonable. They should have a conceptual understanding of
fractions and decimals; be able to solve real-world problems in all NAEP content
areas; and use four-function calculators, rulers, and geometric shapes appropriately.
Students performing at the proficient level should employ problem-solving
strategies such as identifying and using appropriate information. Their written
solutions should be organized and presented both with supporting information and
explanations of how they were achieved.

Mathematics Achievement Levels–Grade 8

Basic Eighth-grade students performing at the Basic level should exhibit evidence of
conceptual and procedural understanding in the five NAEP content strands. This
level of performance signifies an understanding of arithmetic operations—including
estimation—on whole numbers, decimals, fractions, and percents. Eighth-graders
performing at the Basic level should complete problems correctly with the help of
structural prompts such as diagrams, charts, and graphs. They should be able to
solve problems in all NAEP content strands through the appropriate selection and
use of strategies and technological tools—including calculators, computers, and
geometric shapes. Students at this level also should be able to use fundamental
algebraic and informal geometric concepts in problem solving. As they approach the
proficient level, students at the basic level should be able to determine which of the
available data are necessary and sufficient for correct solutions and use them in
problem solving. However, these eighth- graders show limited skill in
communicating mathematically.
Proficient Eighth-grade students performing at the Proficient level should apply
mathematical concepts and procedures consistently to complex problems in the five
NAEP content strands. Eighth-graders performing at the Proficient level should be
able to conjecture, defend their ideas, and give supporting examples. They should
understand the connections between fractions, percents, decimals, and other
mathematical topics such as algebra and functions. Students at this level are
expected to have a thorough understanding of Basic level arithmetic operations—an
understanding sufficient for problem solving in practical situations. Quantity and
spatial relations in problem solving and reasoning should be familiar to them, and
they should be able to convey underlying reasoning skills beyond the level of
 arithmetic. They should be able to compare and contrast mathematical ideas and
generate their own examples. These students should make inferences from data
and graphs; apply properties of informal geometry; and accurately use the tools of
technology. Students at this level should understand the process of gathering and
organizing data and be able to calculate, evaluate, and communicate results within
the domain of statistics and probability.
Note The following states did not participate or did not satisfy one of the guidelines for
school sample participation rates in the 2000 Mathematics administration: Alaska,
California, Colorado, Delaware, Florida, Idaho, Illinois, Indiana, Iowa, Kansas, Maine,
Michigan, Minnesota, Montana, New Hampshire, New Jersey, New York, Ohio (grade
4 only), Oregon, Pennsylvania, Puerto Rico, South Dakota, Vermont, Washington,
Wisconsin.

Reading Achievement Levels–Grade 4

Basic Fourth-grade students performing at the Basic level should demonstrate an
understanding of the overall meaning of what they read. When reading text
appropriate for fourth graders, they should be able to make relatively obvious
connections between the text and their own experiences, and extend the ideas in
the text by making simple inferences.
Proficient Fourth-grade students performing at the Proficient level should be able to
demonstrate an overall understanding of the text, providing inferential as well as
literal information. When reading text appropriate to fourth grade, they should be
able to extend the ideas in the text by making inferences, drawing conclusions, and
making connections to their own experiences. The connection between the text and
what the student infers should be clear.

Reading Achievement Levels–Grade 8

Basic Eighth-grade students performing at the Basic level should demonstrate a literal
understanding of what they read and be able to make some interpretations. When
reading text appropriate to eighth grade, they should be able to identify specific
aspects of the text that reflect overall meaning, extend the ideas in the text by
making simple inferences, recognize and relate interpretations and connections
among ideas in the text to personal experience, and draw conclusions based on the
text.
Proficient Eighth-grade students performing at the Proficient level should be able to
show an overall understanding of the text, including inferential as well as literal
information. When reading text appropriate to eighth grade, they should be able to
extend the ideas in the text by making clear inferences from it, by drawing
conclusions, and by making connections to their own experiences—including other
reading experiences. Proficient eighth-graders should be able to identify some of the
devices authors use in composing text.
Note The following jurisdictions did participate or did not satisfy one or more of the
guidelines for school participation in the 2002 Reading administration: California,
Iowa (grade 4 only), Kansas, Minnesota, Montana, New York, North Dakota, Oregon
(grade 8 only), Tennessee, Washington, Wisconsin.

*Additional information is available at the NAEP Web site,

[Link]