Maine http://www.state.me.
us/education
Districts and schools Students Staff
Number of districts 1993-94 2002-03 Public school 1993-94 2002-03 Number of FTE 1993-94 2002-03
(CCD) 226 282 enrollment (CCD) Pre-K 1,036 1,503 teachers (CCD) Elementary 6,658 6,964
K-8 152,981 138,124 Middle 2,835 3,462
9-12 59,632 61,873 High 3,822 4,475
Total (K-12) 212,613 199,997 Combined 329 364
Number of public schools (CCD)
Other 1,700 1,572
Elementary 455 418
Total 15,344 16,837
Middle 125 126
Race/ethnicity (CCD)
High 106 111 Number of FTE non-teacher staff (CCD)
American Indian/Alaskan Native n/a 1%
Combined 14 16 Instructional aides 3,452 5,903
Asian/Pacific Islander n/a 1
Other 2 1 Instructional coordinators 118 218
Black, non-Hispanic n/a 2
Total 702 672 Administrators 1,287 1,493
Hispanic n/a 1
White, non-Hispanic n/a 96 Other 8,664 10,127
Number
of charter schools (CCD) n/a Total 13,521 17,741
Students with disabilities (OSEP) 12% 16%
Finances Percentage of teachers with a major in the main subject
taught, grades 7-12 (SASS) 1994 2000
Total current expenditures 1993-94 2001-02 Students with limited 1% 1% English 81% 71%
(CCD, adjusted for inflation to 2001-02, in thousands)
English proficiency (NCELA) Mathematics 68 64
Instructional $1,035,170 $1,208,176 Science 67 63
Noninstructional 56,523 60,634 Social studies 72 56
Support 455,300 543,988 Migrant students
4% 5%
Total 1,546,993 1,812,798 (OME) Percentage of core courses taught by highly qualified
teachers, 2002-03 (As defined and reported by states, collected by ED)
Eighth-grade students enrolled in 1996 2003 Not Available
Per-pupil expenditures $7,129 $8,818 Algebra
I for high school credit 25% 21%
(CCD, adjusted for inflation to 2001-02) (NAEP)
Students eligible to participate in the Free or Reduced-
Sources of funding
Price Lunch Program, 2002-03 62,047
(CCD, 2001-02) Local
(CCD)
Outcomes
Federal 48%
1993-94 2000-01
8% High school dropout rate
Number of schools, by percent of students eligible to (NCES) 3% 3%
participate in the Free or Reduced-Price Lunch Program, Avg. freshman graduation rate (NCES) 75 76
^
State 2002-03 (CCD)
College-going rate (IPEDS/NCES) 50 54
44%
0-34% 296 NAEP state results (NCES)
Reading, Grade 4 1994 2003
35-49% 193 Proficient level or above 41% 36%
50-74% 147 Basic level or above 75 71
Title I allocation 2001-02 $37,942,178 Math, Grade 8 1996 2003
(ED; Includes Title I, Part A) 75-100% 16 Proficient level or above 31% 29%
Basic level or above 77 74
KEY: * = Less than 0.5 percent
— = Not applicable ^
20 schools did not report.
K n/a = Not available
50 # = Sample size too small to calculate
FTE = Full Time Equivalent
Maine
Statewide Accountability Information Student Achievement 2002-03
Maine Educational Assessment, used for NCLB accountability
See Appendix B for Maine’s definitions of proficient for reading and mathematics for grades 4, 8, and Reading
high school. Proficient level or above for: Grade 4 Grade 8 High school
All students 49% 45% 46%
See http://www.state.me.us/education/profiles/getprofiles.htm for more details on the statewide ac- Economically disadvantaged students 39 27 25
countability system. Migrant students n/a 25 16
State assessment for NCLB accountability: Maine Educational Assessment (MEA) Students with disabilities 10 7 5
State student achievement levels: Does Not Meet the Standard, Partially Meets the Standard, Students with limited English proficiency 29 18 12
Black, non-Hispanic students 30 26 22
Meets the Standard, Exceeds the Standard
Hispanic students 40 41 29
NCLB Accountability Goals White, non-Hispanic students 50 45 47
2001-02 Annual measurable Target Student achievement trend: Reading percent proficient level or above
objective starting point (2002-03)
100% 2003
Grade 4 Reading 34% 34%
Mathematics 12 12 75% 2002
Grade 8 Reading 35 35 51 49 49 52 53 2001
Mathematics 13 13 50% 41 43 45 46
High school Reading 44 44
Mathematics 11 11 25%
2002-03 NCLB accountability results, applied to 2003-04 school year 0%
Grade 4 Grade 8 High School
AYP outcomes and consequences* Title I schools All schools All districts
Made AYP n/a n/a n/a Mathematics
Identified for improvement: Proficient level or above for: Grade 4 Grade 8 High school
All students 28% 18% 20%
Year 1 6 (*) 10 (1%) 0
Economically disadvantaged students 20 9 8
Year 2 0 0 0 Migrant students 20 7 <5
Corrective action 0 0 0 Students with disabilities 8 <5 <5
Restructuring 0 0 0 Students with limited English proficiency 18 12 <5
Exited improvement status (made AYP twice 0 0 0 Black, non-Hispanic students 7 6 65
after missing twice or more, includes total Hispanic students 22 10 10
“made” above) White, non-Hispanic students 29 18 20
Other indicator, 2002-03 State target State outcome Student achievement trend: Mathematics percent proficient level or above
Elementary indicator: Average daily attendance Meet or progress toward 96%. Met
100% 2003
Middle indicator: Average daily attendance Meet or progress toward 96%. Met
High school indicator: Graduation rate n/a n/a 75% 2002
NCLB choice participation Number of Title I students Percent of eligible students 2001
50%
Title I school choice: 0 –
28
Supplemental educational services: 0 –
25% 23 23 20 21 18 20 19 20
*Some AYP outcomes for this state are not available due to issues with data collection, measurement, 0%
or other reasons. For more information please visit the state’s Web site, above. Grade 4 Grade 8 High School
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