Vermont http://www.state.vt.
us/educ
Districts and schools Students Staff
Number of districts
1993-94 2003-04 Public school 1993-94 2003-04 Number of FTE 1993-94 2003-04
(CCD) 285 300 enrollment (CCD) Pre-K 2,024 3,027 teachers (CCD) Elementary 4,204 4,411
K-8 72,804 63,702 Middle 846 765
9-12 27,377 32,091 High 2,390 2,815
Total (K-12) 100,181 95,793 Combined 603 720
Number of public schools (CCD)
Other 3 -
Elementary 279 255
Total 8,046 8,711
Middle 29 25 Race/ethnicity (CCD)
High 49 47 Number of FTE non-teacher staff (CCD)
American Indian/Alaskan Native 1% 1%
Combined 18 31 Instructional aides 2,139 4,208
Asian/Pacific Islander 1 2
Other 3 - Instructional coordinators 230 318
Black, non-Hispanic 1 1
Total 378 358 Administrators 989 588
Hispanic * 1
White, non-Hispanic 97 96 Other 4,058 4,838
Number
of charter schools (CCD) - Total 7,416 9,952
Students with disabilities (OSEP) 9% 12%
Finances Percentage of teachers with a major in the main subject
taught, grades 7-12 (SASS) 1994 2000
Total current expenditures 1993-94 2002-03 Students with limited 1% 1% English 87% n/a
in thousands of dollars, adjusted
(CCD, for inflation to 2002-03) English proficiency (NCELA) Mathematics 75 55%
Instructional $535,047 $671,163 Science 81 77
Noninstructional 27,156 28,289 Social studies 81 78
Support 258,162 345,762 Migrant students
1% 1%
Total 820,365 1,045,214 (OME) Percentage of core courses taught by highly qualified
teachers, 2003-04 (As defined and reported by states, collected by ED)
Eighth-grade students enrolled in 1996 2003 All schools 82%
Per-pupil expenditures $7,984 $10,454 Algebra
I for high school credit 22% 20%
(CCD, adjusted for inflation to 2002-03) (NAEP) High-poverty schools Data Not Available
Local Students eligible to participate in the Free or Reduced- Low-poverty schools Data Not Available
Sources of funding
25% Price Lunch Program, 2003-04 27,109
(CCD, 2002-03)
Federal
(CCD)
Outcomes
7%
1993-94 2000-01
Number of schools, by percent of students eligible to High
school dropout rate (NCES) 5% 5%
participate in the Free or Reduced-Price Lunch Program, Avg.
freshman graduation rate (NCES) 86 80
2003-04 (CCD)
College-going rate (IPEDS/NCES) 51 45
State
68% 0-34% 217 NAEP state results (NCES)
Reading, Grade 4 1994 2005
35-49% 98
Proficient level or above - 38%
50-74% 37 Basic level or above - 72
Title I allocation 2002-03 $27,005,035 Math, Grade 8 1996 2005
(ED; Includes Title I, Part A)
75-100% 6 Proficient level or above 27% 38%
Basic level or above 72 78
KEY: * = Less than 0.5 percent
— = Not applicable
K n/a = Not available
106 # = Sample size too small to calculate
FTE = Full Time Equivalent
Vermont
Statewide Accountability Information St udent Achievement 2003-04
New Standards Reference Examinations, used for NCLB accountability
See Appendix B for Vermont’s definitions of proficient for English & language arts and mathematics for grades 4, English and language arts
8, and high school. Proficient level or above for: Grade 4 Grade 8 High school
All students 82% 69% 52%
See http://crs.uvm.edu/schlrpt/cfusion/schlrpt04/vermont.cfm for more details on the statewide accountability system. Economically disadvantaged students 69 54 34
State assessment for NCLB accountability: New Standards Reference Examinations Migrant students 61 42 45
State student achievement levels: Little Evidence of Achievement, Below the Standard, Nearly Students with disabilities 53 28 12
Achieves the Standard, Achieves the Standard, Achieves the Standard with Honors Students with limited English proficiency 67 68 42
Black, non-Hispanic 62 66 42
NCLB Accountability Goals Hispanic students 74 73 42
2001-02 Annual measurable Target White, non-Hispanic 82 69 52
objective starting point (2003-04) Student achievement trend: English and language arts percent proficient level or above
Grade 4 English & language arts PI: 300 PI: 300
100% 2004
Mathematics 175 175 81 82
Grade 8 English & language arts 300 300 75% 69 2003
Mathematics 175 175 62 n/a 2002
55 52
Grade 10 English & language arts 300 300 50%
Mathematics 175 175
25%
2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences Title I schools All schools All districts 0%
Made AYP 185 (88%) 270 (88%) 143 (80%) Grade 4 Grade 8 High School
Identified for improvement: Mathematics
Year 1 16 (8%) 25 (8%) 8 (3%) Proficient level or above for: Grade 4 Grade 8 High school
All students 75% 73% 64%
Year 2 0 0 0
Economically disadvantaged students 70 57 46
Corrective action 0 0 0 Migrant students 44 51 #
Restructuring 0 0 0 Students with disabilities 45 29 20
Exited Improvement status (made AYP twice 1 (*) 2 (1%) 0 Students with limited English proficiency 70 71 59
after being identified for improvement) Black, non-Hispanic 55 60 45
Hispanic students 64 67 44
Other indicator, 2003-04 State target State outcome White, non-Hispanic 76 73 64
Elementary indicator: VT-Dev. Read. Assessment Less than 15% of students Met
Student achievement trend: Mathematics percent proficient level or above
Middle school indicator: New Standards Ref. Exam in lowest two proficiency levels Met
High school indicator: Graduation rate or 75% or less than 15% of students Met 100% 2004
NSRE Reading: Basic Understanding performance in lowest two proficiency levels 73 75 73 2003
75% 67 62 64
NCLB choice participation Number of Title I students Percent of eligible students n/a 2002
Title I school choice: n/a n/a 50%
Supplemental educational services: n/a n/a
25%
0%
Grade 4 Grade 8 High School
107
