Vermont http://www.state.vt.

us/educ
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) 285 298 enrollment (CCD) Pre-K 2,024 2,800 teachers (CCD) Elementary 4,204 4,469
K-8 72,804 65,234 Middle 846 759
9-12 27,377 31,807 High 2,379 2,846
Total (K-12) 100,181 97,041 Combined 603 468
Number of public schools (CCD)
Other 70 n/a
Elementary 279 257
Total 8,102 8,542
Middle 29 24
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 4,210
Asian/Pacific Islander 1 2
Other 3 – Instructional coordinators 230 325
Black, non-Hispanic 1 1
Total 378 359 Administrators 989 575
Hispanic * 1
White, non-Hispanic 98 96 Other 4,058 4,732
Number
of charter schools (CCD) – Total 7,416 9,842
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 2001-02 Students with limited 1% 1% English 87% n/a
adjusted for inflation to 2001-02,
(CCD, in thousands) English proficiency (NCELA) Mathematics 75 55%
Instructional $537,563 $638,802 Science 81 77
Noninstructional 27,283 27,841 Social studies 81 78
Support 259,375 325,507 Migrant students
1% 1%
Total 824,221 992,150 (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 All schools
80%
Per-pupil expenditures $8,022 $9,806 Algebra
I for high school credit 22% 20%
(CCD, adjusted for inflation to 2001-02) (NAEP) High-poverty schools 73%

Students eligible to participate in the Free or Reduced- Low-poverty schools 87%

Sources of funding
Price Lunch Program, 2002-03 25,501
(CCD, 2001-02) Local
(CCD)
Outcomes
24%
1993-94 2000-01
Federal
6% 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
2002-03 (CCD)
College-going rate (IPEDS/NCES) 51 45
State
70% 0-34% 240 NAEP state results (NCES)
Reading, Grade 4 1994 2003
35-49% 76 Proficient level or above n/a 37%
50-74% 38 Basic level or above n/a 74
Title I allocation 2001-02 $22,381,585 Math, Grade 8 1996 2003
(ED; Includes Title I, Part A) 75-100% 5 Proficient level or above 27% 35%
Basic level or above 72 77
KEY: * = Less than 0.5 percent
— = Not applicable
K n/a = Not available
104 # = Sample size too small to calculate
FTE = Full Time Equivalent
 Vermont
Statewide Accountability Information Student Achievement 2002-03
New Standards Reference Examinations, used for NCLB accountability
See Appendix B for Vermont’s definitions of proficient for English and language arts: Reading basic English and language arts: Reading basic understanding
understanding and Mathematics: Math skills for grades 4, 8, and 10. Proficient level or above for: Grade 4 Grade 8 Grade 10
All students 81% 62% 55%
See http://crs.uvm.edu/schlrpt/cfusion/schlrpt04/vermont.cfm for more details on the Vermont’s Economically disadvantaged students 70 46 36
system. Migrant students # # #
State assessment for NCLB accountability: New Standards Reference Examinations Students with disabilities 48 24 14
State student achievement levels: Little Evidence of Achievement, Below the Standard, Nearly Students with limited English proficiency 62 15 11
Black, non-Hispanic students 78 53 37
Achieves the Standard, Achieves the Standard, Achieves the Standard with Honors
Hispanic students 75 60 39
NCLB Accountability Goals White, non-Hispanic students 81 62 55
2001-02 Annual measurable Target Student achievement trend: English and language arts: Reading basic understanding
objective starting point (2002-03) percent proficient level or above
Grade 4 English & language arts 300 300 100%
81 2003
Mathematics 175 175
75% n/a 2002
Grade 8 English & language arts 300 300 62
55 n/a 2001
Mathematics 175 175
50%
Grade 10 English & language arts 300 300
Mathematics 175 175 25%
2002-03 NCLB accountability results, applied to 2003-04 school year 0%
Grade 4 Grade 8 Grade 10
AYP outcomes and consequences Title I schools All schools All districts
Made AYP 183 (86%) 267 (87%) 19 (32%) Mathematics: Math skills
Identified for improvement: Proficient level or above for: Grade 4 Grade 8 Grade 10
All students 73% 67% 62%
Year 1 2 (1%) 3 (1%) 0
Economically disadvantaged students 60 51 43
Year 2 1 (*) 4 (1%) 0 Migrant students # # #
Corrective action 1 (*) 2 (1%) 0 Students with disabilities 43 29 21
Restructuring 0 0 0 Students with limited English proficiency 56 42 26
Exited improvement status (made AYP twice 0 0 0 Black, non-Hispanic students 60 50 37
after missing twice or more, includes total Hispanic students 62 60 45
“made” above) White, non-Hispanic students 74 68 63

Other indicator, 2002-03 State target State outcome Student achievement trend: Mathematics: Math skills percent proficient level or
above
Elementary indicator: VT-Dev. Read. Assessment Less than 15% of students Met
Middle indicator: New Standards Reference Exam in lowest two proficiency levels Met 100% 2003
High school indicator: Graduation rate or 75% or less than 15% of students Met 73 n/a 2002
75% 67 62
NSRE Reading: Basic Understanding performance in lowest two proficiency levels n/a 2001
NCLB choice participation Number of Title I students Percent of eligible students 50%
Title I school choice: 0 0 25%
Supplemental educational services: 0 0
0%
Grade 4 Grade 8 Grade 10

105