National Snapshot

1 Description: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

2 Description: The percentage of Asian and Pacific Islander students enrolled in public schools in the state. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of Asian and Pacific Islander students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

3 Description: The percentage of black, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of black, non-Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

4 Description: The percentage of Hispanic students enrolled in public schools in the state. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

5 Description: The percentage of white, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of white, non-Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

6 Description: The total number of students in the state who are enrolled in public schools. ; Academic Year: 2009-10; Grade: N/A; Note: The total number of students in the state who are enrolled in public elementary and secondary schools. These data are from the CCD State non-fiscal survey. The count is from the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

7 Description: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act. ; Academic Year: 2009-10; Grade: N/A; Note: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act, which provides cash subsidies for free and reduced-price lunches to students based on family size and income. Many states use this statistic as an estimate of the portion of the student population that is economically disadvantaged. The percentage is based on the school level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

8 Description: The percentage of students served in programs of language assistance, such as: English as a second language, high-intensity language training, and bilingual education. ; Academic Year: 2009-10; Grade: N/A; Note: A LEP student, or English language learners (ELL) is defined as an individual who was not born in the United States or whose native language is a language other than English; or who comes from an environment where a language other than English is dominant; or who is an American Indian or Alaska Native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society. The percentage is based on the district level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

9 Description: The percentage of students participating in an Individualized Education Program (IEP) and designated as special education students under the Individuals with Disabilities Education Act. ; Academic Year: 2009-10; Grade: N/A; Note: An IEP includes (1) a statement of the child’s present levels of education performance, (2) a statement of annual goals, including short-term instructional objectives, (3) a statement of specific education services to be provided and the extent to which the child will be able to participate in regular education programs, (4) a projected date for initiation and anticipated duration of services, and (5) appropriate objectives, criteria, and evaluation procedures and schedules for determining, on at least an annual basis, whether instructional objectives are being achieved. The percentage is based on the district level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 8/31/2011: http://www.nces.ed.gov/ccd/; Data Uploaded On: 09/16/2011 

10 Description: The total number of public elementary and secondary schools in the state with an AYP designation. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported total number of public elementary and secondary schools in the state with an AYP designation, including charters. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

A US: The total includes Puerto Rico and the District of Columbia, but excludes Bureau of Indian Education Schools.

11 Description: The percent of schools in the state making adequate yearly progress (AYP) by meeting all their performance goals. ; Academic Year: 2008-09; Grade: N/A; Note: The state-reported percentage of public schools in the state making adequate yearly progress (AYP) by meeting all their performance goals. Definitions of AYP definitions vary by state, but include the following three components: the percentage of students that were proficient or above when tested in reading and mathematics; whether or not at least 95 percent of students in tested grades participated in the assessments; and one additional academic indicator (usually graduation rates for high schools). Information about each state's definitions can be found at: http://www2.ed.gov/admins/lead/account/stateplans03/index.html A dash (-) indicates that the data are not available. ; Source: EDFacts/Consolidated State Performance Report, 2008-09: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 06/09/2010 

12 Description: The total number of Title I schools that have missed adequte yearly progress (AYP) for two years or more. ; Academic Year: 2010-11; Grade: N/A; Note: The state-reported total number of Title I schools that have missed adequate yearly progress (AYP) for two years or more, which includes schools in any of the five improvement statuses (defined under the Elementary and Secondary Education Act). Improvement statuses are projected based on the school's AYP status from the prior school year (e.g. 2009-10 improvement statuses are based on 2008-09 AYP determinations). A dash (-) indicates that the data are not available. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 02/27/2012 

13 Description: The total number of Title I schools in the state that are in both the planning and implementing stages of restructuring and have missed adequate yearly progress (AYP) for five or six consecutive years. ; Academic Year: 2010-11; Grade: N/A; Note: The state-reported total number of Title I schools in the state that are in both the planning and implementing stages of restructuring and have missed adequate yearly progress (AYP) for five or six consecutive years. These are the fourth and fifth stages of the five improvement phases outlined under Section 1116 of the Elementary and Secondary Education Act. Improvement statuses are projected based on the school's AYP status from the prior school year (e.g. 2009-10 improvement statuses are based on 2008-09 AYP determinations). A dash (-) indicates that the data are not available. There are no data for Indiana, because the state developed new improvement statuses under a differentiated accountability pilot that do not correspond with the existing improvement statuses. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

14 Description: The federal funding level for elementary and secondary education in the state in FY 2010. ; Academic Year: 2010-11; Grade: N/A; Note: The federal funding level for elementary and secondary education in the state in FY 2010. This total includes funding for programs under the Elementary and Secondary Education Act, homeless children and youth, special education, career and technical education, and tech-prep. The totals do not reflect all Department of Education funds that a State receives. States and other entities may also receive Department funds awarded on a competitive basis. ; Source: U.S. Department of Education, Budget Service (http://www2.ed.gov/about/overview/budget/tables.html?src=rt); Data Uploaded On: 09/16/2011 

15 Description: The percentage increase in federal funding for elementary and secondary education in the state since FY 2001. ; Academic Year: 2010-11; Grade: N/A; Note: The percent increase in federal funding for elementary and secondary education for the state since FY 2001. ; Source: U.S. Department of Education, Budget Service (http://www2.ed.gov/about/overview/budget/tables.html?src=rt); Data Uploaded On: 09/16/2011 

16 Description: The month which states release to the public adequate yearly progress (AYP) determinations on their schools and districts. ; Academic Year: 2009-10; Grade: N/A; Note: Local educational agencies (LEAs) must notify parents of public school choice options resulting from the identification of schools for school improvement at least 14 days prior to the start of the school year. However, some states provide LEAs preliminary adequate yearly progress (AYP) determinations for this purpose and do not publicly release AYP determinations prior to the start of the school year. ; Source: State Web sites; Data Uploaded On: 08/11/2010 

17 Description: Approval status of state assessment systems, as required by the Elementary and Secondary Education Act, as amended by No Child Left Behind. Systems must be approved by the U.S. Department of Education, and include assessments in reading/language arts, mathematics, and science. ; Academic Year: 2010-11; Grade: N/A; Note: States must submit evidence regarding their assessment system for reading/language arts, mathematics, and science for peer review by the U.S. Department of Education. Based upon the peers' and staff review of that evidence, systems are categorized as Approved, Approved with Recommendations, In Process, and Pending. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. ; Source: U.S. Department of Education, Office of Elementary and Secondary Education; Data Uploaded On: 06/09/2010 

18 Description: The percentage of core academic classes in low-poverty elementary schools taught by teachers that were highly qualified. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported percentage of core academic classes in low-poverty elementary schools taught by teachers that were highly qualified. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires states to have a 'highly qualified teacher' in every classroom. Under ESEA, a highly qualified teacher is one who (1) has a bachelor's degree, (2) has full state certification or licensure, and (3) has demonstrated subject matter competency in the subject they teach. Low-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the bottom poverty quartile in the state. Core academic classes include English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. A dash (-) indicates that the data are not available. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

19 Description: The percentage of core academic classes in high-poverty elementary schools taught by teachers that were highly qualified. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported percentage of core academic classes in high-poverty elementary schools taught by teachers that were highly qualified. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires states to have a 'highly qualified teacher' in every classroom. Under ESEA, a highly qualified teacher is one who (1) has a bachelor's degree, (2) has full state certification or licensure, and (3) has demonstrated subject matter competency in the subject they teach. High-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the top poverty quartile in the state. Core academic classes include English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. A dash (-) indicates that the data are not available. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

20 Description: The percentage of core academic classes in low-poverty secondary schools taught by teachers that were highly qualified. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported percentage of core academic classes in low-poverty secondary schools taught by teachers that were highly qualified. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires states to have a 'highly qualified teacher' in every classroom. Under ESEA, a highly qualified teacher is one who (1) has a bachelor's degree, (2) has full state certification or licensure, and (3) has demonstrated subject matter competency in the subject they teach. Low-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the bottom poverty quartile in the state. Core academic classes include English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. A dash (-) indicates that the data are not available. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

21 Description: The percentage of core academic classes in high-poverty secondary schools taught by teachers that were highly qualified. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported percentage of core academic classes in high-poverty secondary schools taught by teachers that were highly qualified. The Elementary and Secondary Education Act (ESEA), as amended by NCLB, requires states to have a 'highly qualified teacher' in every classroom. Under ESEA, a highly qualified teacher is one who (1) has a bachelor's degree, (2) has full state certification or licensure, and (3) has demonstrated subject matter competency in the subject they teach. High-poverty schools are defined under Section 1111(h)(1)(c)(viii) of ESEA as schools in the top poverty quartile in the state. Core academic classes include English, reading/language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. A dash (-) indicates that the data are not available. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

22 Description: The state-reported percentage of fourth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Academic Year: 2009-10; Grade: 4; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

23 Description: The percentage of students, by subgroup, in fourth grade who scored basic or above on the National Assessment of Educational Progress (NAEP) in reading. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "basic" are considered to have partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Students who are "proficient" are considered to have competency, and students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

24 Description: The percentage of students, by subgroup, in fourth grade who scored proficient or above on the National Assessment of Educational Progress (NAEP) in reading. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "proficient" are considered to have competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

25 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Academic Year: 2009-10; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

26 Description: The percentage of students, by subgroup, in eighth grade who scored basic or above on the National Assessment of Educational Progress (NAEP) in reading. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "basic" are considered to have partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Students who are "proficient" are considered to have competency, and students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

27 Description: The percentage of students, by subgroup, in eighth grade who scored proficient or above on the National Assessment of Educational Progress (NAEP) in reading. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "proficient" are considered to have competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

28 Description: The state-reported percentage of fourth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Academic Year: 2009-10; Grade: 4; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

29 Description: The percentage of students, by subgroup, in fourth grade who scored basic or above on the National Assessment of Educational Progress (NAEP) in math. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "basic" are considered to have partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Students who are "proficient" are considered to have competency, and students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

30 Description: The percentage of students, by subgroup, in fourth grade who scored proficient or above on the National Assessment of Educational Progress (NAEP) in math. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "proficient" are considered to have competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

31 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Academic Year: 2009-10; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

32 Description: The percentage of students, by subgroup, in eighth grade who scored basic or above on the National Assessment of Educational Progress (NAEP) in math. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "basic" are considered to have partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. Students who are "proficient" are considered to have competency, and students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

33 Description: The percentage of students, by subgroup, in eighth grade who scored proficient or above on the National Assessment of Educational Progress (NAEP) in math. NAEP reports three levels of performance across grades and subject areas: basic, proficient, and advanced. Students scoring "proficient" are considered to have competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. Students who are "advanced" are considered to have superior performance. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 02/10/2012 

34 Description: The average scale score for fourth grade students in the state on the National Assessment of Educational Progress (NAEP) in reading. Average scale scores are based on a scale of 0 to 500. The scale scores are a measure of student performance on the NAEP. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2002-03, 2004-05, 2006-07, 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 06/15/2010 

35 Description: The average scale score for eighth grade students in the state on the National Assessment of Educational Progress (NAEP) in reading. Average scale scores are based on a scale of 0 to 500. The scale scores are a measure of student performance on the NAEP. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2002-03, 2004-05, 2006-07, 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 06/09/2010 

36 Description: The average scale score for fourth grade students in the state on the National Assessment of Educational Progress (NAEP) in math. Average scale scores are based on a scale of 0 to 500. The scale scores are a measure of student performance on the NAEP. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2002-03, 2004-05, 2006-07, 2008-09; Grade: 4; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 06/15/2010 

37 Description: The average scale score for eighth grade students in the state on the National Assessment of Educational Progress (NAEP) in math. Average scale scores are based on a scale of 0 to 500. The scale scores are a measure of student performance on the NAEP. NAEP, administered by the National Center for Education Statistics, is the only nationally representative and continuing assessment of what America's students know and can do in various academic subjects. NAEP scores are comparable between states and years. A dash (-) indicates that the data are not available. A “†” symbol means not applicable. A “‡” symbol indicates that the reporting standards were not met. ; Academic Year: 2002-03, 2004-05, 2006-07, 2008-09; Grade: 8; Source: National Assessment of Educational Progress; Tabulation from NAEP Data Explorer, 4/17/2010: http://www.nces.ed.gov/nationsreportcard/naepdata/; Data Uploaded On: 06/15/2010 

38 Description: The percentage of all students that graduated from high school with a regular diploma in the standard number of years (i.e., four years) statewide. ; Academic Year: 2008-09; Grade: N/A; Note: The percentage of all students who graduated from high school based on the state-defined graduation rate. States must include graduation rate in making high school adequate yearly progress (AYP) determinations. Until AYP determinations based on 2011-12 assessment results, states may calculate graduation rate differently, as long as the calculation represents the percentage of students that graduate with a regular diploma in the standard number of years (i.e., four years). Beginning in 2010-11, states are required to use the regulatory four-year adjusted-cohort graduation rate for reporting purposes. Beginning in 2011-12, states are required to use the regulatory four-year adjusted-cohort rate for AYP purposes. States lag the reporting of their graduation rates in the CSPR (e.g., the 2008-09 CSPR will include 2007-08 graduation rates). A dash (-) indicates that the data are not available. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. A “†” symbol means not applicable. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011 

39 Description: The percentage of all students who graduated from high school based on an average freshman graduation rate defined by the National Center for Education Statistics (NCES). ; Academic Year: 2008-09; Grade: N/A; Note: The percentage of all students who graduated from high school based on an average freshman graduation rate defined by the National Center for Education Statistics (NCES). The Averaged Freshman Graduation Rate (AFGR) is a calculation created by NCES to provide a common metric for calculating a four-year on-time graduation rate across all states. It is a proxy measure for a true cohort longitudinal graduation rate. The AFGR is the number of regular diploma recipients in a given year divided by the average of the membership in grades 8, 9, and 10, reported 5, 4, and 3 years earlier, respectively. For example, the denominator of the 2008-09 AFGR was the average of 8th-grade membership in 2004–05, 9th-grade membership in 2005–06, and 10th-grade membership in 2006–07. Ungraded students are prorated into these grades. Averaging these three grades by NCES provides an estimate of the number of first-time freshmen in the class of 2005–06 in order to estimate the on-time graduation rate for 2008–09. For more information, please see "Public School Graduates and Drop Outs from the Common Core of Data: School Year 2007-08" at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010341. ; Source: NCES, State Drop Out and Completion Data Tables: http://nces.ed.gov/pubs2011/graduates/tables.asp; Data Uploaded On: 09/19/2011 

40 Description: The total number of public-school students in the state, from the graduating class of 2010, who took at least one advanced placement (AP) exam in high school. ; Academic Year: 2009-10; Grade: N/A; Note: The total number of public-school students in the state, from the graduating class of 2010, who took at least one advanced placement (AP) exam in high school. AP courses are rigorous classes that are modeled on comparative college level courses. The AP exams are designed to measure if students have mastered the college level course-work. ; Source: College Board, AP Report to the Nation: http://www.collegeboard.com/html/aprtn/index.html; Data Uploaded On: 09/16/2011 

41 Description: The total number of students eligible to receive supplemental educational services (SES). ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported total number of students eligible to receive supplemental educational services (SES). Students are eligible for SES if they are low income and attend schools that are identified for improvement because they did not make adequate yearly progress (AYP) for three or more consecutive years. A dash (-) indicates that the data are not available. The symbol "n <" indicates that the data have been suppressed because of a small count. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

42 Description: The total number of students in the state who received the supplemental educational services offered by their school. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported total number of students who received supplemental educational services (SES). Students are eligible for SES if they are low income and attend schools that are identified for improvement because they missed adequate yearly progress (AYP) for three or more consecutive years. A dash (-) indicates that the data are not available. The symbol "n <" indicates that the data have been suppressed because of a small count. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

43 Description: The total number of students eligible to receive public school choice to enroll in another school that has made adequate yearly progress (AYP). ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported total number of students eligible to receive public school choice to enroll in another school that has made adequte yearly progress (AYP). Students are eligible for public school choice if they attend schools that have been identified for improvement because they did not make AYP for two or more consecutive years. A dash (-) indicates that the data are not available. The symbol "n <" indicates that the data have been suppressed because of a small count. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

44 Description: The total number of students who participated in the public school choice offered by their school. ; Academic Year: 2009-10; Grade: N/A; Note: The state-reported total number of students who participated in the public school choice offered by their school. Students are eligible for public school choice if they attend schools that have been identified for improvement because they did not make adequte yearly progress (AYP) for two or more consecutive years. A dash (-) indicates that the data are not available. The symbol "n <" indicates that the data have been suppressed because of a small count. Due to missing values, national level data may not accurately represent national trends. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/16/2011 

45 Description: A list of grantees in each state that have participated in the Teacher Incentive Fund, which supports local performance-based compensation systems that reward teachers, principals and other school personnel who improve student achievement.; Academic Year: 2009-10; Grade: N/A; Note: A “†” symbol means not applicable. ; Source: Department Web site: http://www2.ed.gov/programs/teacherincentive/index.html, ; Data Uploaded On: 06/11/2010 

46 Description: Whether or not the state participated in a pilot program that allows approved schools that have been identified as in need of improvement to offer tutoring services (supplemental educational services or SES) in their first year. ; Academic Year: 2009-10; Grade: N/A; Note: For further details and a list of the participating districts in each state, see: http://www2.ed.gov/policy/elsec/guid/stateletters/index.html#ses. A “†” symbol means not applicable. ; Source: U.S. Department of Education (http://www2.ed.gov/nclb/choice/help/sespilot.html); Data Uploaded On: 06/09/2010 

47 Description: An indicator of whether or not the state is approved to use a growth model as part of its accountability system. ; Academic Year: 2008-09; Grade: N/A; Note: The U.S. Department of Education has approved several states to include a measure of individual student growth in its accountability system. This allows schools to get credit for increased achievement even if a student is not yet proficient. Each growth model is different. For the specifics of any state's model, as well as more information about growth models, see http://www2.ed.gov/admins/lead/account/growthmodel/index.html. A “†” symbol means not applicable. ; Source: Department Web site: http://www2.ed.gov/admins/lead/account/growthmodel/index.html; Data Uploaded On: 08/11/2010 

48 Description: Whether or not the state participated in a pilot program to allow approved districts to offer tutoring services (supplemental educational services or SES) even though they have been identified as in need of improvement. ; Academic Year: 2008-09; Grade: N/A; Note: A “†” symbol means not applicable. ; Source: Department Web site: (http://www2.ed.gov/nclb/choice/help/sespilot.html); Data Uploaded On: 06/09/2010 

49 Description: An indication of state participation in a pilot program that allows approved states to develop targeted interventions for schools that are identified for improvement. ; Academic Year: 2009-10; Grade: N/A; Note: The U.S. Department of Education has approved several states to participate in a pilot program that allows the state to develop targeted interventions for schools that are identified for improvement, based on data-driven decisions regarding the reason the school was identified. For more information about the pilot, see http://www2.ed.gov/admins/lead/account/differentiatedaccountability/index.html. A “†” symbol means not applicable. ; Source: Department Web site: http://www2.ed.gov/admins/lead/account/differentiatedaccountability/index.html; Data Uploaded On: 06/09/2010