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| Table 1.2. Percent of all schools not making Adequate Yearly Progress, and percent of all schools identified as in need of improvement, by state: 2008–09 | ||||
| State | Total number of schools | Percent of all schools not making Adequate Yearly Progress1 | Percent of all schools identified as in need of improvement2 | |
|---|---|---|---|---|
| United States | 93,327 | 33 | 18 | |
| Alabama | 1,376 | 13 | 9 | |
| Alaska | 509 | 43 | 23 | |
| Arizona | 1,915 | 26 | 16 | |
| Arkansas | 1,091 | 53 | 37 | |
| California | 9,913 | 57 | 28 | |
| Colorado | 2,008 | — | 9 3 | |
| Connecticut | 991 | 41 | 36 | |
| Delaware4 | 192 | 35 | 25 | |
| District of Columbia | 187 | 74 | 71 | |
| Florida | 3,354 | 77 | — | |
| Georgia | 2,172 | 14 | 13 | |
| Hawaii | 287 | 64 | 51 | |
| Idaho | 652 | 34 | 26 | |
| Illinois | 3,910 | 40 | 18 | |
| Indiana | 1,849 | — | — | |
| Iowa | 1,442 | — | 20 | |
| Kansas | 1,416 | 12 | 2 | |
| Kentucky5 | 1,057 | 44 | 10 | |
| Louisiana | 1,365 | 17 | 4 | |
| Maine | 635 | 18 | 21 | |
| Maryland | 1,459 | — | 14 | |
| Massachusetts | 1,843 | 59 | 52 | |
| Michigan | 3,645 | 14 | 14 | |
| Minnesota | 2,303 | 46 | — 3 | |
| Mississippi | 950 | 51 | — | |
| Missouri | 2,191 | 63 | 44 | |
| Montana | 823 | 27 | 11 | |
| Nebraska | 1,036 | — | 5 | |
| Nevada | 668 | 41 | 32 | |
| New Hampshire | 477 | 53 | 49 | |
| New Jersey | 2,210 | 36 | 21 | |
| New Mexico | 821 | 68 | 62 | |
| New York | 5,279 | — | — | |
| North Carolina | 2,515 | 29 | 21 | |
| North Dakota | 465 | 25 | — | |
| Ohio | 3,476 | 42 | 29 | |
| Oklahoma | 1,795 | — | 2 | |
| Oregon | 1,288 | 29 | 5 | |
| Pennsylvania | 3,115 | 22 | 18 | |
| Rhode Island | 297 | 19 | 15 | |
| South Carolina | 1,089 | 50 | 24 | |
| South Dakota | 691 | 19 | 7 | |
| Tennessee | 1,662 | 22 | 23 | |
| Texas | 8,322 | 4 | 3 | |
| Utah | 964 | 13 | 1 | |
| Vermont | 306 | 29 | 25 | |
| Virginia | 1,880 | 28 | 16 | |
| Washington | 2,268 | 57 | 47 | |
| West Virginia | 657 | 23 | 4 | |
| Wisconsin | 2,156 | 7 | 4 | |
| Wyoming | 355 | — | — | |
|
— Not available. 1Under No Child Left Behind (NCLB), each state has developed and implemented measurements for determining whether its schools and local educational agencies are making adequate yearly progress (AYP). AYP is an individual state's measure of progress toward the goal of 100 percent of students achieving to state academic standards in at least reading/language arts and math. In this table, schools identified as not making Adequate Yearly Progress have failed to meet their targets for 95 percent proficiency in English language arts/reading or mathematics for any of the grades tested (grades 3-8, high school) for the school, and for the NCLB student subgroups (economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency), or for another academic indicator. 2 The percent of all schools identified as in need of improvement was calculated by dividing the total number of schools identified as in need of improvement by the total number of schools. The percent of all schools identified as in need of improvement is an aggregation of schools in Year 1, Year 2, Year 3 (corrective action), Year 4 (restructuring-planning), Year 5 and beyond (restructuring-implementing) of school improvement. All states must consider whether their Title I schools are designated as "in need of improvement." Federal law allows states to choose whether non-Title I schools are assigned a school improvement status and whether federal sanctions apply to those schools. As a result, some schools rated for Adequate Yearly Progress may not receive a school improvement designation. 3 Colorado and Minnesota only identify Title I schools for improvement. 4 For Delaware, the number of schools rated is shown. There were 206 schools in Delaware in 2008–09. 5 Based on State Bill 1, Kentucky will not be reporting state accountability and academic indices as in the past. The report does have several familiar pages with performance level (NAPD) trend, core content and disaggregated data per content area. Districts and schools will see the distribution of how students scored in the Novice (with sublevels), Apprentice (with sublevels), Proficient, and Distinguished performance levels. SOURCE: State Accountability Profiles, Council of Chief State School Officers, retrieved July 8, 2010 from http://accountability.ccsso.org/index.asp. Data Source. |
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