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State Education Reforms (SER)

Table 1.2. Percentage and number of all public schools not making Adequate Yearly Progress, by state: 2011
 
State Total number of schools Number of schools not making Adequate Yearly Progress Percentage of schools not making Adequate Yearly Progress Percentage of schools that made Adequate Yearly Progress
United States 91,618 43,942 48 52
         
Alabama 1,381 366 27 73
Alaska 503 273 54 46
Arizona 1,938 814 42 58
Arkansas 1,075 380 35 65
California 9,871 6,465 65 35
         
Colorado 1,714 1,001 58 42
Connecticut 964 452 47 53
Delaware 201 44 22 78
District of Columbia 191 166 87 13
Florida 3,776 3,449 91 9
         
Georgia 2,246 613 27 73
Hawaii 287 169 59 41
Idaho 662 252 38 62
Illinois 3,807 2,548 67 33
Indiana 1,837 895 49 51
         
Iowa 1,363 354 26 74
Kansas 1,366 217 16 84
Kentucky 1,148 651 57 43
Louisiana 1,282 283 22 78
Maine 602 380 63 37
         
Maryland 1,375 614 45 55
Massachusetts 1,824 1,502 82 18
Michigan 3,409 523 15 85
Minnesota 2,250 1,231 55 45
Mississippi 891 425 48 52
         
Missouri 2,202 1,656 75 25
Montana 821 228 28 72
Nebraska 952 260 27 73
Nevada 629 335 53 47
New Hampshire 458 326 71 29
         
New Jersey 2,314 1,235 53 47
New Mexico 831 718 86 14
New York 4,589 2,165 47 53
North Carolina 2,533 1,827 72 28
North Dakota 461 245 53 47
         
Ohio 3,628 1,454 40 60
Oklahoma 1,777 526 30 70
Oregon 1,270 586 46 54
Pennsylvania 3,096 769 25 75
Rhode Island 296 55 19 81
         
South Carolina 1,126 851 76 24
South Dakota 667 113 17 83
Tennessee 1,635 793 49 51
Texas 7,826 2,190 28 72
Utah 981 236 24 76
         
Vermont 301 217 72 28
Virginia 1,847 1,126 61 39
Washington 2,203 1,356 62 38
West Virginia 757 361 48 52
Wisconsin 2,107 223 11 89
Wyoming 348 24 7 93
NOTE: To make Adequate Yearly Progress as defined by No Child Left Behind (NCLB), public schools and districts must meet yearly targets, known as annual measurable objectives (AMOs), set by their state for the percentages of students scoring proficient on state tests and other performance indicators. The AMOs, as well as the content of tests used to measure student achievement, vary greatly among states. Therefore, AYP results should not be directly compared between states.
SOURCE: Adequate Yearly Progress Results for 201011,Center on Education Policy, retrieved April 10, 2013 from http://www.cep-dc.org/displayDocument.cfm?DocumentID=414. Data Source.

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