ED 386 821

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EA 027 035

Overview of Public Elementary and Secondary Schools

and Districts: School Year 1993-94. Statistics in

Brief.

National Center for Education Statistics (ED),

Washington, DC.

NCES-95-799

Sep 95

12p.

Statistical Data (110)

MF01/PC01 Plus Postage.

*Demography; Elementary Secondary Education;

*Enrollment Trends; *Public Schools; Racial

Composition; School Districts; School District Size;

Statistical Data

This document presents data for 1993-94 from two

state-level surveys that are part of the Common Core of Data (CCD)

collection of the National Center for Education Statistics

(NCES)--the Public Elementary/Secondary School Universe Survey and

Public Education Agency Survey. The data are also based on

information reported by state education agencies. The document

presents information in brief on types of public schools; schools and

community size; primary, middle, and high school enrollment;

school-district grade spans; school district size; and student

characteristics. Some of the findings include: (1) 98.3 percent of

public-school students were enrolled in regular schools; (2) almost

three-fifths of public-school students attended schools within, or on

the fringes of, large and midsize cities; and (3) almost one-half of

the school districts had fewer than 1,000 students and almost

one-half of the public-school students attended schools in districts

of 10,000 students or more. Six tables, a list of key terms, anc

technical notes are included. (LMI)

************* *********1% , tic .....c*.e.**1'. ******* .%.*:%**********:',*.

Reproductions supplied by EURS are the best that can be made

from the original document.

**
1)

NATIONAL CENTER FOR EDUCATION STATISTICS

Contact:

Lee Hoffman

(202) 219-1621

U.S. DEPARTMENT OF EDUCATION Office of Educatonat Research anO Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERICI

/The document has been repmpucep es

received from this person or organization

ongmahng

O Minor changes have been made to improve

reprodoctiOn opahty

Pomts of sem or Opohons Stated Intrust:1mo mnt 60 WA netlleards represent official

OE RI position or policy

Statistics in Brief September 1995

Overview of Public Elementary and Secondary Schools and Districts: School Year 1993-94

Types of Public Schools

In the 1993-94 school year 83,621 public schools provided instruction to

almost 43.5 million students in the United States (table 1).1 The majority of

these institutions were regular schools (79,369). Regular schools often

provide a range of special, vocational, and alternative programs in addition

to their traditional curriculum offerings; however, there are some schools that

offer only specialized programs. Among this group in 1993-94 were 1,639

schools whose predominant function was to provide special education for

disabled students, 342 schools identified as vocational, and 2,271 schools

offering other alternative programs.

The great majority of public school students, 98.3 percent, were enrolled in

regular schools. An additional 0.5 percent were located in special education

schools, 0.4 percent in vocational schools, and 0.8 percent in alternative

schools. New Hampshire and North Dakota served all of their public school

students in regular schools. Delaww-e had the largest proportion of students

in non-regular schools, a total of 7.5 percent.

Schools and Community Size

Table 2 shows that while fewer than one out of 10 schools was located in

large cities (9.7 percent), one out of seven public school students (13.3

percent) attended these schools. The greatest proportion of schools was in

rural locales (26.1 percent) but rural schools accounted for only 16.3 percent

of all students. Overall, almost three-fifths of public school students attended

schools within, or on the fringes of, large and midsize cities.

Sec Key Terms. The outlying areas of American Samoa, the Commonwealth of the NorthernMariana

Islands, Guam, Puerto Rico, and the Virgin Islands are excluded from national totals, which include

only the 50 states and the District of Columbia.

U.S. Department of Education

Office of Educational Research and Improvement NCES 95-799

BEST COPY AVAILABLE
Primary, Middle, High Schools

Among the 83,621 public schools with

students in membership during the 1993-94

school year, about 59.8 percent spanned the

traditional primary grades, typically

beginning with prekindergarten or

kindergarten and going no higher than grade

8 (table 3; see Key Terms for complete

definitions of instructional levels). About

half (51.1 percent) of the nation's public

school students were enrolled in these

schools. An additional 16.9 percent of the

schools covered the upper elementary and

middle grades, and offered instruction to

19.5 percent of public school students.

High schools represented 18.6 percent of the

schools reported, and enrolled 26.3 percent

of the total number of students. About 4.7

percent of schools followed some other

gra,:le configuration, including schools that

spanned all of grades kindergarten through

12 and those that were ungraded.

School District Cmde Spans

In 1993-94 .there were 15,045 public

education agencies providing education

services directly to students in the United

States.' Some of these were operated

directly by states or federal agencies, or had

a primary role other than that of

administering regular educational services.

However, the majority of public education

agencies (14,523) were regular school

districts, responsible for educating children

within their jurisdiction (table 4).

There were 16,360 education agencies in 1993-94.

01 these, 14,8g I were regular school districts and

1.479 were agencies that typically offer research,

administrative, or other support to client agencies.

Some 35K of the 'regular school districts and 957 of

the other agencies did not report any students The

total 15,045 agencies discussed here excludes the

1115 without students

2

States varied in the organization of their

regular education agencies. Hawaii and the

District of Columbia each consist of a single

school district. In 17 of the remaining

states, all but one or two districts spanned all

grades. However, in nine states, these

comprehensive districts represented less than

half of the regular education agencies.

Among the 14,523 regular school districts

with pupils in membership, 2,425 were

responsible for only the elementary grades,

beginning with grades prekindergarten,

kindergarten, or one and ending at grade

eight or below. (table 4). These districts

provided services to 5.1 percent of the

nation's public school students. An

additional 541 agencies could be

characterized as secondary school districts,

with a low grade of 7 or higher and a high

grade of 12. Some 2.1 percent of all

students attended schools in these districts.

However, the majority of districts (10,491, or

almost three-fourths of the districts),

managed instruction from the beginning of

school through graduation. Fully 91.7

percent of all students were enrolled in these

comprehensive school districts.

School District Size

School districts ranged greatly in size, as

measured by the number of students in

membership. A very few districts (22)

enrolled 100,000 or more students while a

larger number (1,831) reported fewer than

150 students (table 5). However, while few

in number, the largest districts served a

considerable portion of America's public

school students. Although only about 1.5

percent of districts served 25,000 or more

students, fully 29.9 percent of students

received their education in these largest

districts. To show the contrast florn a

difTerent perspective, almost half of the
school districts in the United States had

fewer than 1,000 students in 1993-94. At

the same time, almost half of the public

school students in this country attended

schools in districts of 10,000 students or

more.

Student Characteristics

Because participation in the Free Lunch

Program depends on income, eligibility for

this program is often used to estimate

student needs. Twelve states did not report

free lunch eligibility data for at least 70

percent of their schools, so national totals

could not be calculated. Within those states

and schools that did provide this

information, the proportion of students who

were reported as eligible to receive a free

lunch ranged from no more than 13.0 percent

(Hawaii, New Hampshire) to 51.0 percent

or more (the District of Columbia, Louisiana,

Mississippi; see table 6).

Three states did not report the number of

students with individual education programs

(IEPs), who participate in special education

serv:ces. Among the states for which this

information was available, the percentage of

students with 1EPs ranged from 7.7 percent

or less (Hawaii, Illinois, New Jersey) to 15.4

percent or more (Indiana, Massachusetts,

North Carolina, Rhode Island).

About two-thirds of the public school

students in the United States in 1993-94

weie white, non-Hispanic and about onesixth were black, non-Hispanic. The highest

proportion of American Indian/Alaskan

native students was found in Alaska

(comprising 23.3 percent of that state's

students), while the greatest proportion of

Asian/Pacific Islander students was in

Hawaii (68.4 percent). More than one-third

of the students were Hispanic in California,

New Mexico and Texas. Over half of the

students were black, non-Hispanic, in the

District of Columbia and Mississippi.

White, non-Hispanic students comprised less

than half of the student membership in six

states, but represented 90 percent or more of

the students in seven states.

Technical Notes

The Public Elementary/Secondary School

Universe Survey and Public Education

Agency Survey are annual state-level

collections of information about the numbers

and types of public schools and education

agencies, numbers and selected

characteristics of students, dropouts, and

numbers of staff. These two surveys also

include directory information such as school

and agency names, addresses and telephone

numbers. The School and Agency Surveys

are part of the Common Core of Data (CCD)

collection of the National Center for

Education Statistics (NCES), and use

information reported by state education

agencies.

Not all states collect and report all of the

data items on these surveys. NCES

estimates, or imputes, missing data if an item

has been reported in the past. If an item has

never been reported, it is not imputed but is

shown as "missing." When information is

missing for one or more states, as is the case

with counts of students eligible for the

federal Free Lunch Program, NCES does not

calculate national totals. Because some

students may receive a public education

outside a local school district or school (for

example, in a state-operated residential

school) the numbers of students are not the

official state totals. The numbers of students

shown in table 1 are taken from the State

Nonfiscal Survey of the CCD. The

percentages of students shown in tables are

based on the School or Agency Surveys.

3 4
Key Terms

A public school provides educational

services to students, has 'an assigned

administrator, receives public funds as its

primary support, and is operated by an

education agency. A single school may

operate at multiple locations (for example,

an urban "storefront school" for potentid

dropouts with a single principal respor Able

for programs at several addresses). knd,

two schools may operate at the ame

location, as is the case when a kindergartengrade 12 facility has both an elementary and

a high school principal. This report

excluded 1,786 schools that did not report

any students in membership for the 1993-94

school year (582 of these were regular

schools) across the 50 states, District of

Columbia, and five outlying areas.

Regular schools do not focus primarily on

special, vocational, or alternative education,

although they may offer these programs in

addition to the regular curriculum. A special

education school focuses primarily on special

education, with materials and instructional

approaches adapted to meet the students'

needs A vocational education school

focuses primarily on vocational education

and provides education or training in at least

one semiskilled or technical occupation. An

alternative education school addresses the

needs of students that typically cannot be

met in the regular school setting, and

provides nontraditionai education.

Membership is the annual headcount of

students enrolled in school on October 1, or

the school day closest to that date. In any

given year, some small schools will not have

any pupils. In reporting to the CCD, states

assign students who attend more than one

school to a single school rather than

prorating students across all the schools they

attend

4

Instructional levels are calculated from the

lowest and highest grades for which students

are reported in a school. Primary schools

are those with a low grade of

prekindergarten through grade 3 and a high

grade of up to 8. Middle schools contain a

low grade of 4 to 7 and a high grade ranging

from 4 to 9. High schools have a low grade

of 7 to 12 and must extend through grzde

12. All other grade configurations, including

schools that are completely ungraded, are

grouped under the heading of "other."

Free lunch eligibility is the number of

students in a school who are eligible to

receive free lunch under the National School

Lunch Act.

The race/ethnicity categories used in the

CCD are those approved by the federal

Office of Management and Budget. They

are mutually exclusive.

./EP counts are reported at the school district

level and reflect the number of students with

individual education programs under the

Individuals with Disabilities Education Act

(IDEA) Part B.

School locale code is assigned on the basis

of the school's mailing address. The locale

code categories are:

Large citycentral city of a metropolitan

statistical area (MSA) with population of

at least 400,000 or a population density

of at least 6,000 people per square mile.

Midsize citycentral city of an MSA

with a population less than 400,000 and

a population density of less than 6,000

people per square mile.

Urban fringe of a large cityplace

within an MSA of a large city and

defined as urban by the U.S. Bureau of

the Census.
Urban fringe Df a midsize cityplace

.thin an MSA of a midsize central city

and defined as urban by the U.S. Bureau

of the Census.

I.arr;e towntown not within an MSA,

with a population of at least 25,000.

Small towntown not within an MSA

ith a population between 2,500 and

.14 .999

Rural--place with fewer than 2,500

people and coded as rural by the U.S.

Bureau of the Census.

Rcgillor school districts are agencies

responsible for providing free public

education for school-age children residing

wit'im their jurisdiction. This category

excl udes local supervisory unions that

provide management services for a group of

associated school districts; regional

education service agencies that typically

p o vi de school districts with research,

testint2,, or data processing services; state and

federally operated school districts; and other

agencies that do not fall into these

woupings. This report excluded 358 regular

school districts that did not report any

students in membership for the 1993-94

school \ ear, a condition that can occur when

a small district has no pupils or contracts

tb another district to educate the students

under its jurisdiction.

5

More Information

For further information about this Statistics

in Brief or related publications and data sets,

contact Lena McDowell at (202) 219-1628

or through electronic mail at

lmcdowell@inet.ed.gov.

Acknowledgments

This paper was improved by the suggestions

of the reviewers, Steve Broughman, Frank

Morgan, and Mary Rollefson of NCES;

Oona Cheung of the Council of Chief State

School Officers; and Art Parson of the

National Education Association. Marilyn

McMillen and Robert Burton of NCES

provided valuabla technical guidance, and

Mark Glander of Pinkerton Computer

Consultants, Inc. produced the tables.
Table 1.-Number of public elementary and secondary schools with membership and percentage of students In membership, by type tof school and by state:

School year 199.1-94

State Schools havingmembership

Total students

Type of school

Regular Special education Vocational education Other

Number of schools Percentage of students Number of schools Percentage of students Number of schools Percentage of students Number of schools Percentage of students United States 83,621 43,476,268 79,369 98.3 1,639 0.5 342 0.4 2,271 0.8 Alandma 1,294 734,469 1,273 99.8 12 0.0 3 0.0 6 0.1 Alaska 483 125.948 450 96.8 1 0.1 3 0 4 29 2.6 Arizona 1.112 709,453 1,053 98.2 15 0.1 6 0.5 38 1.2 Arkansw: 1,070 444,271 1,069 99 7 0 0 0 1 0.3 0 0.0 California 7,734 5.328,558 6,825 96.8 136 0.6 0 0.0 773 2.6 Colorado 1,373 625,062 1,318 99.0 7 0.0 3 0 0 45 0.9 Connecticut 997 496,298 939 96.6 16 0.5 18 1.9 24 1 0

lklaware 177 105.547 146 92.5 25 2 7 5 4.7 1 0.1 District of Columbia 173 80,678 156 96 7 11 1.7 2 0.3 4 1.3 Florida 2,556 2,040,763 2,229 97 7 123 0 7 38 0 3 166 1.2 Georgia 1.755 1,235,304 1,732 99.6 10 0.1 1 0 1 12 0.2

I lawan 241 180,430 236 99 9 4 0.0 0 0 0 I 0.1

Idaho 599 236,774 552 99.0 12 0.1 0 0.0 35 0.9

Illinois 4,178 1,893,078 3,873 97.5 237 1.2 27 0.7 41 0 6

Indiana 1,861 965,599 1,815 99.4 30 0.4 1 0.0 15 0.2

Iowa 1,553 498,519 1,516 99.1 16 0.4 0 0.0 21 0.5 Kansas 1.482 457,614 1,456 99.5 1 0.0 0 0 0 25 0.5 Kentucky 1,347 655,265 1,303 99.6 10 0.1 3 0.1 31 0.2 Toussoma 1,459 800,560 1.355 96.8 44 0.5 13 0.5 47 2 3 Maine 704 216,995 702 100 0 2 0.0 0 0.0 0 0 0 Maryland 1,253 772,638 1,175 97 8 49 1.0 10 1 0 19 0.3 NItmachusetts 1380 877,726 1,715 96.4 1 0.0 43 3.4 21 0 2 Michigan 3,096 1,599,377 3,002 98.8 51 0.5 5 0.1 38 0.6

\ I innesota 1.834 810,233 1,497 96.6 45 0.3 2 0.0 290 3 1 Missist.ippi 890 505,907 889 100.0 1 0.0 0 0 0 0 0.0 MISM/Ufl 2,050 875,639 2,021 99.1 14 0.5 6 0.3 9 0.1 Montana 900 163,009 897 99.9 2 0.1 0 0.0 1 0.0 Nebraska 1,406 285,097 1.346 99 6 60 0 4 0 0 0 0 0.0 Nevada 404 235,800 372 98.1 9 0.4 2 0.6 21 0.9 New I lampshire 461 185,360 461 100.0 0 0.0 0 0.0 0 0.0 Neu Jersey 2,287 1,151,307 2.166 97.8 77 0.8 44 1.4 0 0.0 Nev. Mesno 708 322,292 666 98 5 23 0 6 0 0 0 19 0 9 New York 4,076 2,733,813 3,902 96 9 83 0.7 36 1 6 55 0 8 N.uth Carolina 1.952 1,133,231 1,893 99.4 27 0.4 1 0 0 31 0.3 North Dakota 601 119,127 601 100.0 0 0.0 0 0 0 0 0 0 Ohio 3,672 1.807.319 3,628 99 6 30 0.2 14 0 2 0 0.0

( iklahoma 1,815 604,076 1,798 99.6 17 0.4 0 0 0 0 0 0

i tregon 1.215 516.611 1.165 99 0 14 0.1 1 0 0 35 0.8

l'ennsylvam a 3,120 1,744,082 3,084 98 2 14 1.2 13 0 6 9 0.1 Rhode Island 309 145,676 301 98 7 3 0.4 4 0.8 1 0.1 South Carolina 1,047 643,859 1,019 99 6 11 0.1 1 0 0 16 0 3 South Dakota 774 142,825 746 99 1 18 0 6 0 0 0 10 0 3

1 ennessee 1,496 866,991 1,471 99.4 15 0 2 8 0 4 2 0.0 Texas 6,324 3,608,262 5,918 99 0 197 0.5 17 0.1 192 0.4

thah 718 471,365 655 98 2 24 0 4 2 0 I 37 I 3 N. erniont 378 102,755 338 98 6 39 1 3 0 0 0 I 0.0 Virginia 1,744 1.045,471 1.691 99 6 31 0.2 1 0 0 21 0.3 Washington 1,860 915.952 1.716 98 3 43 0 3 1 0.0 100 1 4 West V irgt ma 870 314,383 845 99 7 13 0 2 5 0 0 7 0 1

k;r 13,3/11S111 2,032 844,001 2,000 98.9 14 0 3 1 0.2 17 0 6

tY). T.P.".8...

i /tithing Areas. 401 100,899 393 99 1 2 0 3 1 0.3 5 0 4 American Sans ia 31 14,484 29 97 8 1 0 4 1 ;.8 0 0.0

t ivarn 35 30,920 34 99 9 1 0 1 0 0 0 0 0.0 Northern Marianas 2S 8,188 25 100 0 0 0 0 0 0 0 0 0.0 Puerto Rum 1,570 631,460 1,537 98 7 19 0.2 12 1 1 2 0 1 Virgin Islands 32 22,752 32 100.0 0 0 0 0 0 0 0 0 0 NM 1. Table excludes 1,786 schools for which no students were reported in membership U S totals exclude outlying areas

Percentages arc rounded to the neatest tenth and may not add to 100

Number of students in membership reported on State Nonfiscal Survey Si It IRI 'I 11 S Department of Education. National Center for Education Statistics, Common Core of Data, School Universe and State Nonfiscal Survey, 1993 94

BEST COPY AVAILABLE
Table 2.-1Numher and percentage of schools with membership and percentage of

students in menthership, by community type: School year 1993-94

Nuinber of Percentage Percentage

Ciiuinwii t p. schools of schools of students

1 Mk:Li 83,621 100.0 100.0

I-mg,: cm 8,136 9.7 13.3

Ntidslie ell\ 12,209 14.6 17.1

Urban frint;e iarge citN 12,310 14.7 17.8

Li ban fringe nudsiie cd 8,192 9.8 11.6

l.aigc to n 1,302 2.8 2.7

Small limn 18,623 22.3 21.1

Rural 21,849 26.1 16.3

m.Y1F Commumt tpes classify the location of a school relative to populous areas.

See technical notes for definitions of locale codes.

Table includes the 50 states and the District of Columbia.

Percentages are rounded to the nearest tenth and may not add to 100.

S( it RC1-: S Department of Education, National Center for Education Statistics,

Common Core or Data, School Universe, 1993-94.

7
Table 3.Percentage of public elementary and secondary schools providing instruction and percentage of students in membership,

by specified level of instruction and by state: School year 1993-94

Number of schools having

Pewentage by Insuucnonal 1,:s el

Primary_ Middle 1 hell Other State membership Schools Students Schools Students Schools Students Schools Students United States 83.621 59 8 51 1 16 9 19 5 18 6 26 3 4.7 3 1 Alabama 1.294 51 3 42 li 16 8 17 0 19 0 24.7 12 8 15 5 Alaska 483 36 2 48 8 6.4 13 4 14 5 23 4 42 9 14 5 Arizona 1.112 64 7 56 7 17 4 17 9 15 8 25 I 2 I 0 3 Arkansas 1.070 52 7 48 9 15 0 19 70 3 28 1 2 (1 1 4 Cali)ornia 7.734 03 9 54 7 14 2 18 0 17 9 25 4 4 0 1 8 Colorado 1.373 59 5 51 9 17 9 21 5 20 2 25 8 2.3 0 k. Connecticut 997 62 7 53 0 17 g 20 0 10 2 25 0 3 3 2 0 Delaware 177 45 6 41 8 23 2 25 S 15 1 27 6 10 2 1 I District of Columbia 173 64 2 600 15 0 It. 3 11 6 IN 7 9 2 5 0 Florida 2.556 57 9 51 1 15 4 19 0 11 4 21 2 13 3 8 1 Georgia 1.755 61 8 50.3 17 7 20 1 10 4 25 3 4 0 4 1 Hawaii 241 09 7 55 5 11 6 I 1 4 11 7 28 1 5 0 3 0

Idaho 599 54 9 48.7 10 7 22 5 23 7 20 7 4 7 , !

Illinois 4,178 62.7 55 3 16 9 15 5 15 4 26 5 5 0 2 7

Indiana 1.861 63 4 49.4 15.7 IA 5 18 -7 30 3 2 2 1 9

Iowa 1.553 55 5 48 0 18 6 21, 5 24 I 30 4 1 7 1 1 Kansas 1.482 59 0 52 5 15 9 19 3 24 7 77 7 0.8 (15

Kentucky 1.347 604 49 A 11,0 20 1 19 2 29 1 3 8 0 9

1.0:111.1:111.1 1.459 53 1 47 9 19 0 20 i 10 8 24 8 11 1 0 N Maine 704 64 8 51 1 17 8 20 8 1, 1 25 5 2 4 2 ' Mao land 1.253 66 4 53 0 17 0 20 5 14 0 25 3 2 6 1 2 Massachuscus 1.780 65 9 52.7 16 1 18 6 15 8 25 8 2 8 Michigan 3D96 61 0 50 5 17 3 1.7 is I 27 7 0 2 0 Minnesota !.834 53 9 50 3 13 0 1- 8 27 4 29 '. 5 0 2 0 Mississippi 890 50 1 44 0 1819 19 0 19 4 23 6 11 Ci (3 3 Missoui i 23)50 57 5 49 8 15 3 18 9 24 0 29 3 A 3 2 0 Montana 900 54 1 50 N 20 2 2m, 19 3 2., 1 0 A 0 6 Nebraska 1,400 08 1 53 3 7 1 14 9 226 31 0 2 1 0 2 Nesada 4114 64 6 53 7 14 1 19 5 17 6 24 7 3 7 2 1 N" II-01,11`11He 4571 6 I ( 52 (1 19 22 I, 10 7 25 9 0 0 0 0 Ness Jerse 2.287 65 7 51 A I. 2 17 6 I . I, 3(1 .1 5 (1 29

NO, 5les1,,t 70:s 01 1 Sill 19 6 22 2 1" 25 6 3 4 2 1 4.070 s71 4 50 1 16 4 1, 6 17 4 27 1 6 7 4 2 Nonh Caiolma 1.952 cu h 50 0 30 .1 2 I N 10 4 2, 8 2 9 1 5 Nort(, 1)ako5a 001 55 0 Si s s 7 1 2 0 11 9 12 6 I :... I 5

( Hilo 1.672 60(1 49 S IS I iii I IN 0 27 s 1 4 5 4 Oklahonia

Otegon

1.815 1.2:5

54 7 02 4 C5;1 72 15 5 21 1 16 $ 19 2' _'

1 0

25 1

7

1 1 4 4 26

1 9

l'enitsylsama RItode Island3.1,(2y1,1 6; 1

68 6

4% 9 52 0 11(6' 5

171 7 21 IIs 9

1 1 3 29 2

26 7

1 5 1 6 2 5 0 2 South Carohna 1.047 56 A 40 9 22 8 25 1 18 0 27 3 2 3 Ir 7 South Dakota 774 45 2 49 4 24 7 22 0 24 2 27 8 3 0 117 Tennessee 1.490 61 0 52 0 15 S 17 3 I 0 27 4 4 1 t 4 1 Issas 0.124 S t 5 49 9 20 7 22 S 18 2 24 1 7 6 2 9

t_lah 718 60 i 51 0 15 9 22 9 Is 4 24 1 5 4 2 0 Volnont 178 71 h 54 6 7 7 102 1111 28 2 5 ), 7 I)

II gMLI 1 744 02 7 49 7 17 7 21 1 16 4 27 S 1 1

1 4 Washington 1.8611 CS 4 CI 4 10 0 20 I 19 9 2; c 5 6 1 0 West Virginia 870 64 0 47 0 15 ; 21) ; I; 1 25 i 4 9

\',sconsin 2.012 60 8 50 7 17 1 19 c 20 .i 28 7 I A 1 2 Wonung. 401 59 6 50 c 21 4 2 t a 1`. 2, 5 11 2. ()6

Outlying Aleas

American Sanwa AI 74 2 71 0 4 7 15 19 4 2 ' S 1 2 0 4

( awn IS 66 7 S t 4 1; 1 .') A 14 1 2S 1 2 9 0 1 Northern Mammas 25 84 0 5,2 7 4 (1 12 5 120 24 8 0 0 0 0 Nolo !two 1.570 61 I 45 5 1 IS 17 1 10 2 19 5 14 8 17 9 VHIPi "'Phis 12 71 9 SS C IS 6 21 0 ii 4 ..I 7

1 1 I S NM I 111,111/,11.111a1 lesels Mc PI1111.111 IIOSs gldde PlekIlIdel plIell I. I 1110 i!.1.1de U111,, SI SIIL1.11i11,V. .1.1.!:. 110 111'..'h grade 4 to oi High

(loss glade 7 to II, !ugh grade 12 lq11) I. (Mel Ian', lonfigulation11111 laIhng ssithin thc pies 8 ws Mice. in, hiding ungtaded ...1110).0

I able excludes 1.786 schools lot 55 hich tut students \sew leponed iii nembeiship US total, eschnle outly awas

reicentages Ale 10111411%110111e 11....11e,1 .1151111.11. 1101 .114110 100 SI 71!101'. S ol 1 ducation National Cemet Ii 1 situation Stalislics Common Cow ,a I ia,, 5,),,,,! 'nisei,. 1991 94

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Table 4.-Number of regular public elementary and secondary school districts providing instruction and percentage of students In membership,

ly_grallspirn and by state: School year 1993-94

PK, K, I to 8 Number or Peicemage SIAle districts dianets ot students United States Alabaina Alaska An/ona Arkanca California

Colorado

Connecticut Delaware Dlsifiel of Columbia Florida Georgia Ham. an

Idaho

Illinois

Indiana

lost a Kansas Kentucky Louisiana Mame Maryland

81assa:110,ms

Michigan Minnesota Mississippi

Missoun Montana Nehiaska

:se. ada Ncis I lampshirc

Ness Jo sey

New Mexico

New York

North Carolina

Noith Dakota

1 able oxhide, (Ss isTu)ar ss his dist' is is liii wins liii, students skew iepoi let> Ii membership US totals exclude outlying areas

Percentages me mounded to the nearest tenth and may not add to 100

811U1-4.1 1, S I Vpartnent cd I doc.thoo. National Centel tor 1.dueation Statistics. Common Cote of Data. Agency and School Universes, 1993-94.

(11110

fislalsoma

l'othIsr`ki"ht 1,111.+Lle Island South Caiolina

South 1).6414

lennessce

I evis L tali

14.523 2.425

127 0

56 0

217 96

313 I 1402 521 176 0

IWs 30

19 0

I 0

67 0

181 1

1 0

11.k 6 922 401

292 1 190 20

104 _' 1%0 4 60 0

226 so

24 0

202 20 550 iS

40(1 1.1 149 0

514 64 466 255 676 15$

I 7 I 104 54

5s 1 227

68 0

714 14

121 0

2c1 27

011 1 554 110

211 (61 sm

/()

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I (..., 9

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5 I 0 0

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26 7 00

18 6 00

3.4 0 0

0.0

0 0 0.0

0 0

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25.7 0 0

i 4

0 0

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113>

1 1 . 0 0.0

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loot)

0 0

I I ii 0 0

0 0 0 11 00

Null luadc wait is detei wined lo. the luglwa and toisrst glades lia ss Inch 'Indent menthei sin.) is i i visa ird aiming all schools associated %1111 the disinct t Illie( Its-lodes all giade 5 on4iii anon, not lepieseilleil in the Whet eategoiws and Includes tingiarkd districts

15 4 0 0 0 ,

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Grade span

l'K. K. I to 12 Number or Percentage

dicincis of students

7.8.9 to 12 Of her Number of

dktnets

Percentage of students Number of

districts

Percentage of students

10,491 91 7 541 2.1 1,066 1 I

:26 99 8 0 0 o I 0.2

55 99 6 1 0 2 0 0.0

85 61 6 16 8 8 20 0.9

314 I(X).0 0 0.0 o 0.0

291 69 2 104 8.5 86 3 7

174 1001 o 0.0 2 0.0

III 93.4 s 1.4 17 1.8

15 94 6 4 5.4 0 0.0

I 103.0 o 0.0 o 0.0

67 I OW. 0 0.0 0 0.0

174 99 8 0 0.0 6 0.2

I 1000 0 00 0 0.0

. 105 99.6 U 0.0 2 0.0

411 63 6 108 10.8 2 0.0

291 1000 0 0.0 o 0.0

357 96 1 0 0.0 13 0.5

301 99 5 0 00 1 0.4

171 99.8 0 0.0 1 0.1 66 1(X).)) 0 0.0 0 0.0

I I I 86.o 5 1.0 21 1.4 24 law 0 0.0 o 0.0

174 92.8 2 0.2 57 3.6

505 97 0 2 0 1 34 2.8

(32 98 0 7 0 2 46 1 3 148 99.9 0 00 1 0 1 449 97 9 0 0.0 1 0.7

31 7 6 131 25.8 87 I 3 NO 94 0 22 I 6 227 1.5 10 99 9 0 00 0 0.0

65 76 6 9 3.8 36 4.2

2()9 73 2 so 6 6 97 4.8

SS I(X1 0 0 0.0 0 o 0 648 98 3 7 0.6 45 0.9

121 100.0 () 0.0 0 0.0

1155 96 3 5 0 5 34 1.6 608 99 9 1 0 1 1 0.0

429 96 2 00 15 0.7

162 89 0 17 3 9 23 2 0 495 1 00 0 0 0 0 0 00

41 91 IN 0 00 3 I 8

91 99 7 I 0 I 2 0 2

166 99 I 0 0 0 3 0.0

120 97 2 0 0 0 9 1 4

971) 99 6 0 0 0 26 0.1 40 1(1) 0 0 0 0 0 0.0

1 able oxhide, (Ss isTu)ar ss his dist' is is liii wins liii, students skew iepoi let> Ii membership US totals exclude outlying areas

Percentages me mounded to the nearest tenth and may not add to 100

811U1-4.1 1, S I Vpartnent cd I doc.thoo. National Centel tor 1.dueation Statistics. Common Cote of Data. Agency and School Universes, 1993-94.

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Table 5.-Distribution of regular public elementary and secondary school districts and

students, by district membership size: School year 1993-94

Number of Percentage Percentage

District membership size districts of districts of students

.. United States 14,523 100.0 100.0

100.000 or more 22 0.2 11.4

25.000 to 99.999 184 1.3 18.5

10.000 to 24.999 525 3.6 18.2

7.500 to 9,999 324 2.2 6.5

5.000 to 7.499 649 4.5 9.2

2.500 to 4.999 2,008 13.8 16.3

2.000 to 2.499 833 5.7 4.4

1.500 to 1.999 1,134 7.8 4.6

1.000 to 1.499 1,603 11.0 4.6

SOO to 999 807 5.6 1.7

6mt to 799 978 6.7 1.6

450 to 599 965 6.6 1.2

300 to 449 1,197 8.2 1.0

150 to 299 1.463 10.1 0.8

I to 149 1,831 12.6 0.3

NOTE Table includes the 50 states and the District of Columbia, and excludes 358

regular school districts for which no students were reported in membership.

Percentages arc rounded to the nearest tenth and may not add to 100.

SOURCE: U.S. Department of Education, National Center for Education Statistics.

Common Core of Data, Agency and School Universes, 1993-94.

10
Table 6.-Selected charactristics of public elementary and secondary school membership as percentage of school

membership by state: School year 1993-94

State

Percentage

of membership Free lunch eligible

Percentage

of membership

Individual Education Program

American

Indian/ Alaskan Native Asian / Pacific

Islander Hispanic Black Non Hispanic

Whitt Non Hispanic United States 1.1 3.6 12.7 16.5 66.1 Alabama 1 I 3 0 8 0 6 0 4 35 9 62.4 Alaska 14 9 1 1 5 23 3 4 I 2.4 4 9 65.3 Arizona 9 4 6.9 1.6 27.6 4.2 59.7 Arkansas 15 0 10 4 0 1 0.7 0 9 24 0 74.0 California 43 0 9 3 0.8 11.2 37.0 8 7 42 3 Colorado 21 1 9 7 1 0 2.4 17 I 5 4 74.1 Connecticut 23 2 12 9 0 2 2 4 I I 0 12 9 72.7 Delaware 27 1 11 6 0.2 1 7 3.4 28.5 66.2 Distnct of Columbia 59 3 8 9 0 0 1.3 6 1 88.5 4.0 Florida 14 0 12 7 0.2 1.7 13.8 24.7 59.6 Georgia 15 1 9 1 0.2 1 4 1 5 37 0 59.9 Hawaii 13 0 7 7 0 3 68.4 5 0 2.6 23.7

Idaho 1/ 22 1 10 6 1.3 1.1 7.5 0.5 89.6

Illinois 1 s 0 1 2 9 11.1 21 0 64.8

Indiana 22 0 15 6 0.2 0.8 2.1 I 1 1 85.9

lov.a I') 1 12 4 0 4 I 5 I 6 3 I 93.4 Kansas 21 6 10 4 I 0 I 8 5 3 8 1 83 4 Kentilek1 0 1 0 5 0 3 9 6 87 4 Louisiana 5 1 0 I 1 t i I I I i 3 1 I 45.4 51 7 Maine 21 1 12 4 0 5 0.8 0 1 0 7 98.2 Maryland 2/ 24 6 0 1 3 7 2 9 34.2 58.9 Massachusetts 1 7 4 0 2 3 7 8 8 8 I 79.4 Michigan 22 6 9 4 I 0 1.4 2 17.1 78.1 Minnesota IS A I I 2 1 9 3 5 1.7 4.2 88.8 Mistissipill 55 11 12 6 0 4 0.5 0.3 50.9 47.9 Missouri 1 2 8 0 2 0.9 0.9 15.7 82.3 Montana 21 8 1 I 3 9 (, 0 8 1.4 0.5 87.8 Nebraska 19 8 13 I 1 3 1.2 3.6 5.7 88 3 Nevada 20 I 10 4 2 0 4 0 14 3 9 2 70.5 Nets Ilatnothtre 12 4 11 7 0 2 1 0 1.0 0.8 96.9 Ness Jose) 21 7 s 1 0 1 5 1 12 8 18.6 63.4 Ness Mexico 13 2 10 2 0.9 45 9 2 3 40.3 Ness York 11 0 0 4 4 7 16 5 20 I 58.3 North Catolina 2,01 19 4 I 5 1 1 1 3 10.1 65 3 North Dakot.i 9 9 7 5 0 7 118 0 7 90 3 Ohio 23 2 0.1 1 0 1 3 14 9 82 7 Oklahoma 116 11 5 11 7 1 2 3 3 10 3 71.6 Oregon 22 6 10 5 2 0 3 1 5 8 2 4 86.6 Penns> Ivania 1 ( 1 9 0 1 1 7 3 3 13 8 81 1 khode Island 23 ' I 5 4 0 4 3 I 8.6 6.8 81.1 South Caiolina IV 4 I I 1 0 2 11 7 0 5 41 0 56 8 South Dakina II 2 11(1 0 7 0 6 0 7 84.9

Tennessee

lek.1, 15 5

il .,, in S

11 I 0 2 0 9

2 2 0 s

-is s 22 9

14 3 75.7

47 7 1 mil 1., : 10 6 I 4 2 0 4 5 0 6 91 3

S ell110111 if 4 I , 0 9 0 1 0 7 97 5 Vogima II 2 1 2 2 I I I 1 3 2 8 25 n 67 9 Vi ashington 9 6 2 5 6 2 6 9 1 4 79 9 West % ugini, ;', ' , 1 4 I 0 1 t l 4 I I I 4 0 95 I 11 montun 1'1 S I I I I 2 4 2 9 9 I 84 3 W)Annw.17 . 1 S 1 10 ' 2 7 0 7. 6 2 I 0 89 4

01105ing Aieas American Sanwa 94 9 2 9 0 0 11810 0 0 0.0 0 0 Guam 22 8 6 0 I I I 85 8 0 5 1 8 8.8 Northern Mx ianas 19 9 1 1 0 0 98 9 0 0 0 0 I 1 Pnerto Iticis 74 9 0 ( I 0 0 0 0 100 0 0.0 0 0 Viigin 1.1)ml. 61.1 1 6 0 0 0 5 13 2 85 4 I 0 NO TI I /ma aie sultAl II IS II ieponed lor less than 70 percent of sshools or agencies Percentages are based on schools and

agencres ispoitung National percentages %sine inn 11111,11Ied 0 data were missing for 011e or 11101e states.

I S soak es.: lisle 0011 ing ,,,,,

Peicentares ale uninted n the tamest tenth .110 MA t Iltt( add to too

11 Rat ia1/1:0161.' disolhotions v.ete taken limn the 1991 94 Stale Nonliss al Sulso lo, 1,6,1,, 2: Ind. 616.11 cdpialum pornain III 01 ddla %Ss le III11411ed liii h1ar land on the hatis o( ow )ea: 5 reptIll

I Ice Inn" acic 111111111,11 Ian c11111.111 on 01,* 60,1, 01111101 w0111cP011

5111 I I S Pepatiment 1,1 I ultliatium. Nalloutal I coin Iol I dun SI.111,11ts. CO111111011 ol Data. St Ito.) and yen. I out i.e. I'm

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