F I R S T L O O K 

U.S. Department of Education 

NCES 2007-352 

Public Elementary and 

Secondary School Student 

Enrollment, High School 

Completions, and Staff 

From the Common Core 

of Data: School Year 

2005–06

F I R S T L O O K 

Public Elementary and 

Secondary School Student 

Enrollment, High School 

Completions, and Staff 

From the Common Core 

of Data: School Year 

2005–06

June 2007 

U.S. Department of Education 

NCES 2007-352 

Jennifer Sable 

Education Statistics Services Institute – 

American Institutes for Research 

Anthony Garofano 

Education Statistics Services Institute – 

Quality Information Partners, Inc. 

Lee Hoffman 

Project Officer

National Center for Education Statistics 
U.S. Department of Education 

Margaret Spellings 

Secretary 

Institute of Education Sciences 

Grover J. Whitehurst 

Director 

National Center for Education Statistics 

Mark Schneider 

Commissioner 

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, 

and reporting data related to education in the United States and other nations. It fulfills a congressional 

mandate to collect, collate, analyze, and report full and complete statistics on the condition of education 

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NCES activities are designed to address high-priority education data needs; provide consistent, reliable, 

complete, and accurate indicators of education status and trends; and report timely, useful, and highquality data to the U.S. Department of Education, the Congress, the states, other education policymakers, 

practitioners, data users, and the general public. Unless specifically noted, all information contained herein 

is in the public domain. 

We strive to make our products available in a variety of formats and in language that is appropriate to a 

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June 2007 

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The NCES World Wide Web Electronic Catalog address is http://nces.ed.gov/pubsearch. 

Suggested Citation 

Sable, J., and Garofano, A. (2007). Public Elementary and Secondary School Student Enrollment, High 

School Completions, and Staff From the Common Core of Data: School Year 2005–06 (NCES 2007-352). U.S. 

Department of Education. Washington, DC: National Center for Education Statistics. 

Retrieved DATE from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007352. 

Content Contact 

Lee Hoffman 

202-502-7356 

lee.hoffman@ed.gov
iii

Acknowledgments 

Much of the work for this report was performed by staff at the Education Statistics Services Institute 

(ESSI), which is funded by the National Center for Education Statistics (NCES) and composed of staff 

from the American Institutes for Research (AIR) and a number of partner organizations. The authors 

would like to acknowledge the following individuals from ESSI for their assistance with technical 

support and editorial guidance: Xiaolei Wang of the National Institute of Statistical Sciences (NISS),

Matthew Adams of MacroSys Research and Technology, and Jed Tank of AIR provided technical and 

editorial support; Martin Hahn of AIR carefully copyedited this report; and Pia Peltola, Greg Strizek, 

and Sandy Eyster of AIR made helpful suggestions in their reviews. 

The authors would like to thank all of the professionals in state and local education agencies who track, 

record, and report the data used in this report. Particular thanks are owed to the state Common Core of 

Data (CCD) coordinators, without whose efforts the CCD survey system could not exist. 

The U.S. Census Bureau, Governments Division, is responsible for collecting, processing, and editing 

the CCD survey data. Johnny Monaco, Jeff Little, and Dell Gray should be recognized for the quality 

their efforts added to these data. 

Those who also assisted by reviewing the report include Jeffrey Owings and Marilyn Seastrom of the 

National Center for Education Statistics. 

v

Contents 

Page 

Acknowledgments ..................................................................................................................................... iii 

List of Tables ............................................................................................................................................ vi 

Introduction .................................................................................................................................................1 

Selected Findings: School Year 2005–06 ...................................................................................................2 

References and Related Data Files .............................................................................................................3 

Tables...........................................................................................................................................................5 

Appendix A: Methodology and Technical Notes .................................................................................. A-1 

Appendix B: Common Core of Data Glossary .......................................................................................B-1 
vi

List of Tables 

Table Page

1 Public school student membership, by grade and state or jurisdiction: 

School year 2005–06.......................................................................................................................5 

2 Public school student membership, by race/ethnicity and state or jurisdiction: 

School year 2005–06....................................................................................................................... 9 

3 Number of high school diploma recipients and other high school completers, by 

race/ethnicity and state or jurisdiction: School year 2004–05.......................................................11 

4 Public school averaged freshman graduation rate and components, by state or 

jurisdiction: School year 2004–05 .................................................................................................13 

5 Number of staff for public schools, by category and state or jurisdiction: 

School year 2005–06......................................................................................................................15 

6 Total student membership, total staff, student/teacher ratio, and student/staff ratio 

for public elementary/secondary education, by teacher and staff category and state 

or jurisdiction: School year 2005–06.............................................................................................17 
1

Introduction 

The Common Core of Data (CCD) is an annual universe collection of public elementary and secondary 

education data that is administered by the National Center for Education Statistics (NCES) and its data 

collection agent, the U.S. Census Bureau. Data for the CCD surveys are provided by state education 

agencies (SEAs). This report presents findings on the numbers of public school students, staff, and high 

school completers in the United States and other jurisdictions1 in school year 2005–06,2 using data from 

the State Nonfiscal Survey of Public Elementary/Secondary Education of the CCD survey system. 

The State Nonfiscal Survey of Public Elementary/Secondary Education presents counts of students by 

grade and by grade and race/ethnicity. It also presents the numbers of students who received a high 

school diploma or other high school completion credential during the previous school year. The survey 

also presents counts of full-time-equivalent (FTE)3

 teachers, aides, support staff, and administrators in 

public schools and school districts. 

SEAs participate in the CCD voluntarily, following standard definitions for the data items they report. 

In some cases, SEAs may be unable to report a data item, or may not be able to report a data item in 

exact accordance with a CCD definition. When states were unable to report key data items, values for 

these items were collected from alternate sources, imputed, or adjusted. Missing data were imported 

from a public website for the Bureau of Indian Education in the 2005–06 CCD. Please see Appendix A: 

Methodology and Technical Notes in this report for a detailed discussion of collections from alternate 

sources, imputations, and adjustments. 

While tables include data for all of the CCD respondents, the discussion in the text is limited to the 50 

states and the District of Columbia. 

More information about the survey content and methodology can be found in appendix A. Appendix B 

is a glossary of key CCD terms used in this report. 

More information about CCD surveys and products is available at http://nces.ed.gov/ccd. 

 

1

 The CCD includes the 50 states, the District of Columbia, Department of Defense dependents schools (domestic and 

overseas), the Bureau of Indian Education, Puerto Rico, and the four other jurisdictions of American Samoa, the 

Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands. 

2

 High school completion data are for the 2004–05 school year. In the CCD, data on high school completers are collected 1 

year after the completions occur; for example, data on 2004–05 high school completers were collected in the 2005–06 data 

collection. 

3

 Full-time equivalent (FTE) is the amount of time required to perform an assignment stated as a proportion of a full-time 

position. 
2

Selected Findings: School Year 2005–06 

• Public elementary and secondary schools had 49.1 million students in membership in school year 

2005–06 (table 1). This was an increase of 1 percent from the 48.8 million students in membership 

in school year 2004–05 (Sable and Hill 2006, table 1). 

• In the 2005–06 school year, 34.3 million students (69.9 percent of all students) were enrolled in 

prekindergarten through grade 8 and ungraded classes; 14.8 million students (30.1 percent of all 

students) were enrolled in grades 9–12 (derived from table 1). 

• When examining students for whom race/ethnicity was reported in the 2005–06 school year,4

 57.1 

percent were White, non-Hispanic; 19.8 percent were Hispanic; 17.2 percent were Black, nonHispanic; 4.6 percent were Asian/Pacific Islander; and 1.2 percent were American Indian/Alaska 

Native (derived from table 2). The percentage of students who were White, non-Hispanic decreased 

from 57.9 percent for White, non-Hispanic students in school year 2004–05 (Sable and Hill 2006, 

derived from table 3). 

• Almost 2.8 million students were awarded a high school diploma in the 2004–05 school year and 

following summer (table 3). An additional 54,012 received another high school completion 

credential.5 

• The averaged freshman graduation rate (AFGR), an estimate of the percentage of high school 

students who graduate on time (i.e., within 4 years), was 74.7 in school year 2004–05 (table 4).6 The 

AFGR ranged from 85.1 percent or more in Iowa, Minnesota, Nebraska, New Jersey, North Dakota, 

Vermont, and Wisconsin to 64.1 percent or less in Alaska, Georgia, Louisiana, Mississippi, Nevada, 

and South Carolina. 

• In school year 2005–06, public elementary and secondary schools and local education agencies 

employed a total of 6.1 million FTE staff (table 5). This was an increase of 1 percent from the 

number of FTE staff employed in school year 2004–05 (Sable and Hill 2006, table 4). 

• Of the FTE staff in the 2005–06 school year, 51.2 percent were teachers, 14.7 percent were 

instructional aides, instructional coordinators and supervisors, guidance counselors, or librarians, 

23.2 percent were student and other support staff, and 10.8 percent were school administrators, 

school district administrators, and administrative support staff (derived from table 5). 

• The average student/teacher ratio in public schools in school year 2005–06 was 15.7 (i.e., there were 

about 16 students for every FTE teacher employed) (table 6). The ratio ranged from a high of 22.1 

in Utah to a low of 10.7 in Rhode Island. The average elementary student/teacher ratio was 19.4, 

while the average secondary student/teacher ratio was 12.9. 

 

4

 Race/ethnicity was reported for 95.0 percent of the total student membership. 

5 Other high school completion credentials do not include those awarded on the basis of an equivalency test such as the 

General Education Development (GED) test. 6

 See Appendix A: Methodology and Technical Notes, for more information on the AFGR. 
3

References and Related Data Files 

References

Sable, J., and Hill, J. (2006). Overview of Public Elementary and Secondary Students, 

Staff, Schools, School Districts, Revenues, and Expenditures: School Year 2004–05 and Fiscal 

Year 2004 (NCES 2007-309). U.S. Department of Education. Washington, DC: National Center 

for Education Statistics. 

Related Data Files 

Data files for all CCD surveys used in this report may be found on the CCD data page of the CCD 

website at http://nces.ed.gov/ccd/ccddata.asp. 

State or jurisdiction

Total

student 

membership

Prekindergarten Kinder- garten Grade 1 Grade 2 Grade 3 Grade 4 

United States1 49,113,474 1,036,476 3,619,426 3,690,854 3,606,406 3,586,112 3,577,514 

Alabama 741,758 2,623 58,692 59,756 57,545 56,618 55,919 Alaska 133,288 1,914 9,934 9,887 9,564 9,641 9,495 Arizona 1,094,454 9,979 83,529 83,426 80,750 80,091 80,458 Arkansas 474,206 10,372 38,070 37,271 35,714 35,564 34,951 California 6,437,202 2 125,099 3 458,440 473,239 469,553 471,246 477,828 

Colorado 779,826 23,211 59,398 60,503 58,698 57,198 57,151 Connecticut 575,059 12,774 41,206 42,909 42,473 42,061 42,876 Delaware 120,937 680 8,511 9,566 9,011 9,034 8,896 District of Columbia 76,876 5,499 5,545 5,269 5,152 4,889 5,003 Florida 2,675,024 47,240 203,325 205,385 200,719 208,565 195,265 Georgia 1,598,461 38,633 128,397 125,153 122,084 121,345 119,028 

Hawaii 182,818 1,412 14,236 14,023 13,965 13,821 14,127 Idaho 261,982 2,784 19,987 20,702 19,822 19,549 19,860 Illinois 2,111,706 72,131 147,726 154,061 153,558 155,155 154,372 Indiana 1,035,074 10,501 75,519 80,806 78,303 77,588 79,078 Iowa 483,482 6,826 37,435 34,499 34,341 34,064 34,160 Kansas 467,285 1,837 34,723 34,662 34,013 32,840 33,229 Kentucky 679,878 38,125 50,266 53,416 48,136 2 48,136 2 47,639 

Louisiana 654,526 23,328 52,937 53,617 49,358 48,451 53,121 Maine 195,498 1,894 13,766 13,698 13,935 13,964 14,198 Maryland 860,020 24,219 56,858 58,661 60,342 61,064 62,347 Massachusetts 971,909 24,617 68,242 71,554 71,604 70,934 71,410 Michigan 1,741,845 25,009 131,886 123,620 121,806 121,190 121,830 Minnesota 839,243 11,633 59,666 59,400 58,602 58,728 58,563 Mississippi 494,954 2,488 40,346 40,443 37,598 36,830 36,787 Missouri 917,705 17,848 68,221 67,706 67,354 65,726 66,215 Montana 145,416 798 10,300 10,559 10,307 10,226 10,527 Nebraska 286,646 6,463 21,888 20,955 20,422 20,254 20,290 Nevada 412,395 2,812 29,978 33,338 32,560 31,971 32,222 New Hampshire 205,767 2,525 10,360 14,943 14,941 14,985 15,151 

New Jersey 1,395,602 26,794 93,151 101,040 99,236 98,810 98,565 New Mexico 326,758 6,070 25,140 25,485 24,470 24,166 23,987 New York 2,815,581 40,519 189,924 199,641 196,759 195,922 196,279 North Carolina 1,416,436 9,847 116,829 114,554 110,707 107,336 105,392 North Dakota 98,283 1,052 6,579 6,907 6,918 6,915 7,016 See notes at end of table.

5

Table 1. Public school student membership, by grade and state or jurisdiction: School year 2005–06
State or jurisdiction

Total

student 

membership

Prekindergarten Kinder- garten Grade 1 Grade 2 Grade 3 Grade 4 

Ohio 1,839,683 29,791 135,854 136,188 133,171 131,350 131,691 Oklahoma 634,739 33,418 48,667 51,206 46,889 45,263 44,194 Oregon 552,194 2 1,049 2 39,759 42,065 41,913 41,365 42,071 

Pennsylvania 1,830,684 8,790 127,065 130,687 127,776 127,983 131,236 Rhode Island 153,422 1,688 9,580 10,029 11,281 11,229 11,484 South Carolina 701,544 21,604 52,805 54,068 51,842 50,845 50,408 South Dakota 122,012 1,217 9,470 8,960 8,781 8,806 8,883 Tennessee 953,928 10,190 76,449 75,683 71,978 70,181 69,773 Texas 4,525,394 207,967 350,124 359,221 344,611 340,654 329,969 Utah 508,430 3,933 42,307 42,307 41,308 39,642 38,635 Vermont 96,638 4,061 6,069 6,441 6,429 6,486 6,549 Virginia 1,214,472 19,878 89,432 91,064 89,722 87,834 88,891 Washington 1,031,985 12,735 72,644 75,680 75,027 75,037 74,401 West Virginia 280,866 8,942 21,428 20,751 20,195 19,840 19,999 Wisconsin 875,174 31,218 60,382 59,593 58,978 58,664 59,984 Wyoming 84,409 439 6,381 6,257 6,185 6,056 6,111  Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictionsDoDDS: DoDs Overseas5 62,543 2,299 4,988 5,728 5,716 5,356 5,261 

DDESS: DoDs Domestic5 28,329 2,796 3,505 3,689 2,931 2,714 2,523 Bureau of Indian Education 50,938 — 4,745 4,187 3,887 3,741 3,611 

American Samoa 16,399 1,543 1,014 1,139 1,124 1,102 1,183 Guam 30,986 446 2,311 2,478 2,485 2,372 2,480 Northern Marianas Islands 11,718 580 727 883 899 906 870 Puerto Rico 563,490 212 37,695 43,944 42,566 42,261 43,432 U.S. Virgin Islands 16,750 — 993 1,124 1,121 1,219 1,277 

See notes at end of table.

6

Table 1. Public school student membership, by grade and state or jurisdiction: School year 2005–06—Continued
State or jurisdiction Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 

United States1 3,670,148 3,777,173 3,801,951 4,287,432 3,866,380 3,454,517 3,180,343 

Alabama 58,438 61,130 59,643 65,192 55,492 48,278 43,452 Alaska 10,042 10,276 10,793 11,405 11,035 10,045 9,578 Arizona 80,391 80,393 80,683 99,040 92,746 83,935 79,180 Arkansas 35,281 36,098 37,279 38,952 37,331 32,603 29,351 California 489,656 491,516 489,560 546,914 515,681 467,241 423,241 Colorado 57,673 59,005 59,929 63,818 59,962 54,353 51,818 Connecticut 43,533 44,510 44,680 49,070 45,266 42,356 38,662 Delaware 9,532 9,858 10,492 11,638 9,279 7,826 7,555 District of Columbia 5,245 5,412 5,196 6,141 5,333 4,118 3,177 Florida 193,623 210,099 208,413 245,587 212,560 185,937 157,545 Georgia 121,969 124,872 123,678 145,243 120,058 99,914 87,800 Hawaii 14,209 13,721 13,696 17,167 14,278 12,914 10,899 Idaho 19,740 20,234 20,674 21,564 20,609 19,104 17,876 Illinois 162,949 160,362 160,911 179,703 165,477 147,500 138,518 Indiana 79,602 82,241 82,021 88,563 81,090 73,904 67,050 Iowa 35,380 37,040 38,145 41,059 40,151 38,501 37,611 Kansas 34,093 34,762 35,772 38,340 37,011 34,128 32,870 Kentucky 48,956 50,141 50,701 57,759 50,298 43,761 39,157 Louisiana 48,683 51,396 53,832 53,087 43,292 39,330 36,735 Maine 15,165 15,725 16,692 16,088 15,926 15,310 14,683 Maryland 65,661 67,036 68,400 79,788 70,031 62,864 58,766 Massachusetts 73,520 74,567 76,223 82,861 76,688 71,327 65,635 Michigan 128,451 133,086 134,113 157,709 143,122 124,460 113,351 Minnesota 61,379 64,193 65,416 69,317 71,029 68,967 72,173 Mississippi 38,744 40,868 38,907 41,191 35,019 29,599 26,383 Missouri 68,182 72,483 74,436 80,473 73,142 66,316 62,632 

Montana 10,963 11,238 12,050 12,778 12,320 11,369 11,095 Nebraska 20,696 21,547 21,998 24,953 23,713 21,506 21,419 Nevada 32,743 32,938 33,502 39,421 32,585 23,868 20,501 New Hampshire 16,096 16,358 17,038 18,269 17,478 16,364 15,001 New Jersey 100,910 104,281 103,587 110,035 106,271 98,833 92,175 New Mexico 24,708 25,356 25,987 30,026 26,075 21,986 19,119 New York 205,818 213,746 216,226 257,444 233,911 186,182 173,867 North Carolina 110,275 110,074 111,894 128,333 108,210 94,508 82,267 North Dakota 7,300 7,881 7,993 8,484 8,261 8,011 7,889 See notes at end of table.

7

Table 1. Public school student membership, by grade and state or jurisdiction: School year 2005–06—Continued
State or jurisdiction Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 1

Ohio 138,555 144,784 144,869 165,999 145,999 135,918 130,43Oklahoma 45,611 46,408 47,812 50,065 46,551 42,054 38,01Oregon 41,917 42,762 44,046 46,257 44,839 41,675 39,41

Pennsylvania 140,760 146,888 148,957 164,602 156,679 143,798 135,77Rhode Island 12,212 12,342 12,470 14,193 13,007 11,765 10,58South Carolina 53,477 55,524 55,701 66,201 51,277 45,709 40,32South Dakota 9,327 9,598 9,576 10,314 10,046 9,166 8,95Tennessee 71,302 72,845 72,949 81,397 73,595 65,411 56,94Texas 323,997 338,876 335,824 394,739 323,524 281,641 257,15Utah 36,298 37,025 38,463 38,628 38,319 36,916 36,92Vermont 7,075 7,166 7,559 8,327 8,142 7,888 7,49Virginia 93,069 95,392 95,774 110,330 96,768 86,931 79,00Washington 76,682 79,564 81,440 90,091 84,945 80,962 76,50West Virginia 21,183 21,756 22,147 24,694 21,400 19,561 18,02Wisconsin 62,737 65,153 66,985 76,674 73,409 71,428 69,66Wyoming 6,340 6,647 6,819 7,509 7,150 6,476 6,07 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictionsDoDDS: DoDs Overseas5 5,106 4,956 4,403 4,476 3,601 3,075 2,70

DDESS: DoDs Domestic5 2,140 1,555 1,377 975 676 584 53Bureau of Indian Education 3,900 4,135 4,385 4,888 4,064 3,198 2,65American Samoa 1,272 1,235 1,146 1,108 1,163 1,124 94Guam 2,085 2,412 2,343 3,164 2,423 1,994 1,45Northern Marianas Islands 872 937 810 1,038 821 750 68Puerto Rico 43,570 46,370 42,804 41,804 43,878 38,830 33,01U.S. Virgin Islands 1,444 1,845 1,371 1,911 1,113 998 1,00— Not available.† Not applicable.

1 U.S. totals include the 50 states and the District of Columbia.2 Data were totaled based on sum of internal or external detail.3 Prekindergarten data were imputed based on current-year (fall 2005) data.4 Data were adjusted. 

. 8

5 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectivel

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Se2005–06, Version 1a.Table 1. Public school student membership, by grade and state or jurisdiction: School year 2005–06—Continued
9 

Table 2. Public school student membership, by race/ethnicity and state or jurisdiction: School year 2005–06

State or jurisdiction

Total students 

reported2 

American 

Indian/

Alaska 

Native 

Asian/

Pacific

Islander Hispanic

Black, 

non-Hispanic

White, 

non-Hispanic

United States3 48,610,618 594,663 2,241,809 9,641,407 8,376,855 27,755,884

Alabama 739,663 5,729 7,520 20,479 266,587 439,348

Alaska 133,288 35,393 9,245 5,648 6,151 76,851

Arizona 1,094,454 67,498 27,111 426,696 56,863 516,286

Arkansas 474,206 3,089 6,558 32,132 109,144 323,283

California 6,187,782 50,758 723,097 3,003,521 494,957 1,915,449

Colorado 779,826 9,173 25,444 211,171 46,444 487,594

Connecticut 575,059 2,062 20,427 88,655 78,860 385,055

Delaware 120,937 408 3,442 11,100 39,345 66,642

District of Columbia 76,876 79 1,104 8,136 64,073 3,484

Florida 2,675,024 7,927 59,594 639,035 640,462 1,328,006

Georgia 1,559,378 2,339 43,810 135,010 611,723 766,496

Hawaii 182,818 1,085 133,133 8,163 4,323 36,114

Idaho 261,982 4,173 4,130 33,599 2,639 217,441

Illinois 2,073,990 3,948 79,264 393,070 428,207 1,169,501

Indiana 1,035,014 2,628 12,595 59,387 128,896 831,508

Iowa 483,482 2,877 9,360 28,145 24,646 418,454

Kansas 454,001 6,707 10,897 55,117 39,099 342,181

Kentucky 641,753 1,106 5,871 13,157 67,939 553,680

Louisiana 654,526 5,115 8,492 13,490 290,576 336,853

Maine 195,498 1,057 2,686 1,846 3,964 185,945

Maryland 860,020 3,487 44,956 65,613 327,968 417,996

Massachusetts 957,004 2,941 45,064 125,087 80,443 703,469

Michigan 1,733,559 16,675 42,071 75,786 352,734 1,246,293

Minnesota 839,243 17,400 47,972 45,145 71,742 656,984

Mississippi 494,954 887 3,884 6,952 253,203 230,028

Missouri 917,705 3,690 14,528 29,001 167,171 703,315

Montana 145,416 16,422 1,658 3,484 1,306 122,546

Nebraska 286,646 4,751 5,199 32,887 21,716 222,093

Nevada 412,395 6,679 30,010 138,652 45,721 191,333

New Hampshire 205,767 645 3,965 5,692 3,549 191,916

New Jersey 1,395,602 2,493 104,962 253,710 246,065 788,372

New Mexico 326,758 36,210 4,153 176,538 8,246 101,611

New York 2,815,581 13,968 195,425 566,273 557,253 1,482,662

North Carolina 1,416,436 20,463 29,812 118,505 446,279 801,377

North Dakota 98,283 8,483 931 1,673 1,523 85,673

Ohio 1,791,019 2,574 25,030 43,414 305,567 1,414,434

Oklahoma 634,739 120,122 10,622 56,375 69,090 378,530

Oregon 537,948 12,986 26,367 85,461 17,041 396,093

Pennsylvania 1,830,684 2,678 45,438 117,877 296,177 1,368,514

Rhode Island 153,422 990 4,733 26,559 13,162 107,978

South Carolina 698,349 2,205 9,119 28,216 281,395 377,414

South Dakota 122,012 12,775 1,258 2,401 1,902 103,676

Tennessee 953,907 1,730 13,541 36,670 239,422 662,544

Texas 4,525,394 15,045 141,893 2,048,989 667,216 1,652,251

Utah 508,258 7,770 15,522 62,723 6,558 415,685

Vermont 95,822 417 1,496 957 1,424 91,528

Virginia 1,193,378 3,812 61,526 91,557 322,791 713,692

Washington 1,020,311 27,208 83,085 139,005 58,514 712,499

West Virginia 280,866 329 1,802 2,045 13,915 262,775

Wisconsin 875,174 12,692 31,104 59,012 91,606 680,760

Wyoming 84,409 2,985 903 7,591 1,258 71,672

See notes at end of table.

Race/ethnicity1
Table 2. Public school student membership, by race/ethnicity and state or jurisdiction: School year 2005–06—Continued

State or jurisdiction

Total students 

reported2 

American 

Indian/

Alaska 

Native 

Asian/

Pacific

Islander Hispanic

Black, 

non-Hispanic

White, 

non-Hispanic

 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions

DoDDS: DoDs Overseas4 53,240 287 5,223 7,637 10,454 29,639

DDESS: DoDs Domestic4 25,194 354 613 5,417 5,876 12,934

Bureau of Indian Education5 50,938 50,938 0 0 0 0

American Samoa5 16,399 0 16,399 0 0 0

Guam 30,986 13 30,482 45 93 353

Northern Marianas Islands 11,718 0 11,662 0 7 49

Puerto Rico5 563,490 0 0 563,490 0 0

U.S. Virgin Islands 16,750 32 26 2,562 13,946 184

— Not available.

1 Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian 

includes Alaska Native.

2 Totals exclude students for whom race/ethnicity was not reported. 3 U.S. totals include the 50 states and the District of Columbia.

4 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents 

schools (domestic), respectively.

5 Bureau of Indian Education, American Samoa, and Puerto Rico report all students in a single racial/ethnic category.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey 

of Public Elementary/Secondary Education," 2005–06, Version 1a.

Race/ethnicity1

10 
9 

State or jurisdiction Total3

American 

Indian/ 

Alaska 

Native

Asian/ 

Pacific 

Islander Hispanic

Black, 

nonHispanic

White, 

nonHispanic Total3

American 

Indian/ 

Alaska 

Native

Asian/ 

Pacific 

Islander Hispanic

Reporting states4 2,799,250 30,352 141,899 379,831 371,649 1,818,502 54,012 726 1,512 7,018 

Alabama 37,453 404 420 404 11,803 24,391 2,537 14 21 58 Alaska 6,909 1,233 477 97 229 4,756 327 178 39 9 Arizona 59,498 4,139 1,590 17,616 2,790 33,363 — — — — 

Arkansas 26,621 165 386 998 5,509 19,563 77 0 0 2 California 355,217 2,950 50,224 129,671 26,800 140,807 † † † † Colorado 44,532 419 1,528 7,362 2,224 32,999 526 8 13 118 Connecticut 35,515 93 1,172 3,717 4,051 26,482 45 0 1 8 Delaware 6,934 30 226 322 1,970 4,386 168 0 3 12 District of Columbia 2,781 5 56 214 2,379 127 317 0 0 9 Florida 133,318 551 3,724 25,330 26,569 77,144 8,550 16 232 2,538 Georgia 70,834 88 2,342 2,590 23,034 41,903 8,294 7 193 491 Hawaii 10,813 44 8,003 489 183 2,094 201 0 151 13 Idaho 15,768 203 296 1,260 88 13,921 109 0 18 18 Illinois 123,615 363 5,514 14,926 18,771 83,613 † † † † Indiana 55,444 119 719 1,636 4,549 48,421 1,577 7 58 105 Iowa 33,547 164 655 999 1,021 30,708 94 0 10 8 Kansas 30,355 374 684 2,019 2,229 24,734 † † † † Kentucky 38,399 60 409 406 3,527 33,984 383 0 0 0 Louisiana 36,009 262 670 572 14,262 20,243 1,776 9 6 8 Maine 13,077 88 172 92 173 12,552 330 2 2 8 Maryland 54,170 202 3,074 2,509 18,001 30,384 580 1 15 22 Massachusetts 59,665 173 2,953 4,532 4,638 47,369 988 7 49 277 Michigan 101,582 836 2,383 2,575 13,129 82,259 253 5 20 11 

Minnesota 58,391 848 2,837 1,322 2,637 50,749 † † † † Mississippi 23,523 32 240 163 10,938 12,150 1,657 4 2 10 Missouri 57,841 195 852 1,075 8,234 47,485 † † † † Montana 10,335 786 120 198 40 9,191 † † † † Nebraska 19,940 197 346 1,194 961 17,242 149 2 2 8 Nevada 15,740 226 1,330 2,934 1,262 9,988 2,496 54 138 802 New Hampshire 13,775 — — — — — 72 — — — 

New Jersey 86,502 300 6,452 12,238 13,090 54,422 † † † † New Mexico 17,353 1,799 249 8,074 364 6,867 484 148 4 268 New York 153,203 520 11,064 18,761 22,670 100,188 5,677 40 110 1,161 North Carolina 75,010 852 1,717 2,864 21,155 48,422 1,653 31 39 110 North Dakota 7,555 442 62 76 68 6,907 † † † † See notes at end of table.

11

Table 3. Number of high school diploma recipients and other high school completers, by race/ethnicity and state or jurisdiction: School year 200405

Race/ethnicity2 Race/ethnicity

High school diploma recipients Other high school completers
State or jurisdiction Total3

American 

Indian/ 

Alaska 

Native

Asian/ 

Pacific 

Islander Hispanic

Black, 

nonHispanic

White, 

nonHispanic Total3

American 

Indian/ 

Alaska 

Native

Asian/ 

Pacific 

Islander Hispanic

Ohio 116,702 128 1,726 1,723 14,308 97,704 † † † † Oklahoma 36,227 6,442 685 1,937 3,449 23,714 † † † † Oregon 32,602 600 1,590 2,717 692 26,482 4,266 126 269 666 Pennsylvania 124,758 114 3,139 4,610 15,610 101,285 † † † † Rhode Island 9,881 42 316 1,153 794 7,576 22 0 2 7 South Carolina 33,439 — — — — — 2,753 — — — 

South Dakota 8,585 417 107 91 91 7,879 † † † † Tennessee 47,967 47 740 840 10,086 36,254 3,198 7 12 44 Texas 239,717 764 8,363 84,566 32,811 113,213 † † † † Utah 30,253 377 844 1,838 218 26,976 146 5 3 10 Vermont 7,152 38 95 58 69 6,315 27 0 2 1 Virginia 73,667 178 4,013 3,556 17,042 48,428 3,193 6 57 146 Washington 61,094 1,249 5,138 4,893 2,673 46,943 119 3 12 10 West Virginia 17,137 14 130 85 659 16,249 † † † † Wisconsin 63,229 700 2,011 2,201 3,751 54,566 931 44 26 57 Wyoming 5,616 80 56 328 48 5,104 37 2 3 3  Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictionsDoDDS: DoDs Overseas5 — — — — — — † ††† 

DDESS: DoDs Domestic5 — — — — — — † ††† Bureau of Indian Education — — — — — — † ††† American Samoa5 879 0 879 0 0 0 9 0 9 0 

Guam 1,179 3 1,158 4 5 10 † † † † Northern Marianas Islands 614 0 608 0 0 6 — — — — 

Puerto Rico6 29,071 0 0 29,071 0 0 1,300 0 0 1,300 

U.S. Virgin Islands 940 2 2 79 855 3 † † † † — Not available.† Not applicable.

1 Other high school completers are individuals who received a certificate of attendance or other certificate of completion in lieu of a diploma during the previous school year a

school.

2 Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native.3 Detail may not sum to totals because totals include diploma recipients or other high school completers for whom race/ethnicity was not reported.

of the states in the 50 states and the District of Columbia. Other high school completer counts by race/ethnicity were missing for 6 percent of states in the 50 states and the 

6 American Samoa and Puerto Rico report all students in a single racial/ethnic category.

2005–06, Version 1a. 

. 12

4 Total other high school completers were missing for 2 percent of states in the 50 states and the District of Columbia. High school diploma recipients counts by race/ethnicit5 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively.

Race/ethnicity2 Race/ethnicity2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary E

High school diploma recipients Other high school completers1

Table 3. Number of high school diploma recipients and other high school completers, by race/ethnicity and state or jurisdiction: School year 200405—Continued
13 

Table 4. Public school averaged freshman graduation rate and components, by state or jurisdiction: School year 200405

State or jurisdiction

Averaged 

freshman 

graduation 

rate1

Regular 

diplomas, 

school year 

2004–05

Estimated 

first-time 9thgraders in 

2001–022

Grade 10 

membership, 

school year 

2002–03

Grade 9 

membership, 

school year 

2001–02

Grade 8 

membership, 

school year 

2000–2001

United States3 74.7 2,799,250 3,748,452 3,618,589 4,050,398 3,576,370

Alabama 65.9 37,453 56,844 52,543 61,038 56,951

Alaska 64.1 6,909 10,777 10,219 11,734 10,377

Arizona 84.7 59,498 70,268 71,551 73,522 65,732

Arkansas 75.7 26,621 35,167 34,499 36,018 34,983

California 74.6 355,217 476,473 476,400 505,416 447,601

Colorado 76.7 44,532 58,026 55,938 62,756 55,384

Connecticut 80.9 35,515 43,902 42,488 46,621 42,597

Delaware 73.1 6,934 9,491 8,797 10,602 9,075

District of Columbia 68.8 2,781 4,040 4,278 4,256 3,588

Florida 64.6 133,318 206,251 184,325 248,764 185,663

Georgia 61.7 70,834 114,731 106,335 128,734 109,124

Hawaii 75.1 10,813 14,393 13,702 16,046 13,430

Idaho 81.0 15,768 19,458 19,406 19,923 19,046

Illinois 79.4 123,615 155,735 151,956 165,899 149,350

Indiana 73.2 55,444 75,749 73,684 79,320 74,244

Iowa 86.6 33,547 38,744 38,626 40,216 37,391

Kansas 79.2 30,355 38,344 38,138 39,839 37,057

Kentucky 75.9 38,399 50,593 48,139 54,051 49,589

Louisiana 63.9 36,009 56,359 49,101 57,404 62,570

Maine 78.6 13,077 16,639 15,823 16,888 17,206

Maryland 79.3 54,170 68,304 66,028 73,789 65,095

Massachusetts 78.7 59,665 75,775 72,404 80,394 74,527

Michigan 73.0 101,582 139,120 136,929 148,732 131,698

Minnesota 85.9 58,391 67,950 68,563 69,032 66,254

Mississippi 63.3 23,523 37,136 34,055 39,638 37,715

Missouri 80.6 57,841 71,747 70,210 75,599 69,432

Montana 81.5 10,335 12,682 12,480 13,026 12,540

Nebraska 87.8 19,940 22,720 22,440 23,855 21,864

Nevada 55.8 15,740 28,220 27,131 32,147 25,381

New Hampshire4 80.1 13,775 17,206 16,633 17,706 17,279

New Jersey 85.1 86,502 101,681 100,946 104,932 99,166

New Mexico 65.4 17,353 26,516 25,863 28,816 24,870

New York 65.3 153,203 234,546 231,657 257,489 214,493

North Carolina 72.6 75,010 103,332 96,462 114,236 99,299

North Dakota 86.3 7,555 8,754 8,705 8,906 8,651

Ohio 80.2 116,702 145,430 139,163 156,744 140,383

Oklahoma 76.9 36,227 47,106 45,476 49,312 46,529

Oregon 74.2 32,602 43,957 44,034 45,261 42,576

Pennsylvania 82.5 124,758 151,193 148,428 160,520 144,631

Rhode Island 78.4 9,881 12,598 12,244 13,538 12,013

South Carolina 60.1 33,439 55,661 49,445 64,279 53,259

South Dakota 82.3 8,585 10,431 10,326 10,652 10,316

Tennessee 68.5 47,967 70,038 67,021 75,592 67,502

Texas 74.0 239,717 323,884 300,338 366,895 304,419

Utah 84.4 30,253 35,830 36,254 35,854 35,381

Vermont 86.5 7,152 8,265 8,180 8,603 8,013

Virginia 79.6 73,667 92,514 88,952 100,795 87,795

Washington 75.0 61,094 81,457 80,815 86,396 77,160

West Virginia 77.3 17,137 22,172 21,210 23,370 21,936

Wisconsin 86.7 63,229 72,925 73,022 77,802 67,950

Wyoming 76.7 5,616 7,318 7,226 7,443 7,286

See notes at end of table.
14 

Table 4. Public school averaged freshman graduation rate and components, by state or jurisdiction: School year

Table 4. 200405—Continued

State or jurisdiction

Averaged 

freshman 

graduation 

rate1

Regular 

diplomas, 

school year 

2004–05

Estimated 

first-time 9thgraders in 

2001–022

Grade 10 

membership, 

school year 

2002–03

Grade 9 

membership, 

school year 

2001–02

Grade 8 

membership, 

school year 

2000–2001

 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions

DoDDS: DoDs Overseas5 — — 4,541 4,002 4,663 4,957

DDESS: DoDs Domestic5 — — 1,279 887 1,233 1,718

Bureau of Indian Education — — 3,534 3,140 3,828 3,634

American Samoa 77.9 879 1,128 1,090 1,183 1,112

Guam — 1,179 — — 3,499 2,318

Northern Marianas Islands 75.4 614 815 861 865 717

Puerto Rico 61.7 29,071 47,136 46,444 46,584 48,380

U.S. Virgin Islands — 940 — 1,321 — 1,564

— Not available.

1 Averaged freshman graduation rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years.

For 2004–05, it equals the total number of diploma recipients in 2004–05 divided by the average membership of the 8th-grade

class in 2000–01, the 9th-grade class in 2001–02, and the 10th-grade class in 2002–03.

2 First-time 9th-graders were estimated as the average of student membership in grades 8, 9, and 10 in 3 consecutive years.

3 U.S. totals include the 50 states and the District of Columbia.

4 New Hampshire included home schooled students in reported membership in 2000-01. This could inflate the denominator for the 

AFGR slightly.

5 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents 

schools (domestic), respectively.

NOTE: Ungraded students were allocated to individual grades proportional to each state's enrollment in those grades. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal 

Survey of Public Elementary/Secondary Education," 200001, Version 1b; 200102, Version 1b; 200203, Version 1b; and 

2005–06, Version 1a.
Table 5. Number of staff for public schools, by category and state or jurisdiction: School year 2005–06

State or jurisdiction

Total 

staff Teachers

Instructional 

aides

Instructional 

coordinators 

and 

supervisors

Guidance 

counselors Librarians

Student/

other 

support 

staff1

School 

administrators

United States3 6,122,358 3,136,921 697,862 47,493 103,268 54,068 1,422,300 169,269 

Alabama 103,775 57,757 6,768 999 1,814 1,404 23,447 3,003 Alaska 17,930 7,912 2,243 171 4 277 180 3,583 775 

Arizona 100,162 51,376 14,520 158 1,373 824 22,770 2,311 Arkansas 70,673 32,997 7,381 672 1,441 1,014 21,573 1,677 California 579,024 309,128 5 67,073 6,657 6,998 1,214 115,901 6,7 13,946 

Colorado 93,148 45,841 10,527 1,550 1,424 841 22,591 2,477 Connecticut 84,669 39,687 5 12,488 412 1,399 5 815 21,635 2,318 

Delaware 15,473 7,998 1,701 285 282 132 3,608 382 District of Columbia 12,372 5,481 8 1,373 8 110 8 101 8 41 8 3,631 8 403 8 

Florida 314,219 158,962 29,121 699 5,584 2,783 77,161 7,289 Georgia 218,965 108,535 25,512 551 3,536 2,216 58,982 6,374 Hawaii 21,059 11,226 2,158 573 672 292 3,962 493 Idaho 26,018 14,521 2,840 249 594 166 5,425 715 Illinois 264,700 133,857 35,060 4 1,251 3,172 2,193 61,007 4 6,555 Indiana 133,096 60,592 5 19,830 1,681 1,804 963 36,256 3,026 

Iowa 69,080 35,181 9,707 468 1,169 537 14,856 2,182 Kansas 65,537 33,608 7,500 132 1,135 925 16,263 1,738 Kentucky 97,937 42,413 14,096 911 1,456 1,111 26,707 2,276 Louisiana 92,612 44,660 10,319 1,772 2,955 1,150 23,530 2,553 Maine 35,249 16,684 6,046 348 633 261 7,615 952 Maryland 111,215 56,685 10,529 1,367 2,300 1,182 29,599 3,397 Massachusetts 139,522 73,596 20,596 933 2,141 942 25,503 4 3,903 

Michigan 206,533 99,838 25,255 3,369 2,726 1,336 51,480 5,104 Minnesota 104,489 51,107 15,112 1,552 1,034 5 878 24,418 1,986 

Mississippi 67,659 31,433 8,658 736 1,023 970 17,918 1,794 Missouri 128,794 67,076 12,332 961 2,635 1,632 30,908 3,093 Montana 19,515 10,369 1,965 178 439 371 4,275 4 529 

Nebraska 41,166 21,359 4,749 491 777 5 554 9,553 1,023 Nevada 32,346 21,744 3,802 213 794 356 1,832 980 New Hampshire 32,022 15,536 6,712 197 6 826 305 6,100 6 536 7 New Jersey 216,778 112,673 26,444 2,704 2,312 1,465 50,776 4 4,037 

New Mexico 47,940 22,021 5,464 228 774 305 13,615 1,240 New York 373,504 218,989 36,293 2,220 6,865 3,296 70,931 8,806 North Carolina 182,107 95,664 28,725 1,005 3,646 2,340 33,636 4,950 North Dakota 15,128 8,003 1,876 121 275 200 3,307 393 See notes at end of table.

. 15
Table 5. Number of staff for public schools, by category and state or jurisdiction: School year 2005–06—Continued

State or jurisdiction

Total 

staff Teachers

Instructional 

aides

Instructional 

coordinators 

and 

supervisors

Guidance 

counselors Librarians

Student/

other 

support 

staff1

School 

administrators

Schoo

distric

administrators

Ohio 238,977 117,982 17,800 555 3,840 1,556 54,659 4,710 7,894 Oklahoma 81,857 41,833 7,868 494 1,586 1,047 19,637 2,186 628 Oregon 60,088 28,256 5 9,779 591 1,324 421 12,375 1,716 802 

Pennsylvania 240,409 122,397 26,877 1,531 4,404 2,232 59,348 4,752 1,937 Rhode Island 24,560 14,299 5 2,547 4 196 4 2,541 328 2,279 1,404 139 

South Carolina 67,453 48,212 3,614 718 1,775 1,144 2,409 3,371 301 

South Dakota 19,018 9,129 3,427 376 319 143 3,996 404 447 Tennessee 114,171 59,596 13,621 492 2,023 1,569 26,999 6,7 3,509 319 

Texas 620,624 302,425 61,268 1,599 10,251 4,907 168,314 6,7 31,673 8,103 

Utah 45,821 22,993 5 7,292 795 686 5 268 9,463 1,083 390 

Vermont 19,024 8,851 4,259 317 431 225 3,294 445 140 Virginia 183,853 96,158 18,814 1,696 2,669 2,012 43,304 4,147 1,583 Washington 113,845 53,508 10,191 429 2,011 1,253 37,809 2,826 927 West Virginia 38,152 19,940 3,280 372 693 381 9,851 1,046 451 Wisconsin 105,564 60,127 5 10,382 1,252 1,930 1,254 20,807 2,445 936 

Wyoming 14,526 6,706 2,068 156 399 134 3,402 336 314  Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions

DoDDS: DoDs Overseas9 9,099 5,726 537 89 300 151 1,079 253 66 

DDESS: DoDs Domestic9 3,671 2,033 179 31 97 97 773 102 58 Bureau of Indian Education — — — — —— — — — American Samoa 1,872 971 107 69 42 20 344 67 57 Guam 3,455 1,804 662 105 44 13 299 59 16 Northern Marianas Islands 1,234 614 249 10 18 1 167 34 7 Puerto Rico 75,023 42,036 247 423 1,016 1,118 22,407 1,489 1,687 U.S. Virgin Islands 2,664 1,434 284 8 79 23 479 85 77 — Not available.

1 Student/other support staff include library support staff, student support services staff, and all other nonadministrative support staff.2 Administrative support staff include district- and school-level administrative support staff.3 U.S. totals include the 50 states and the District of Columbia.4 Data were imputed based on current-year (fall 2005) data.5 Data were totaled based on sum of internal or external detail.6 Data were disaggregated from reported total.7 Data were adjusted. 8 Data were imputed based on prior-year (fall 2004) data.9 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively.

NOTE: All staff counts are full-time-equivalent (FTE) counts.Version 1a.SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Educatio

. 16
Table 6. Total student membership, total staff, student/teacher ratio, and student/staff ratio for public elementary/secondary education, by teacher and staff category and state 

Table 6. 2005–06

Student/teacher ratio Student/staff ra

State or jurisdiction

Total

student 

membership

Total

staff

Total 

student/

teacher

ratio

Kindergarten

student/

teacher

ratio

Elementary

student/

teacher

ratio1

Secondary

student/

teacher

ratio2

Total 

student/other 

instructional and 

student support 

staff ratio3

stu

administ

United States6 49,113,474 6,122,358 15.7 17.3 19.4 12.9 46.5 2

Alabama 741,758 103,775 12.8 5.3 14.8 14.7 61.1 2Alaska 133,288 17,930 16.8 23.8 15.4 18.3 42.2 1Arizona 1,094,454 100,162 21.3 33.3 19.0 24.1 43.9 3Arkansas 474,206 70,673 14.4 19.5 25.0 8.2 33.4 2California 6,437,202 7 579,024 20.8 21.8 20.9 23.3 67.8 3

Colorado 779,826 93,148 17.0 20.3 23.8 10.2 43.9 2Connecticut 575,059 84,669 14.5 23.7 14.2 14.4 29.9 1Delaware 120,937 15,473 15.1 29.2 20.7 9.1 42.7 1District of Columbia 76,876 12,372 14.0 20.5 17.9 8.1 35.5 1Florida 2,675,024 314,219 16.8 22.1 27.3 12.9 58.1 2Georgia 1,598,461 218,965 14.7 17.8 17.6 10.5 43.3 1Hawaii 182,818 21,059 16.3 26.6 22.0 10.4 41.1 2Idaho 261,982 26,018 18.0 36.9 23.4 11.3 64.1 3Illinois 2,111,706 264,700 15.8 35.1 17.4 18.1 42.6 2Indiana 1,035,074 133,096 17.1 25.6 22.5 11.8 40.1 2Iowa 483,482 69,080 13.7 14.8 14.4 12.9 33.4 1Kansas 467,285 65,537 13.9 24.1 21.0 9.4 37.9 1Kentucky 679,878 97,937 16.0 41.9 17.6 19.5 34.9 2Louisiana 654,526 92,612 14.7 22.3 14.5 13.0 39.4 2Maine 195,498 35,249 11.7 13.1 12.0 11.2 23.0 1Maryland 860,020 111,215 15.2 22.8 17.0 11.5 51.6 2Massachusetts 971,909 139,522 13.2 22.2 15.7 14.6 32.0 1Michigan 1,741,845 206,533 17.4 3.2 34.8 23.6 43.3 2Minnesota 839,243 104,489 16.4 25.0 22.4 11.6 28.6 2Mississippi 494,954 67,659 15.7 21.1 24.1 11.0 36.3 1Missouri 917,705 128,794 13.7 16.9 18.8 8.8 46.6 2Montana 145,416 19,515 14.0 15.7 14.2 13.8 43.4 2Nebraska 286,646 41,166 13.4 16.8 13.7 12.1 39.0 1Nevada 412,395 32,346 19.0 41.0 25.9 15.1 74.5 3New Hampshire 205,767 32,022 13.2 25.6 12.4 13.8 25.2 1New Jersey 1,395,602 213,418 12.4 30.1 19.9 5.9 28.9 2New Mexico 326,758 46,531 14.8 18.0 14.7 14.3 36.0 1New York 2,815,581 399,089 12.9 15.5 17.5 11.3 50.6 2North Carolina 1,416,436 177,308 14.8 17.7 17.8 12.8 37.5 2North Dakota 98,283 15,157 12.3 20.4 13.3 10.3 33.8 1See notes at end of table.

17
Table 6. Total student membership, total staff, student/teacher ratio, and student/staff ratio for public elementary/secondary education, by teacher and staff category and state 

Table 6. 2005–06—Continued

Student/teacher ratio Student/staff ra

State or jurisdiction

Total

student 

membership

Total

staff

Total 

student/

teacher

ratio

Kindergarten

student/

teacher

ratio

Elementary

student/

teacher

ratio1

Secondary

student/

teacher

ratio2

Total 

student/other 

instructional and 

student support 

staff ratio3

stu

administr

Ohio 1,839,683 239,988 15.6 25.6 15.0 15.3 70.6 1Oklahoma 634,739 77,466 15.2 24.9 21.6 10.4 47.0 2Oregon 552,194 7 56,637 19.5 33.5 28.2 18.1 39.0 2

Pennsylvania 1,830,684 237,122 15.0 25.9 23.1 11.4 41.1 2Rhode Island 153,422 23,031 10.7 23.5 13.7 7.2 42.8 South Carolina 701,544 65,014 14.6 23.1 13.9 14.7 96.6 1South Dakota 122,012 18,106 13.4 22.2 14.4 15.1 23.8 1Tennessee 953,928 111,891 16.0 18.7 15.5 16.5 52.0 2Texas 4,525,394 607,364 15.0 18.9 21.8 10.8 56.6 1Utah 508,430 44,499 22.1 41.5 31.2 15.9 51.9 3Vermont 96,638 18,899 10.9 17.6 18.5 9.0 16.4 1Virginia 1,214,472 179,688 12.6 21.7 20.3 6.8 43.7 2Washington 1,031,985 111,848 19.3 32.6 25.6 15.0 66.2 2West Virginia 280,866 37,979 14.1 19.8 19.6 12.4 49.5 1Wisconsin 875,174 104,018 14.6 18.3 13.7 15.0 47.1 2Wyoming 84,409 14,256 12.6 20.5 17.4 8.0 27.4 1 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictionsDoDDS: DoDs Overseas8 62,543 9,099 10.9 17.6 26.2 8.0 58.8 1

DDESS: DoDs Domestic8 28,329 3,671 13.9 22.6 23.3 6.2 61.1 1Bureau of Indian Education 50,938 — — — — — — American Samoa 16,399 1,872 16.9 24.7 19.0 16.3 37.4 1Guam 30,986 3,455 17.2 21.2 23.5 10.4 35.9 4Northern Marianas Islands 11,718 1,234 19.1 33.0 23.4 11.9 35.7 2Puerto Rico 563,490 75,023 13.4 — — — 99.1 1U.S. Virgin Islands 16,750 2,664 11.7 18.1 18.1 7.2 33.8 1— Not available.

1 Elementary students includes students in grades 1–8.2 Secondary students includes students in grades 9–12.3 Other instructional and student support staff includes aides, librarians, library support staff, and student support staff.4 Administrative staff includes school and local education agency (LEA) administrators.5 Administrative and all other support staff includes school, LEA, and all other support staff.6 U.S. totals include the 50 states and the District of Columbia.7 Data were totaled based on sum of internal or external detail.8 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively.

NOTE: All staff counts are full-time-equivalent (FTE) counts. Some staff counts were imputed based on current-year data. Some staff counts were adjusted or disaggregated fr

for more information. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Edu

. 18
 A-1

Appendix A: Methodology and Technical Notes 

Common Core of Data survey system. The State Nonfiscal Survey of Public Elementary/Secondary 

Education, the Local Education Agency Universe Survey, and the Public Elementary/Secondary School 

Universe Survey are the nonfiscal components of the Common Core of Data (CCD) survey system, 

while the School District Finance Survey and the National Public Education Financial Survey are the 

fiscal components. These surveys are reported annually by state education agencies (SEAs) through the 

efforts of state CCD coordinators. Participation in the CCD is voluntary. 

Data for CCD surveys are collected from SEAs through an online reporting system. They are then 

processed, edited, and verified by the U.S. Census Bureau, the National Center for Education Statistics 

(NCES), and the Education Statistics Services Institute (ESSI) of the American Institutes for Research 

(AIR). The 2005–06 school year CCD collection opened on March 15, 2006 and closed on October 1, 

2006. 

Data quality. Staff at NCES, the Census Bureau, and ESSI collaborate to edit all CCD data submissions 

and ask state CCD coordinators to correct or confirm any numbers that appear out of range when 

compared with other states’ data or with the state’s reports in previous years. If no explanation for 

anomalous data is provided by the state, NCES will change the data value. For example, NCES will 

replace a reported total with the sum of detail in cases where the sum of detail exceeds a reported total. 

NCES will also change a value to “not available” if data values are not plausible (e.g., if the number of 

high school diploma recipients reported by a state is substantially greater than the number of 12th grade 

students in the previous year, and the state cannot explain this discrepancy, NCES will set the current 

year value for high school diploma recipients to not available.)

Missing data. Not all states collect and report all of the data items requested in CCD surveys. NCES 

attempts to correct missing data first by drawing on other sources. For example, if the number of 

teachers was missing in the State Nonfiscal Survey, but reported in the Local Education Agency Survey, 

the state-level number would be summed from the state’s local education agencies. In some cases, a 

state is unable to report data during the collection period, but publishes them later, through a written 

report or website. NCES imports data from these other published sources to correct missing items. 

When this is done, file documentation identifies all instances in which data were summed or imported 

from other CCD surveys or outside sources. These procedures to correct for missing data are used for 

any CCD data item and for all three CCD nonfiscal surveys 

If missing data cannot be corrected by summing from other CCD surveys or using alternate external 

sources, NCES imputes some missing items (i.e., replaces a nonresponse with a plausible value) in the 

State Nonfiscal Survey. (See below for information on imputation procedures.) Data are not imputed in 

the Public Elementary/Secondary School Universe Survey or the Local Education Agency Universe 

Survey. 

If information is missing for some but no more than 15 percent of states across the 50 states and District 

of Columbia, NCES calculates totals and identifies them as “reporting states” totals (rather than totals 

for the United States). Precise information about the extent of missing data is included in the 

documentation for the State Nonfiscal Survey of Public Elementary/Secondary Education, which can be 

accessed at http://nces.ed.gov/ccd/stnfis.asp. 

Imputed and adjusted data. NCES imputes and adjusts some reported values in the State Nonfiscal 

Survey of Public Elementary/Secondary Education to create data files that more accurately reflect 
 A-2

student and staff counts and to improve comparability among states. Imputations and adjustments are 

performed on data from the 50 states and District of Columbia only. Although no imputations are made 

to data in the high school graduate or other high school completer categories, the numbers in these 

categories are modified to prevent identification of any individual. No adjustments or imputations are 

performed on race/ethnicity data for any state. 

• Imputations provide plausible values in cases in which the missing value is not reported, indicating that 

subtotals for the category are underreported. An imputation assigns a value to the missing item, and 

subtotals containing this item increase by the amount of the imputation. 

• Adjustments are corrections in cases in which a value reported for one item contains a value for one or 

more additional items not reported elsewhere. For example, a state may not differentiate between 

kindergarten teachers and prekindergarten teachers, reporting “missing” for prekindergarten teachers 

and a value representing the count of staff for both categories as kindergarten teachers. NCES adjusts 

these two responses by reducing the amount reported for kindergarten teachers and adding that amount 

to prekindergarten teachers. 

Values are imputed or adjusted for some missing items in the State Nonfiscal Survey of Public 

Elementary/Secondary Education. All imputed or adjusted values in the tables are footnoted, and such 

values are never used in the imputation or adjustment of another value. Totals and subtotals in tables are 

footnoted if one or more items in the total or subtotal are imputed or adjusted. 

Totals. Totals reported in the tables are limited to the 50 states and the District of Columbia. They do 

not include data from the Bureau of Indian Education, Department of Defense dependents schools 

(overseas and domestic), Puerto Rico, or the other jurisdictions of American Samoa, Guam, the 

Commonwealth of the Northern Mariana Islands, or the U.S. Virgin Islands. In cases where not all but at 

least 85 percent of the 50 states and the District of Columbia provide a response for a data item, a 

“reporting states” total is presented. See “Missing data” (above) for more information. 

Agreement across survey levels. Some students receive a public education outside a local school district 

or school (for example, they may attend a state-operated residential school). Some students in a regular 

school district may not be served by a school. Hospital or homebound students, for example, may be 

reported in the membership for a regular school district but not in any of the district’s schools. The 

numbers of students and staff shown in the tables for any CCD First Look report are derived from the 

survey represented in that report. Therefore, the numbers may differ across reports. The numbers 

reported in the State Nonfiscal Survey of Public Elementary/Secondary Education are considered the 

official statistics for a state. 

Staff counts. All staff counts (including teachers) are reported in full-time-equivalent (FTE) units. This 

is the amount of time required to perform an assignment stated as a proportion of a full-time position. It 

is computed by dividing the amount of time an individual is employed by the time normally required for 

a full-time position. 

State agencies vary in their staff data collection and reporting systems, with resulting variations across 

states. Several states collapse two or more categories of staff into one. In these cases, for the state 

nonfiscal data only, NCES disaggregates this number by distributing the reported number of staff across 

the several categories based on the average distribution of these staff in the reporting states. Staff counts 

in the local education agency and school surveys are not disaggregated and redistributed. 
 A-3

High school completers. The types of high school completion credentials available to students vary by 

state policy. For example, in some states the only type of completion available is a regular diploma; in 

others, a variety of completion credentials are awarded, from a regular diploma to a certificate of 

attendance. For this reason, caution should be used when comparing state totals for diploma recipients. 

The category of other high school completers includes certificates of attendance or completion. It does 

not include high school equivalency credentials such as those based on the General Education 

Development (GED) test. “Not applicable” is accepted as a valid response for other high school 

completers, as some states do not offer this credential. 

Confidentiality protection of high school completer data. Under some conditions, it might be possible 

to identify a student who was enrolled in the 12th grade and who failed to receive a regular diploma at 

the end of that school year. For example, if a school district had only ten 12th-grade White, non-Hispanic 

students in 2004–05 and no White, non-Hispanic diploma recipients, it might be assumed that all of 

these students failed to graduate. (This would have to be an assumption, because the CCD cannot 

distinguish students who fail to graduate from those who transfer out of a school district or state.) 

In order to prevent the identification of any 12th-grade student who fails to receive a regular diploma, 

high school completion data are modified, either by changing some completion data to missing or by 

increasing the reported number of diploma recipients. These changes result in a minimal loss of data. 

Averaged freshman graduation rate (AFGR). The AFGR provides an estimate of the percentage of 

high school students who graduate on time. The rate uses averaged student enrollment data (to 

estimate the size of an incoming freshman class) and aggregate counts of the number of diplomas 

awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in 

8th grade in one year, 9th grade in the next year, and 10th grade in the year after and then dividing by 

3. The averaging is intended to account for prior-year retentions in the 9th grade. 

 B-1

Appendix B: Common Core of Data Glossary 

American Indian/Alaska Native—A person having origins in any of the original peoples of North and 

South America (including Central America) and who maintains cultural identification through tribal 

affiliation or community recognition. 

Asian/Pacific Islander—A person having origins in any of the original peoples of the Far East, 

Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, 

Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, Thailand, Vietnam, Guam, the Philippine 

Islands, Samoa, and other Pacific Islands. 

averaged freshman graduation rate (AFGR)—An estimate of the percentage of an entering high 

school class that graduates on time. See Appendix A: Methodology and Technical Notes for more 

information. 

Black—A person having origins in any of the Black racial groups of Africa. Terms such as Haitian or 

Negro can be used in addition to Black or African American.

Bureau of Indian Education schools and districts—A school or district that is directly funded by the 

Bureau of Indian Education (formerly Bureau of Indian Affairs), U.S. Department of the Interior. 

diploma, high school—A formal document certifying the successful completion of a secondary school 

program prescribed by the state education agency (SEA) or other appropriate body. 

elementary/secondary education—Programs providing instruction, or assisting in providing 

instruction, for students in prekindergarten, kindergarten, grades 1 through 12, and ungraded programs. 

full-time equivalent (FTE)—The amount of time required to perform an assignment stated as a 

proportion of a full-time position and computed by dividing the amount of time employed by the time 

normally required for a full-time position. 

guidance counselors—Professional staff assigned specific duties and school time for counseling 

students and parents, addressing learning problems, evaluating student abilities, and assisting students in 

career and personal development. 

high school completers—Students who completed the course of public elementary and secondary 

education offered by the school district and who received a high school diploma, or who met other 

requirements of completion as defined by state law or policy, during the period October 2004 through 

September 2005 (for school year 2004–05 completers). Does not include high school equivalency 

recipients. 

Hispanic—A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish 

culture or origin, regardless of race. 
 B-2

instructional aides—Staff members assigned to assist a teacher with routine activities associated with 

teaching (i.e., activities requiring minor decisions regarding students), such as monitoring, conducting 

rote exercises, operating equipment, and clerking. Includes only paid staff (i.e., excludes volunteer 

aides). 

instructional coordinators and supervisors—Persons who supervise instructional programs at the 

school district or subdistrict level, including educational television staff; coordinators and supervisors of 

audiovisual services; curriculum coordinators and in-service training staff; Title I coordinators and home 

economics supervisors; and staff engaged in the development of computer-assisted instruction. Schoolbased department chairpersons are excluded. 

instructional support staff—Instructional coordinators and supervisors and instructional aides. 

kindergarten—A group or class that is part of a public school program and is taught during the year 

preceding first grade. 

librarians—Professional staff members or supervisors assigned specific duties and school time for 

professional library services activities. These include selecting, acquiring, preparing, cataloging, and 

circulating books and other printed materials; planning the use of the library by students, teachers, and 

instructional staff; and guiding individuals in the use of library books and material maintained separately 

or as part of an instructional materials center. 

library/media staff—Professional staff members who are assigned specific duties and school time for 

professional library and media service activities. Includes library/media specialists and support staff. 

local education agencies (LEAs)—Those agencies at the local level whose primary responsibility is to 

operate public schools or to contract for public school services. 

LEA administrative support staff—Staff members who provide direct support to LEA and school 

administrators, including secretarial or other clerical staff, and persons whose activities are concerned 

with support of the teaching and administrative duties of the office of the principal, department 

chairpersons, and central office administrators. 

other high school completer—An individual who has received a certificate of attendance or other 

certificate of completion in lieu of a diploma during the previous school year and subsequent summer 

school.

other support staff—Staff who serve in a support capacity and who are not included in the categories 

of central office administrative support, library support, student support, or school administrative 

support (e.g., data processing staff; bus drivers; and health, building, equipment maintenance, security, 

and cafeteria workers). 

prekindergarten student—A student who is enrolled in a group or class that is part of a public school 

program taught during the year or years preceding kindergarten, excluding Head Start students, unless 

Head Start is part of an authorized public education program of an LEA. 
 B-3

public school—An institution that provides education services and has one or more grade groups 

(prekindergarten through grade 12) or is ungraded, has one or more teachers to give instruction, is 

located in one or more buildings or sites, has an assigned administrator, receives public funds as primary 

support, and is operated by an education agency. 

school administrators—Staff members whose activities are concerned with directing and managing the 

operation of a particular school. These include principals, assistant principals, and other assistants; and 

persons who supervise school operations, assign duties to staff members, supervise and maintain the 

records of the school, and coordinate school instructional activities with those of the education agency, 

including department chairpersons. 

student membership—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 students. 

teacher—A professional school staff member who instructs students in prekindergarten, kindergarten, 

grades 1 through 12, or ungraded classes and maintains daily student attendance records. 

ungraded—A class that is not organized on the basis of grade grouping and has no standard grade 

designation. This includes regular classes that have no grade designations and special classes for 

exceptional students that have no grade designations. Such a class is likely to contain students of 

different ages who, frequently, are identified according to level of performance in one or more areas of 

instruction rather than according to grade level or age level. 

White—A person having origins in any of the original peoples of Europe, North Africa, or the Middle 

East.