description: tags: 2003-2006feddatacomparisonrpt

8/14/2019 description: tags: 2003-2006feddatacomparisonrpt

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Ec Heess Che

Yh P

Title VII-B of the McKinney-Vento Homeless Assistance ActAs Amended by the No Child Left Behind Act of 2001

Analysis of 2005-2006 Federal Data Collection

and Three-Year Comparison

National Center for Homeless Education, June 2007

NCHE publications are supported through a contract with the U.S. Department of Educations Student

Achievement and School Accountability Programs. For more information, visit

http://www.ed.gov/programs/homeless/index.html.


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Education for Homeless Children and Youth Program

Analysis of 2005-2006 Federal Data Collection and Three-Year Comparison

ExECutivE SummarY

This report provides a summary and analysis of the 2005-06 State data collection required

by the U.S. Department of Education of the McKinney-Vento Education of Homeless Children

and Youth program. The 2005-06 data is also presented in comparison to the 2003-04 and

2004-05 data collections.

Nationally, over 907,000 homeless students were reported enrolled by LEAs with and without

subgrants in 2005-06 (a 38% increase from 2004-05). Over 450,000 students were

reported served by McKinney-Vento subgrants in 2005-06 (a 28% increase from 2004-05).

The number of homeless students tested by grade level in both reading and mathematics

increased in the 2005-06 school year, as did the number procient in each category.

The large number of students who became homeless due to Hurricanes Katrina and Rita

during the 2005-06 school year is a distinct factor in the increase in numbers reported. The

numbers reported in each category have generally increased each year since the inceptionof the federally required data collection in 2004; however, the subsequent renement of the

requirements for data collection over the three-year period has contributed to some uctuation

in the numbers from year to year in some categories.


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introduCtion

The purpose of the McKinney-Vento Education for Homeless Children and Youth program is to

improve the educational outcomes for children and youth in homeless situations. The statutes

for this program are designed to ensure all homeless children and youth have equal access to

public school education. States and LEAs must review and revise policies and regulations to

remove barriers to enrollment, attendance, and academic achievement for homeless childrenand youth.

The U.S. Department of Educations Ofce of Elementary and Secondary Education requires

all State, local, or tribal governments, SEAs (State Education Agency), or LEAs (Local Education

Agency) (primary) to collect and submit information to be able to determine the extents to

which States ensure homeless children and youth have access to a free, appropriate public

education under the McKinney-Vento Act (Title X, Part C, of the No Child Left Behind Act

of 2001). As stated in Section 724 (h) of the law, this data should include the number and

location of homeless children and youths; the education and related services such children andyouths receive; and the extent to which the needs of homeless children and youths are being

met.

In 2004, for the rst time, the U.S. Department of Education required States to submit

McKinney-Vento program data that was veriable and based on actual enrollment of homeless

students. Estimated data was no longer acceptable. The decision to require States and school

districts to collect data only on children and youth enrolled in school was to ensure that data

are collected consistently and accurately across the nation.

States were asked to provide data on total number of LEAs in their States; total number of

homeless students enrolled; and primary nighttime residence of homeless students for LEAs with

and without subgrants. Only those LEAs with McKinney-Vento subgrants were asked to provide

additional data on number of homeless students served; numbers of preschool, migrant and

unaccompanied youth; educational support services; barriers to the education of homeless

children and youth; and academic progress of homeless children and youth.

Data for school years 2003-04 and 2004-05 were compiled and submitted by State

Coordinators of homeless education to the U.S. Department of Educations coordinator for the

Education of Homeless Children and Youth program. For the 2005-06 school year, for the rst

time, the U.S. Department of Education required online submission of McKinney-Vento program

data as part of the Consolidated State Performance Report (CSPR), furthering its goal of state

data collection through a single portal.

LEAs have had to adapt their data systems and many are still transitioning to meet these new


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federal data collection requirements; consequently, all LEAs with and without McKinney-Vento

subgrants are not represented in the data. A signicant number of LEAs submitted incomplete

data. Data reported is as submitted in the CSPR report. Any inconsistencies in data submitted

are a reection of reporting difculties at the state level.

The numbers submitted in each question category have generally increased each year since

the federally required data collections inception in 2004 and the subsequent renement andmodication of the requirements for data collection.


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dESCriPtion of 2005-06 data CollECtion rESultS and

tHrEE-YEar ComPariSon

The online portal for the CSPR opened for submissions on November 1, 2006 and closed

December 1, 2006. It reopened for corrections on February 15, 2007 and closed on

February 28, 2007. All fty States, Puerto Rico, and the Bureau of Indian Education submitted

2005-06 data. All but two States had submitted and certied data by the December 1deadline (these two States completed their data submission by the close of the corrections

period). Nineteen States (36%) submitted problem-free McKinney-Vento data by December

1. Nine States (17%) resubmitted data during the corrections period in February, 2007 and

two more States were allowed to submit corrected data in the spring of 2007.

numbEr of lEas

The total number of LEAs with and without subgrants reported by the fty States, Puerto Rico

and the Bureau of Indian Education in 2005-06 was 16,263. Of these LEAs, 12,550 actually

submitted data (77%). 856 (5%) of these LEAs had McKinney-Vento subgrants. 804 (94%)

districts with subgrants submitted data. Twenty-six States (50%) had all LEAs, with and without

subgrants, submitting data.

Twenty-six States (50%) did not have all LEAs in their State reporting (either LEAs with

subgrants, LEAs without subgrants, or a combination of both). Texas only submitted data from

31 of its 66 subgrants (47%).

Table 1. Number of LEAs With and Without Subgrants 2003-2006 (all states)

2003-2004 2004-2005 2005-2006

LEAs with Subgrants 973 842 856

LEAs without

Subgrants14,777 14,472 15,407

Total LEAs 15,750 15,314 16,263

Data uctuation over the three-year period can be attributed to how the individual States

identify subgrants to LEAs for the purpose of data submission. Illinois and Pennsylvania, for

example, base their numbers on regional area counts rather than local school counts.


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total EnrollEd

Homeless children and youth are dened as enrolled if they are attending classes and

participating fully in school activities. Nationally, forty-three States (83%) reported increases

in the total homeless children and youth enrolled in LEAs with and without subgrants in the

2005-06 school year. Over 907,000 homeless students were reported enrolled altogether

(a 38% increase from 2004-05). 51% (460,243) of the total number of homeless studentsreported enrolled in 2005-06 was from districts with subgrants. See Appendix 1 for a three-

year comparison of total students enrolled in LEAs with and without subgrants by state and by

grade level.

Chart 1. Total Homeless Students Enrolled in LEAs With and Without Subgrants,

2005-2006 (all states)

907,228

460,243 446,985

0

200,000

400,000

600,000

800,000

1,000,000

Total Enrolled With

and Without

Subgrants

Total Enrolled With

Subgrants

Total Enrolled

Without Subgrants

NumberofStudents


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Chart 2. Total Homeless Students Enrolled in LEAs With and Without Subgrants,

2003-2006 (all states)

602,568

655,591

907,228

0

200,000

400,000

600,000

800,000

1,000,000

2003-2004 2004-2005 2005-2006

Academic Year

NumberofStudents

Another important factor impacting the increase of homeless children and youth reported

enrolled in LEAs with and without McKinney-Vento subgrants 2005-06 school year are the

students who became homeless due to Hurricanes Katrina and Rita. Louisiana, for example,

reported six times as many homeless students in 2005-06 as in 2004-05 (from 16,595 in2004-05 to 118,351 in 2005-06), a phenomenon that can be directly attributed to the effects

of Hurricanes Katrina and Rita.

PrimarY nigHttimE rESidEnCE of HomElESS StudEntS

Primary nighttime residence is dened as the type of residence (e.g., shelter, hotel, doubled-

up in the home of a relative or friend) where a homeless child or unaccompanied youth was

staying at time of enrollment or type of residence where a currently enrolled child or youth

was staying when he or she was identied as homeless. As the primary nighttime residence at

the time of enrollment is the basis for identifying homeless children and youth, the data counts

regarding residence should correspond with data counts recorded for number of homeless

children and youth enrolled in LEAs with and without subgrants. For each one child recorded,

one type of residence for this child should be recorded.


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Chart 3. 2005-2006 Primary Nighttime Residence by Category, LEAs With and Without

Subgrants (all states)

Unsheltered

3% Hotels/Motels

7%

Unknown/Other

10%

Shelters

24%

Doubled-Up

56%

The category doubled-up (dened in the McKinney-Vento Act as sharing the housing of

other persons due to loss of housing, economic hardship, or a similar reason) was listed as

the primary nighttime residence for at least one-half of the total students enrolled duringthe three-year period (an increase from 50% of total enrolled in 2003-04 to 56% of

total enrolled in 2005-06). Students living in shelters constitute approximately one-fourth

of the total enrolled each year. A review of the three-year data shows little change in the

percentages reported for each of the other categories.


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Table 2. Primary Nighttime Residence of Homeless Students Enrolled in LEAs With

and Without Subgrants (all states)

2003-2004 % 2004-2005 % 2005-2006 %

Shelters 157,034 25 167,331 26 207,925 24

Doubled Up 312,092 50 354,139 54 484,463 56

Unsheltered 16,101 3 21,372 3 29,913 3

Hotels/Motels 61,905 10 45,781 7 65,429 7

Unknown Residence 30,086 5 65,237 10 91,864 10

Other* 42,842 7 N/A N/A N/A N/A

Total 620,060 100 653,860 100 879,594 100

* The Other category was discontinued in 2004-2005.

total SErvEd

Students served are dened as those students who receive services through McKinney-Vento

subgrants.

In 2005-06, 460,243 homeless children and youth were reported enrolled in LEAs with

McKinney-Vento subgrants. Of those homeless children and youth reported enrolled in the

districts with subgrants, 451,988 (98%) were reported served by McKinney-Vento services.

This percentage is unavailable for the 2003-04 and 2004-05 school years because the

enrollment data from LEAs with and LEAs without subgrants was submitted as an aggregate

gure for each of those school years.

The 2005-06 data collection shows a 28% increase in the number of homeless children andyouth reported served by LEAs with subgrants from the number reported served in 2004-

05. LEAs with subgrants (856) represent 5% of the total number of LEAs reported (16,263),

however, these 5% report 50% (460,243) of the total number of homeless students enrolled

(907,228) in 2005-06.


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Table 3. Homeless Students Served in LEAs with Subgrants (all states)

2003-2004 2004-2005 2005-2006

Served in LEAs with

Subgrants309,078 351,636 451,988

PrESCHool

LEAs with McKinney-Vento subgrants were asked to collect data on the number of homeless

children and youth in public preschool programs. A public preschool program is dened as a

preschool program operated by the SEA, LEA or a local school. Head Start programs are not

required to be operated by public schools. The preschool data reported by McKinney-Vento

subgrants shows uctuation during the three-year period.

Table 4. Homeless Preschool Students Served in LEAs with McKinney-Vento

Subgrants (all states)

2003-2004 2004-2005 2005-2006

Served in LEAs with

Subgrants19,348 16,636 18,673

unaCComPaniEd YoutH

Unaccompanied youth are dened as youth that are not in the physical custody of a parent or

legal guardian. They include children who are runaways or throwaways (children who have

been forced to leave their home and are not welcomed in return), as well as children leaving

foster care to live on their own. The number of homeless students identied as unaccompanied

youth reported in LEAs with subgrants has increased 20% over the three-year period.

Table 5. Unaccompanied Youth Served in LEAs with Subgrants (all states)

2003-2004 2004-2005 2005-2006

Served in LEAs with

Subgrants18,873 20,456 22,600


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barriErS to tHE EduCation of HomElESS CHildrEn and YoutH

The number one barrier reported by LEAs with McKinney-Vento subgrants over the three-year

period has consistently been transportation to and from the school of origin. The McKinney-

Vento Act requires school districts to provide transportation for homeless children and youth

once the determination has been made that remaining in the school of origin is in the childs

best interest and if requested by the parent or guardian. Many LEAs struggle to implementthis requirement, especially if the child needs to be transported across district or State lines. In

2005-06, 665 of 856 (78%) districts with subgrants indicated that transportation for homeless

students was an existing barrier.

Although barriers in homeless education are typically dened in terms of students educational

access and success, the transportation barrier is more accurately seen as challenges that LEAs

experience in their efforts to carry out the provision of the law related to transportation to

and from the school of origin. The notable increase in the percentage of LEAs with subgrants

reporting transportation as a barrier in 2005-06 occurred in a year in which both the costs oftransportation (fuel, etc.) and numbers of homeless students (including those displaced by the

Gulf Coast hurricanes) increased signicantly. These conditions created nancial and logistical

challenges for school districts.

Table 6. Subgrants Experiencing Transportation Barriers (all states)

2003-2004 2004-2005 2005-2006

LEAs with Subgrants ExperiencingTransportation Barriers

502 383 665

Total LEAs with Subgrants 973 842 856

% of Total Subgrants Experiencing

Transportation Barriers51% 45% 78%

aCadEmiC ProgrESS of HomElESS CHildrEn and YoutH

McKinney-Vento subgrant programs were asked for the rst time in the 2002-03 Federal data

collection to provide academic achievement data based on State assessments for homeless

students enrolled in their programs during the school year. Initially, many districts had difculty

providing achievement data specically on homeless children and youth. Since then, the data

collection has steadily improved, even though at least four States per year have been unable

to provide data (but not the same States each year). The No Child Left Behind Act requires


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testing only once during grades 9-12 rather than every year as is the requirement for grades

3-8. It is also notable that for both reading and mathematics, the level of prociency for

homeless high school students included in the State assessments is lower than in the elementary

grades.

In 2005-06, the number of all homeless students who were enrolled in LEAs with subgrants in

grades 3-8 and high school combined who were assessed in reading (48%) and mathematics(52%) showed a marked increase from the number assessed in 2004-05. The number of those

homeless students assessed who were meeting or exceeding State prociency levels increased

from 42% to 48% in reading and from 41% to 43% in mathematics.

Table 8. Academic Progress of Homeless Students, 2003-2004 (all states)

Number of

Homeless

Students

Taking

Reading

Test

Number of

Homeless

Students

Meeting or

Exceeding

State

Profciency

in Reading

% of Total

Assessed

Profcient

in Reading

Number of

HomelessStudents

Taking

Math Test

Number of

Homeless

Students

Meeting or

Exceeding

State

Profciency

in Math

% of Total

Assessed

Profcient

in Math

Total,

Grades 3-859,553 22,392 38% 56,911 20,677 36%

Total, High

School11,309 3,204 28% 10,035 2,473 25%

Total, AllGrades

70,862 25,596 36% 66,946 23,150 35%


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Number of

Homeless

Students

Taking

ReadingTest

Number of

Homeless

Students

Meeting or

Exceeding

StateProfciency

in Reading

% of Total

Assessed

Profcient

in Reading

Number of

Homeless

Students

Taking

Math Test

Number of

Homeless

Students

Meeting or

Exceeding

StateProfciency

in Math

% of Total

Assessed

Profcient

in Math

Total,

Grades 3-883,137 36,395 44% 80,886 34,181 42%

Total, High

School14,717 4,876 33% 13,458 4,436 33%

Total, All

Grades97,854 41,271 42% 94,344 38,511 41%


Number of

Homeless

Students

Taking

Reading

Test

Number of

Homeless

Students

Meeting or

Exceeding

State

Profciency

in Reading

% of Total

Assessed

Profcient

in Reading

Number of

Homeless

Students

Taking

Math Test

Number of

Homeless

Students

Meeting or

Exceeding

State

Profciency

in Math

% of Total

Assessed

Profcient

in Math

Total,

Grades 3-8120,770 59,709 49% 119,633 54,092 45%

Total, High

School24,247 9,758 40% 23,800 7,796 33%

Total, All

Grades145,017 69,467 48% 143,433 61,888 43%


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Analysis of 2005-2006 Federal Data Collection and Three-Year Comparison App 1-

Appendix 1. Total Homeless Children and Youth Enrolled in LEAs With and WithoutSubgrants, 2003-06 Three-Year Comparison Listed by State and Grade Level

School Year 2003-04 2004-05 2005-06

StateTotal

K-8

Total

9-12

Total

Enrolled

Total

K-8

Total

9-12

Total

Enrolled

Total

K-8

Total

9-12

Total

Enrolled

Alabama 8,637 1,918 10,555 5,606 1,352 6,958 10,748 2,143 12,891

Alaska2,107 1,709 3,816 1,851 1,172 3,023 1,979 1,238 3,217

Arizona 11,296 3,301 14,597 14,114 3,052 17,166 14,914 4,209 19,123

Arkansas 3,693 1,080 4,773 4,419 1,554 5,973 8,195 2,739 10,934

California 119,869 22,685 142,554 121,851 26,592 148,443 135,766 33,956 169,722

Colorado 6,590 1,521 8,111 7,364 1,945 9,309 9,730 2,959 12,689

Connecticut 1,646 402 2,048 1,379 325 1,704 1,571 460 2,031

Delaware 764 124 888 1,124 218 1,342 1,237 328 1,565

Florida 13,093 2,976 16,069 22,701 5,105 27,806 23,404 5,530 28,934

Georgia 9,503 2,305 11,808 14,868 3,717 18,585 26,329 7,541 33,870

Hawaii 737 198 935 762 167 929 740 168 908

Idaho 1,119 434 1,553 1,172 498 1,670 1,295 554 1,849

Illinois 8,615 2,104 10,719 10,414 3,055 13,469 12,947 4,822 17,769

Indiana 4,711 919 5,630 3,231 676 3,907 6,251 1,296 7,547

Iowa 4,876 1,706 6,582 3,962 1,897 5,859 4,384 1,435 5,819

Kansas 1,854 740 2,594 2,272 901 3,173 2,289 775 3,064

Kentucky 10,766 2,874 13,640 10,077 3,497 13,574 12,776 4,282 17,058

Louisiana 14,454 2,625 17,079 13,777 2,818 16,595 87,699 30,652 118,351

Maine 357 350 707 265 394 659 687 533 1,220

Maryland 4,434 970 5,404 5,093 1,432 6,525 5,626 1,804 7,430

Massachusetts 1,706 506 2,212 5,249 1,741 6,990 7,642 2,511 10,153

Michigan 6,957 2,247 9,204 12,194 4,239 16,433 9,148 4,086 13,234

Minnesota 3,968 1,394 5,362 4,463 1,942 6,405 4,874 2,423 7,297

Mississippi 8,065 2,861 10,926 22,759 6,529 29,288 4,912 1,643 6,555

Missouri 9,022 3,961 12,983 11,224 2,423 13,647 10,465 3,606 14,071

Montana 1,929 391 2,320 1,809 320 2,129 1,521 431 1,952

Nebraska 4,622 2,311 6,933 1,522 754 2,276 1,877 725 2,602

Nevada 3,843 627 4,470 4,050 712 4,762 5,012 1,040 6,052

New

Hampshire 698 235 933 704 273 977 806 207 1,013

New Jersey 0 0 0 1,736 460 2,196 3,520 863 4,383

New Mexico 2,803 878 3,681 3,369 1,017 4,386 3,807 1,366 5,173

New York 17,278 5,189 22,467 9,506 3,618 13,124 20,063 6,150 26,213

North Carolina 5,965 1,047 7,012 7,948 1,846 9,794 8,840 1,946 10,786

North Dakota 101 15 116 188 41 229 446 239 685

Ohio 9,876 2,606 12,482 7,626 2,261 9,887 8,931 3,046 11,977

Oklahoma 669 126 795 958 289 1,247 2,574 878 3,452

Oregon 8,209 3,649 11,858 7,473 3,757 11,230 8,849 4,310 13,159

Pennsylvania 16,790 2,841 19,631 12,770 3,858 16,628 19,167 5,833 25,000


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School Year 2003-04 2004-05 2005-06

StateTotal

K-8

Total

9-12

Total

Enrolled

Total

K-8

Total

9-12

Total

Enrolled

Total

K-8

Total

9-12

Total

Enrolled

Puerto Rico 8,326 1,039 9,365 6,763 899 7,662 6,362 2,249 8,611

Rhode Island 564 107 671 409 86 495 372 90 462

South Carolina 4,338 1,467 5,805 3,854 826 4,680 5,420 1,118 6,538

South Dakota 0 0 0 568 42 610 802 94 896

Tennessee 4,699 1,132 5,831 4,019 821 4,840 7,906 1,713 9,619

Texas 120,434 17,424 137,858 115,560 25,042 140,602 164,086 31,435 195,521

Utah 6,558 1,324 7,882 7,542 1,716 9,258 7,827 2,260 10,087

Vermont 249 183 432 445 198 643 487 194 681

Virginia 5,782 1,791 7,573 5,703 938 6,641 8,624 1,940 10,564

Washington 5,840 2,301 8,141 8,879 4,095 12,974 9,575 4,367 13,942

West Virginia 323 121 444 1,375 524 1,899 2,189 590 2,779

Wisconsin 3,747 1,372 5,119 4,823 1,561 6,384 5,190 1,797 6,987

Wyoming 0 0 0 426 180 606 490 188 678

Bureau ofIndian

Education* NA NA NA NA NA NA 95 20 115

* The Bureau of Indian Education only collected data for the 2005-06 school year.


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State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

ALABAMA

# of LEAs with subgrants: 34

Total Grades 3-8 3,437 1,447 42% 3,304 1,305 39%

Total Grades 9-12 306 86 28% 300 73 24%

Total All Grades 3,743 1,533 41% 3,604 1,378 41%

ALASKA


Total Grades 3-8 700 594 85% 702 537 76%

Total Grades 9-12 526 395 75% 531 364 69%

Total All Grades 1,226 989 81% 1,233 901 73%

ARIZONA


Total Grades 3-8 4,185 1,943 46% 4,203 1,758 42%

Total Grades 9-12 487 191 39% 335 153 46%

Total All Grades 4,672 2,134 46% 4,538 1,911 42%

ARKANSAS


Total Grades 3-8 575 195 34% 577 183 32%

Total Grades 9-12 35 13 37% 64 36 56%

Total All Grades 610 208 34% 641 219 34%

BUREAU OF INDIAN EDUCATION


Total Grades 3-8 0 0 0 0


Total All Grades 0 0 0% 0 0 0%

CALIFORNIA


Total Grades 3-8 25,252 6,005 24% 25,080 7,184 29%

Total Grades 9-12 5,719 1,053 18% 5,129 448 9%

Total All Grades 30,971 7,058 23% 30,209 7,632 25%

Appendix 2. 2005-06 Academic Progress of Homeless Students by State


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State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

COLORADO


Total Grades 3-8 3,177 2,357 74% 3,262 2,315 71%

Total Grades 9-12 714 524 73% 715 295 41%

Total All Grades 3,891 2,881 74% 3,977 2,610 66%

CONNECTICUT


Total Grades 3-8 157 80 51% 157 63 40%

Total Grades 9-12 8 1 13% 8 1 13%

Total All Grades 165 81 49% 165 64 39%

DELAWARE# of LEAs with subgrants: 10

Total Grades 3-8 217 158 73% 259 148 57%

Total Grades 9-12 65 35 54% 62 17 27%

Total All Grades 282 193 68% 321 165 51%

FLORIDA


Total Grades 3-8 10,104 4,678 46% 9,970 4,057 41%

Total Grades 9-12 2,602 453 17% 2,324 924 40%

Total All Grades 12,706 5,131 40% 12,294 4,981 41%

GEORGIA


Total Grades 3-8 504 346 69% 506 335 66%

Total Grades 9-12 9 7 78% 8 4 44%

Total All Grades 513 353 69% 514 339 66%

HAWAII


Total Grades 3-8 265 63 24% 265 18 7%

Total Grades 9-12 15 3 20% 15 1 7%

Total All Grades 280 66 24% 280 19 7%


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State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

IDAHO


Total Grades 3-8 275 143 52% 276 133 48%

Total Grades 9-12 118 65 55% 117 47 40%

Total All Grades 393 208 53% 393 180 46%

ILLINOIS





INDIANA# of LEAs with subgrants: 14

Total Grades 3-8 1,289 659 51% 1,289 697 54%

Total Grades 9-12 196 81 41% 196 55 28%

Total All Grades 1,485 740 50% 1,485 752 51%

IOWA


Total Grades 3-8 504 227 45% 503 232 46%

Total Grades 9-12 50 31 62% 50 30 60%

Total All Grades 554 258 47% 553 262 47%

KANSAS


Total Grades 3-8 229 145 63% 231 144 62%

Total Grades 9-12 17 9 53% 11 5 45%

Total All Grades 246 154 63% 242 149 62%

KENTUCKY


Total Grades 3-8 2,670 646 24% 2,670 492 18%

Total Grades 9-12 1,493 180 12% 1,493 146 10%

Total All Grades 4,163 826 20% 4,163 638 15%


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State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

LOUISIANA


Total Grades 3-8 9,551 6,819 71% 10,001 6,090 61%

Total Grades 9-12 3,335 1,977 59% 3,533 1,928 55%

Total All Grades 12,886 8,796 68% 13,534 8,018 59%

MAINE


Total Grades 3-8 0 0 0% 0 0 0%

Total Grades 9-12 3 0 0% 3 0 0%


MARYLAND# of LEAs with subgrants: 12

Total Grades 3-8 2,753 1,471 53% 2,780 1,195 43%

Total Grades 9-12 127 52 41% 376 128 34%

Total All Grades 2,880 1,523 53% 3,156 1,323 42%

MASSACHUSETTS


Total Grades 3-8 984 506 51% 919 414 45%

Total Grades 9-12 198 124 63% 191 104 54%

Total All Grades 1,182 630 53% 1,110 518 47%

MICHIGAN


Total Grades 3-8 1,746 1,031 59% 1,739 878 50%

Total Grades 9-12 271 169 62% 252 142 56%

Total All Grades 2,017 1,200 59% 1,991 1,020 51%

MINNESOTA


Total Grades 3-8 1,204 436 36% 1,262 261 21%

Total Grades 9-12 161 46 29% 231 44 19%

Total All Grades 1,365 482 35% 1,493 305 20%


20/25



State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

MISSISSIPPI


Total Grades 3-8 1,613 992 62% 1,626 955 59%

Total Grades 9-12 0 0 0% 22 18 82%

Total All Grades 1,613 992 62% 1,648 973 59%

MISSOURI


Total Grades 3-8 177 60 34% 147 45 31%

Total Grades 9-12 83 24 29% 77 12 16%

Total All Grades 260 84 32% 224 57 25%

MONTANA# of LEAs with subgrants: 4

Total Grades 3-8 76 32 42% 76 34 45%

Total Grades 9-12 13 9 69% 13 11 85%

Total All Grades 89 41 46% 89 45 51%

NEBRASKA


Total Grades 3-8 492 363 74% 490 350 71%

Total Grades 9-12 84 34 40% 70 25 36%

Total All Grades 576 397 69% 560 375 67%

NEVADA


Total Grades 3-8 2,092 653 31% 2,049 722 35%

Total Grades 9-12 108 68 63% 117 24 21%

Total All Grades 2,200 721 33% 2,166 746 34%

NEW HAMPSHIRE


Total Grades 3-8 126 41 33% 126 0 0%

Total Grades 9-12 0 0 0% 0 0 0%

Total All Grades 126 41 33% 126 0 0%


21/25



State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

NEW JERSEY





NEW MEXICO


Total Grades 3-8 1,573 416 26% 1,572 274 17%

Total Grades 9-12 172 30 17% 171 24 14%

Total All Grades 1,745 446 26% 1,743 298 17%

NEW YORK# of LEAs with subgrants: 79

Total Grades 3-8 9,096 6,504 72% 9,490 6,092 64%

Total Grades 9-12 711 154 22% 829 262 32%

Total All Grades 9,807 6,658 68% 10,319 6,354 62%

NORTH CAROLINA


Total Grades 3-8 2,228 1,550 70% 2,221 827 37%

Total Grades 9-12 0 0 0% 0 0 0%

Total All Grades 2,228 1,550 70% 2,221 827 37%

NORTH DAKOTA


Total Grades 3-8 27 18 67% 38 18 47%

Total Grades 9-12 8 6 75% 10 2 20%

Total All Grades 35 24 69% 48 20 42%

OHIO


Total Grades 3-8 3,927 1,717 44% 3,818 1,101 29%

Total Grades 9-12 616 390 63% 614 230 37%

Total All Grades 4,543 2,107 46% 4,432 1,331 30%


22/25



State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

OKLAHOMA


Total Grades 3-8 523 338 65% 528 316 60%

Total Grades 9-12 64 27 42% 76 24 32%

Total All Grades 587 365 62% 604 340 56%

OREGON


Total Grades 3-8 2,293 1,329 58% 2,315 1,328 57%

Total Grades 9-12 415 99 24% 462 69 15%

Total All Grades 2,708 1,428 53% 2,777 1,397 50%

PENNSYLVANIA# of LEAs with subgrants: 8

Total Grades 3-8 1,032 367 36% 1,032 413 40%

Total Grades 9-12 80 19 24% 80 10 13%

Total All Grades 1,112 386 35% 1,112 423 38%

PUERTO RICO


Total Grades 3-8 5,161 1,958 38% 5,151 2,374 46%

Total Grades 9-12 800 344 43% 801 276 34%

Total All Grades 5,961 2,302 39% 5,952 2,650 45%

RHODE ISLAND





SOUTH CAROLINA


Total Grades 3-8 990 538 54% 986 494 50%

Total Grades 9-12 34 27 79% 35 21 60%

Total All Grades 1,024 565 55% 1,021 515 50%


23/25



State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

SOUTH DAKOTA


Total Grades 3-8 438 195 45% 438 171 39%

Total Grades 9-12 7 1 14% 7 1 14%

Total All Grades 445 196 44% 445 172 39%

TENNESSEE


Total Grades 3-8 1,663 1,243 75% 1,655 1,224 74%

Total Grades 9-12 188 105 56% 186

Total All Grades 1,851 1,348 73% 1,841 1,224 66%

TEXAS# of LEAs with subgrants: 66

Total Grades 3-8 10,112 6,921 68% 8,760 5,284 60%

Total Grades 9-12 3,255 2,347 72% 3,153 1,218 39%

Total All Grades 13,367 9,268 69% 11,913 6,502 55%

UTAH


Total Grades 3-8 2,713 1,431 53% 2,723 1,405 52%

Total Grades 9-12 680 323 48% 415 134 32%

Total All Grades 3,393 1,754 52% 3,138 1,539 49%

VERMONT


Total Grades 3-8 15 10 67% 15 6 40%

Total Grades 9-12 8 5 63% 7 4 57%

Total All Grades 23 15 65% 22 10 45%

VIRGINIA


Total Grades 3-8 1,979 1,299 66% 1,762 901 51%

Total Grades 9-12 83 66 80% 2,089 1,143 55%

Total All Grades 2,062 1,365 66% 3,851 2,044 53%


24/25



State

Number

Taking

Reading

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Reading

Number

Taking

Mathematics

Assessment

Test

Number

Meeting or

Exceeding

State

Profciency

Percent

of Total

Assessed

Profcient in

Mathematics

WASHINGTON


Total Grades 3-8 495 224 45% 496 148 30%

Total Grades 9-12 188 70 37% 189 30 16%

Total All Grades 683 294 43% 685 178 26%

WEST VIRGINIA


Total Grades 3-8 469 294 63% 474 286 60%

Total Grades 9-12 37 20 54% 36 19 53%

Total All Grades 506 314 62% 510 305 60%

WISCONSIN# of LEAs with subgrants: 10

Total Grades 3-8 1,506 1,217 81% 1,515 824 54%

Total Grades 9-12 151 93 62% 151 80 53%

Total All Grades 1,657 1,310 79% 1,666 904 54%

WYOMING


Total Grades 3-8 176 50 28% 175 61 35%

Total Grades 9-12 7 2 29% 7 2 29%

Total All Grades 183 52 28% 182 63 35%


25/25


about nCHE

The National Center for Homeless Education (NCHE) provides research, resources, and

information enabling communities to address the educational needs of children experiencing

homelessness.

Funded by the U.S. Department of Education, the Center serves as a clearinghouse ofinformation for people seeking to remove or overcome educational barriers and to improve

educational opportunities and outcomes for children and youth experiencing homelessness.

The Center also supports educators and service providers through producing training and

awareness materials and providing training at regional and national conferences and

events.

The Center is part of the larger organization of the SERVE Center at the University of North

Carolina at Greensboro. For more information, visit http://www.serve.org.

n Cee Heess Ec

P.O. Box 5367

Greensboro, NC 27435Toll-free helpline: (800) 308-2145

E-mail: [email protected]

Web: http://www.serve.org/nche

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