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Savage, Frank X., Comp.; Milks, Mary Jo, Comp.United States Catholic Elementary and SecondarySchools 1995-96. The Annual Statistical Report onSchools, Enrollment, and Staffing.National Catholic Educational Association,Washington, D.C.ISBN-1-55833-170-09669p.; For 1994-95 report, see ED 395 933.National Catholic Educational Association, 1077 30thStreet, NW, Suite 100, Washington, DC 20007.Statistical Data (110)
MF01/PC03 Plus Postage.*Catholic Schools; Elementary Secondary Education;*Enrollment; Enrollment Trends; Ethnic Groups;Kindergarten; Preschool Education; RegionalCharacteristics; *School Demography; SchoolPersonnel; *School Statistics; Teacher StudentRatio
Since 1969-70, the National Catholic EducationalAssociation (NCEA) has published a statistical report on Catholicelementary and secondary schools in the United States. This reportcontains the core school enrollment and staffing data of the NCEAhistorical file for 1995-96. Data were collected on Title I services,extended-care programs, school boards of education, coeducationalschools, and single-sex schools. The first part presents a summary ofthe demographic trends impacting both public and private education.Comparisons are also made with other private schools and with thepublic sectcr. Data for free-standing middle schools are alsopresented. The data are based on information submitted byarchdiocesan and diocesan offices of education and a state CatholicConference that compiles school data for all dioceses in that state.Appendices contain a summary report of basic school statistics, alist of states with enrollment increases, and a summary report ofsupplemental data by region and state. A total of 26 exhibits areincluded. (LMI)
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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUc.rfIONAL RESOURCES INFORMATIONCENTER (ERIC)
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"1-7/- 2
The AnnualStatistical Report onSchools, Enrollment
and Staffing
National CatholicEducational Association
ERRATA
for
United States Catholic Elementary and SecondarySchools 1995-96, The Annual Statistical Report on
Schools, Enrollment and Staffing
andNCEA/Ganley's Catholic Schools in America,,1995
ed.
1. p. vi: "Highlights"
In 1995-96 non-Catholic represented 13.2%of Catholic school enrollment.
In 1995-96, 90.5% of full-time faculty werelay men and women; the remainder consistedof 7.3% sisters, 0.9% brothers and 1.2%priests.
2. p. 11: Growth Trends for Preschool and
Kindergarten" the first sentence should read
"...preschool enrollment as increased by over 450%."
3. p. 14: Exhibit 14 should read "Percentage ofEnrollment by Region"
UNITED STATES CATHOLIC
ELEMENTARY AND SECONDARY
SCHOOLS 1995-96
The Annual Statistical Report onSchools, Enrollment and Staffing
The National Catholic Educational Association
Compiled by Frank X. Savage and Mary Jo Milks
4
National Catholic Educational Association1077 30th Street, NW, Suite 100Washington, DC 20007-3852©1996 ISBN 1-55833-170-0
5
TABLE OF CONTENTS
List of Exhibits iv
Preface v
Highlights vi
Introduction vii
A Summary of Demographic TrendsIn Public and Private Education: A Context 1
U.S. Population Trends I
School-age Population 2
Enrollment in Public and Private Schools 2
Teachers and Pupil-Teacher Ratios by Level 4
Catholic Education 1995-96 6
Number of Schools 6
Regional Distribution 6
Types of Schools 9
Location of Schools 10
Enrollment 11
Growth Trends for Preschool and Kindergarten 11
Enrollment by Grade Level 12
Enrollment by Region 13
Enrollment in Key States 15
Enrollment in Largest Dioceses 16
Enrollment of Ethnic Minorities 16
Enrollment of Non-Catholics 18
Staffing of Catholic Schools 20Number of Teachers 20
Selected Programs in Catholic Education 22
Extended Care Programs 22
Title 1 Services 22
School Boards of Education 23
Coed/Single Sex Schools 23
Appendix ASummary Report of Basic School Statistics 24
Appendix BStates with Enrollment Increases 39
Appendix CSummary Report of Supplemental Databy Region and State 40
6
LIST OF EXHIBITS
Exhibit No.
1
Title
Population and Birth Rate: 1955-2000
Page
I
2 Ages of Students 2
3 Preprimary Enrollment by Attendance Status: 1970-1994 3
4 Public and Private School Enrollment by Grade Level: 1970-2005 3
5 Public and Private School Enrollment: A Comparison 4
6 Public and Private Schools: Teacher and Pupil/Teacher Ratios 5
7 Elementary, Middle and Secondary Schools by Region 7
8 Percentage of Schools by Region 8
9 Types of Schools 9
10 Location of Schools 10
11 Growth Trends for Preschool and Kindergarten II12 Enrollment by Grade Level 12
13 Enrollment by Region 13
14 Percentage of Schools by Region 14
15 Student Enrollment: Ten Largest States 15
16 Enrollment in Largest Dioceses 16
I 7A Catholic School Enrollment by Ethnic Background 17
I7B Catholic School Enrollment Percentage by Ethnic Background 17
18 Non-Catholic Enrollment 18
19 Non-Catholic Enrollment by Percentages 19
20 Full-Time Equivalent Teaching Staff 20
21 Full-Time Equivalent Teaching Staff by Percentages 21
22 Schools with Extended Care Programs 22
23 Schools Receiving Title I Services 22
24 Schools with Boards of Education 23
25 Elementary and Secondary Gender Composition 23
7
iv
PREFACE
Since 1969-1970 the National Catholic Educational Association (NCEA) has published a statistical report on
Catholic elementary and secondary schools in the United States. Prior to this time extensive data did not
exist for these and other private schools. This data was needed to understand this significant educational
sector, to inform the discussion of other educational policy issues, including potential forms of federal and
state aid, and to encourage and improve local management. With the assistance of the Carnegie Corpora-
tion of New York and the United States Office of Education, a database on Catholic schools was established and
remains available in annual publications of the NCEA through 1974-1975. In 1975, the NCEA and the Curriculum
Information Center Incorporated published a report and directory of Catholic schools. This publication continues the
database and is now produced in cooperation with Fisher Publishing Company of Silverthorne, Colorado, and Market
Data Retrieval of Shelton, Connecticut.
The report contains the core school enrollment and staffing data of the NCEA historical file. Again this year, we
have collected data in our survey on Title I services, extended care programs, school boards of education, coeduca-
tional and single-sex schools. The first part of the report presents a summary of the demographic trends impacting
both public and private education. Comparisons are also made with other private schools and with the public
sector. We continue with middle school (free-standing, not middle school programs) specific data begun last year.
The report is based upon information submitted by archdiocesan and diocesan offices of education and, in one
instance, a state Catholic Conference which compiles school data for all dioceses in the state. NCEA is most grateful
to these administrators and their staffs for their cooperation, resulting in a 100% response rate.
Special thanks to members of the Data Bank Committee: Mr. Frank X. Savage, Executive Director, Department of
Chief Administrators of Catholic Education; Mr. Michael Guerra, Executive Director, Department of Secondary Schools;
Regina Haney, OSF, Executive Director, National Association of Boards of Education; Dr. Robert Kea ley, Executive
Director, Department of Elementary Schools; and Ms. Barbara Keebler, Director of Public Relations for their sugges-
tions and editorial assistance for this report. Thanks also to Ms. Mary Jo Milks for her outstanding service in
collecting, organizing, and auditing the data which is the substance of this report, and to Mr. Rick Gilbert for his
considerable help in programming. NCEA appreciates the assistance and cooperation of Ms. Mary Mahar of Fisher
Publishing Company and the staff of Market Data Retrieval.
8
HIGHLIGHTS
Population trends show increasing numbers of students at preschool and elementary age levels.
Catholic preschool enrollment increased by over 450% since 1982-83.
In 1995-96 there were 8,250 Catholic schools; of these 6,924 were elementary, 98 were middle, and 1,228 weresecondary.
In 1995-96 the total number of Catholic schools students was 2,635,218 an increase of 16,651 students since lastyear.
The percentage of minorities in Catholic schools has more than doubled since I 970-71 and continued to increase in1995-96. It now stands at over 24%.
In 1995-96, 3,752 Catholic schools were located in urban areas; of these, 1,020 were inner-city schools.
In 1995-96 non-Catholic represented 17% of Catholic school enrollment.
In 1995-96 full-time equivalent faculty numbered 166,759.
In 1995-96, 91.4% of full-time faculty were lay men and women; the remainder consisted of 6.9% sisters, 0.9%brothers and 0.8% priests.
In 1995-96 the pupil/teacher ratio in Catholic schools for grades PK-I2 was 15.6:1; in elementary schools 17:1, inmiddle schools 15:1, and in secondary schools 12.9:1.
In 1995-96 there were 3,935 Catholic schools offering extended care programs.
In I 995-96 there were 5,591 Catholic schools with students eligible for Title I services, with 4,616 Catholic schoolswith students receiving Title 1 services.
In 1995-96, 6,395 Catholic schools reported having a school board of education, or its equivalent.
In 1995-96 the number of Catholic schools included 200 all-male and 272 all-female schools.
vi
INTRODUCTION
1
n 1995-1996, the Catholic school community saw its fourth consecutive year of enrollment increases. Totalenrollment increased 16,651 over the 1994-1995 school year. This represents a 0.6% increase over the 1994-1995enrollment and a 2.6% since 1992-1993. To what can this increase be attributed?
The increase can be attributed to a growing confidence in the quality of Catholic school education. Catholiceducators have long believed in the quality of their schools but their belief was not always shared by educationalcolleagues or even within the larger Catholic church community. Several factors have contributed to the increased
confidence in the quality of Catholic schools: independent research documenting the quality of Catholic schools, initiativeswithin the Catholic community on behalf of schools and discussion of educational reform as an issue of public policy.
INDEPENDENT RESEARCHIndependent research substantiates a number of quality indicators about Catholic schools. Studies based on the
National Assessment of Educational Progress (NAEP); the National Education Longitudinal Study of 1988 (NELS:88) and HighSchool and Beyond show that, on average, Catholic elementary and secondary school students score better on academicachievement tests than public school students.I Furthermore, the difference in achievement levels increases with gradelevel.2
Research shows that Catholic schools do a better job than public schools in educating minority students. Studiesshow that minority students in Catholic schools score higher on academic achievement tests, have higher educationaldreams and are less likely to drop out of school than minority students in public schools. Within Catholic schools thedifference in academic achievement between minority students and other students is less than in public schools.3
The late Dr. James Coleman contended that the effectiveness of Catholic schools was due in large part to the "functionalcommunity" that embraced the school and bestowed a "social capital" on the school environment. The beliefs, valuesand practices of the functional community create norms and expectations within the school regarding academic perfor-mance and acceptable behavior.4
The growing body of educational research highlighting the performance of Catholic schools creates a climate whereeducators have begun to look to the Catholic school as a model for educational reform.
INITIATIVES WITHIN THE CATHOLIC COMMUNITY ON BEHALF OF SCHOOLSIn 1990, just prior to the beginning of increases in Catholic school enrollments, the United States Bishops issued a
statement in support of Catholic Elementary and Secondary Schools. This statement places the bishops on record assupporting Catholic schools and commits them to implementing strategies to ensure their permanence.
The following year the NCEA convened the National Congress on Catholic Schools for the 2Ist Century. This eventheld in Washington, DC, November 1991, was the culmination of regional gatherings of over 5,000 stakeholders in thefuture of Catholic schools. The Congress set directions for the future of Catholic schools and mobilized a nationalcommunity of Catholic educators committed to:
championing superior standards of academic excellence in which gospel values and Catholic Church teachingsare integrated in the lives and work of all members of the school community
valuing and empowering leadership that is visionary, innovative and collegial
opening minds and hearts and doors to an increasingly diverse world, and preparing students' minds and heartsand hands to live wisely and generously in a technological, complex, and interdependent world
seeking the support of the entire Catholic community, undertaking comprehensive development programs andproviding opportunities for all who are committed to their mission to join in shaping the future
joining forces with others to advocate and promote public policies that offer all parents the opportunity to choosethe schools they believe are best for their children
10 vii
At its 1996 annual Convention in Philadelphia, Pennsylvania, the NCEA celebrated the fifth anniversary of the NationalCongress on Catholic Schools for the 2Ist Century by convening Congress '96. Over 300 Catholic educators assembledto reflect on achievements since the I 991 Congress and set a course for future action.
In 1992 the NCEA in collaboration with the United States Catholic Conference (USCC) Department of Educationinitiated the National Marketing Campaign for Catholic Schools with the Discover Catholic Schools campaign. The purposeof the campaign was to increase visibility of Catholic schools within the communities they serve. Many dioceses adoptedDiscover Catholic Schools for their own campaign, others adapted the materials to suit their local needs. Still others,especially those who had experience in marketing Catholic schools, created their own campaigns with generous fundingfrom outside sources. In a few short years many dioceses experienced a transition from having schools with empty seatsto schools with waiting lists. Catholic schools were successful in positioning themselves as "Your better choice" and"Schools you can believe in".
EDUCATIONAL REFORM AND PUBLIC POLICYEducational reform is a political issue. American people in many communities believe their schools fail to adequately
educate children to take a productive place in society. The business community is concerned about having an educatedworkforce to meet its employment needs in a competitive world economy. People concerned about these issues are engagedin an intense conversation about how to improve education.
Parents, politicians, educators and business leaders are looking for educational models that work. Catholic schoolshave emerged as a model that works. Site based management, parental involvement, functional communities, emphasison a core curriculum, and putting the needs of children first are key factors for success of any school. These factors arepresent in a high degree in most every Catholic school. For many parents, especially those in urban areas, Catholic schoolsare recognized as schools of choice for their children.
A hotly debated question in discussing educational reform is whether parents should have government financialsupport to choose the public, private or religiously affiliated school they feel is best for their children. In September 1992,NCEA released findings of a Gallup survey which measured public opinion on the issues of parental choice of schoolsand the funding of school choice, as well as on the quality of education provided by U.S. schools.
A clear majority of the 1,239 adults surveyed (70%) indicated support for a government-funded voucher system whichwould provide a certain amount of money for each child so that the parents could send their children to the public, privateor religiously affiliated school of the parents' choice. When asked if the;y would be willing to see some of their tax moneynow going to public schools used to fund parental choice at any public, private or religiously affiliated school, three infive (61 %) did favor the use of tax money for this purpose.
As part of the same survey, the NCEA commissioned the Gallup Organization, Inc. to assess attitudes toward educationin the U.S. by assigning grades (A through F). Asked to rate schools nationally, 62% of adults gave an A or B to Catholicschools. It is clear from this survey that confidence in the quality of Catholic schools is high.
Independent research, initiatives of the Catholic community and the public policy debate are three reasons that helpexplain a growing confidence in the quality of Catholic schools. This confidence is reflected in a fourth consecutive yearof enrollment increase. This report provides a statistical description of the numbers of students and teachers in U.S.Catholic elementary and secondary schools. The report describes a community of teachers and learning who staff andpopulate the best schools in the United States.
Frank X. SavageExecutive Director, CACENational Catholic Educational Association
Lee, V.E., & Stewart, C., National Assessment of Educational Progress Proficiency in Mathematics and Science 1985-86: Catholic andPublic Schools Compared (Washington, DC: National Catholic Educational Association, 1989).2 Coleman, 1.S. & Hoffer, T., Public and private high schools: The impact of communities (New York: Basic Books, 1987).3 Lee, V.E., & Bryk, A.S., "A multilevel model of the social distribution of high school achievement." Sociology of Education, 62(1989): 172-192.4 Coleman, I.S. & Hoffer, T., (1987).
viiiBEST COPY AMIABLE 11
A SUMMARY OF DEMOGRAPHIC TRENDSIN PUBLIC AND PRIVATE EDUCATION:
A CONTEXT
U.S. POPULATION TRENDSCurrent population trends are important to both public and private schools. According to the United States
Department of Commerce, Bureau of Census, the birth rate (births/1000 persons) rose slightly during the pastdecade. Since the population is greater, the number of births has been increasing. The 16.8 birth rate produced4,179,000 births in 1990, the most since 1960. However, a decline to 3,874,892 births in 2000 is projected.
EXHIBIT 1Population and Birth Rate:
Reported
1955
Population
2000
Births Birth Rate
1955 165,069,000 4,097,000 24.81960 179,975,000 4,257,850 23.71965 193,460,000 3,760,358 19.41970 203,302,000 3,731,386 18.4
1975 215,465,000 3,144,198 14.61980 226,846,000 3,612,258 15.91985 238,736,000 3,760,561 15.81990 248,709,873 4,179,000 16.8
Estimated
1995 262,754,000 3,941,310 15:02000 274,815,000 3,874,892 14.1
SOURCE: Bureau of Census, U.S. Department of Commerce, April 1994.
12
SCHOOL-AGE POPULATIONAccording to the National Center for Education Statistics, these population trends are reflected in the
increasing numbers of students at preschool, elementary and secondary levels. Preschool age studentswere increasing in 1980. Growth has been slower in elementary and secondary categories, and after2000 the preschool age population is projected to decrease. This upward trend in elementary studentsbegan in 1986. In 1991 secondary schools began to show an increase. The steady increase of studentsin these three age brackets is detailed in Exhibit 2.
EXHIBIT 2Ages of Students
ReportedPreschool
(3-5)Elementary
(5-13)Secondary
(14-17)
1981 9,664,000 30,711,000 15,610,0001986 10,755,000 30,078,000 14,824,0001990 11,033,000 31,996,000 13,313,0001991 11,132,000 32,494,000 13,424,0001992 11,308,000 33,006,000 13,661,0001993 11,504,000 33,424,000 13,802,0001994 11,905,000 33,862,000 14,429,000
Estimated
1995 12,227,000 34,263,000 14,591,0001996 12,344,000 34,868,000 14,933,0002001 11,508,000 36,198,000 15,853,0002006 11,511,000 35,668,000 17,238,000
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, pp. 174-75
ENROLLMENT IN PUBLIC AND PRIVATE SCHOOLSThe following exhibit shows a substantial steady increase in preprimary enrollment for ages 3, 4, and 5
in both private and public schools between October 1970 and October 1994 according to the National Centerfor Education Statistics.
132
EXHIBIT 3: Preprimary Enrollment by Attendance Status: 1970-1994
Enrollmentin thousands
8,000
7,000
6,000Total preprimary enrollment
5,000
4,000
3,000
2,000Full-day enrollment
1,000
0 1 1
1 1 I 1 i i I I I I I 1 1 i 1 i i 1 i 1 1 1 1
1970 1975 1980 1985 1990 1994
Year
SOURCE: Digest of Educational Statistics 1995, National Center for Education Statistics, p. 46
Elementary school enrollment dropped during the 1970s in both public and private schools, but underwentlittle or no change in the first half of the 1980s. High school enrollment in public schools rose during the earlyto mid 1970s but then turned downward. Private school enrollment at the high school level changed little from1970-1995. Exhibits 4 and 5 show these enrollment levels.
EXHIBIT 4: Public and Private School Enrollment by Grade Level: 1970-2005Enrollment (in thousands)
Projected35,000 35,000
Public grades K-8
30,000 30,000
25,000 25,000
20,000 20,000
15,000 Public grades 9-12 15,000
10,000 10,000
5,000 Private grades K-8 5,000Private grades 9-12IiIIIIIIIIII i IIIIII. II ii III-IIIIIII-
1970 1975 1980 1985 1990 1995 2000 2005Fall of year
0
SOURCE: The Condition of Education 1995, National Center for Education Statistics, p. 107
14 3
EXHIBIT 5Public and Private School Enrollment: A Comparison
(in thousands)
ReportedTotal
EnrollmentPublicPupils
PrivatePupils
1986 45,205 39,753 87.9 5,452 12.1
1987 45,487 40,008 88.0 5,479 12.0
1988 45,430 40,189 88.5 5,241 11.51989 45,898 40,543 88.3 5,355 11.71990 46,448 41,217 88.7 5,232 11.31991 47,246 42,047 89.0 5,199 11.01992 48,110 42,816 89.0 5,375 11.21993 48,824 43,476 89.0 5,471 11.21994 49,826 44,230 88.8 5,596 11.2
Estimated
1995 50,776 45,076 88.8 5,700 11.2
1996 51,683 45,885 88.8 5,798 11.2
1997 52,400 46,524 88.8 5,876 11.2
1998 52,921 46,988 88.8 5,933 11.2
1999 53,342 47,365 88.8 5,977 11.2
2000 53,668 47,656 88.8 6,012 11.2
2001 53,933 47,891 88.8 6,042 11.2
2002 54,168 48,102 88.8 6,066 11.2
2003 54,312 48,234 88.8 6,078 11.2
2004 54,449 48,365 88.8 6,084 11.2
2005 54,587 48,497 88.8 6,090 11.1
2006 54,615 48,528 88.9 6,086 11.1
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, p. 9.
TEACHERS AND PUPIL-TEACHER RATIOS BY LEVELSince 1981, there has been a steady increase in the number of teachers, K through 12, in both public
and private schools. At the same time, overall K-I 2 pupil/teacher ratios continued to decline after 1981,as is evidenced in Exhibit 6.
This is the fifth year that NCEA has compiled data on both full and part-time staff positions in addi-tion to collecting data for students from PK- I 2. Therefore, the data since 1991-92 reflect these changes inthe pupil/teacher ratios.
The overall pupil/teacher ratio in Catholic schools in 1995-96 was 15.6:1. By level they are: elemen-tary schools 17:1, middle schools 13.3:1, secondary schools 13.2:1. In 1994-95 the ratios were:elementary schools 17.1:1, middle schools 11.7:1, secondary schools 13.2:1.
154
EXHIBIT 6Public and Private Schools: Teachers and Pupil/Teacher Ratios
Number of Teachers
K to 12 Elementary SecondaryYear1987 2,632,000 1,564,000 1,068,0001988 2,668,000 1,604,000 1,064,0001989 2,734,000 1,662,000 1,072,0001990 2,753,000 1,680,000 1,073,0001991 2,787,000 1,713,000 1,074,0001992 2,821,000 1,746,000 1,075,0001993 2,873,000 1,778,000 1,093,0001994 2,962,000 1,796,000 1,166,000
Estimated1995 3,017,000 1,825,000 1,191,0001996 3,071,000 1,851,000 1,220,0001997 3,118,000 1,876,000 1,242,0001998 3,161,000 1,899,000 1,262,0001999 3,202,000 1,920,000 1,282,0002000 3,239,000 1,938,000 1,301,0002001 3,272,000 1,954,000 1,318,0002002 3,304,000 1,965,000 1,338,0002003 3,334,000 1,975,000 1,359,0002004 3,368,000 1,985,000 1,383,0002005 3,403,000 1,997,000 1,406,0002006 3,341,000 2,009,000 1,422,000
Pupil-Teacher Ratios
Year1987 18.8 15.01988 18.6 14.71989 18.4 14.31990 18.5 14.31991 18.5 14.51992 18.8 14.81993 18.5 14.81994 18.4 14.3
Estimated1995 18.4 14.41996 18.4 14.41997 18.4 14.41998 18.3 14.31999 18.3 14.32000 18.2 14.22001 18.1 14.12002 18.0 14.12003 17.8 14.12004 17.6 14.12005 17.4 14.12006 17.2 14.0
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, pp. 72-73.
e
CATHOLIC EDUCATION
1995-96
NUMBER OF SCHOOLSIn 1995-96, there were 8,250 Catholic schools in this country; 6,924 elementary, 98 middle and 1,228
secondary. In the 1980s, in some instances, the number of Catholic schools mirrored the demographicmovements throughout the country. Where appropriate, especially in urban and suburban areas, consolidationwas a significant factor in the realignment of Catholic schools. While the number of schools continues todecrease through closing and consolidation, new schools continue to open. In 1995-96 22 schools opened,primarily at the preschool and elementary levels.
(I) REGIONAL DISTRIBUTIONThe National Catholic Educational Association divides the nation statistically into the following six
geographical regions:
New England:Mideast:Great Lakes:Great Plains:Southeast:
West/Far West:
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, VermontDelaware, District of Columbia, Maryland, New Jersey, New York, PennsylvaniaIllinois, Indiana, Michigan, Ohio, WisconsinIowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South DakotaAlabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina,South Carolina, Tennessee, Virginia, West VirginiaAlaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico,Oklahoma, Oregon, Texas, Utah, Washington, Wyoming.
Exhihit 7 presents the number of schools by region and Exhibit 8 the percentages of this distribution.It is evident from the latter that the Mideast and Great Lakes regions at over 48 percent of the totalnumber continues to have the largest percentage of schools. The West/Far West region continues to showgrowth. Free-standing middle schools were included for the first time last year, reflecting a relativelyrecent trend and focus in both public and private education.
17
6
EXHIBIT 7Elementary, Middle* and Secondary Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-84545
2,2932,111
889854
1,245
1994-95451
1,9091,822
803802
1,192
1995-96447
1,8941,793
792796
1,195
United States 7,937 6,979 6,917
MiddleNew England 9 11
Mideast 1 27
Great Lakes 20 26
Plains 6 8
Southeast 5 9
West/Far West 15 17
United States 76 98
SecondaryNew England 124 94 96
Mideast 421 350 340Great Lakes 309 261 260Plains 165 139 140
Southeast 192 173 171
West/Far West 253 221 221
United States 1,464 1,238 1,228
All SchoolsNew England 669 554 554Mideast 2,714 2,280 2,261
Great Lakes 2,420 2,103 2,079Plains 1,054 948 940Southeast 1,046 980 976West/Far West 1,498 1,428 1,433
United States 9,401 8,293 8,243
'Middle schools reported as a separate group beginning in 1994-95; prior to this date they were included inthe elementary school count.
Is7
EXHIBIT 8Percentage of Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.9
28.926.611.2
10.7
15.7
1994-956.5
27.426.1
11.5
11.5
17.1
1995-966.7
27.426.1
11.5
11.5
.17.1
United States 100.0 100.0 100.0
Middle*New England 11.8 11.2
Mideast 27.6 27.6Great Lakes 26.3 21.2Plains 7.9 8.2Southeast 6.6 9.2West/Far West 19.7 17.4
United States 100.0 100.0
SecondaryNew England 8.5 7.6 7.8Mideast 28.7 28.3 27.7Great Lakes 21.1 21.1 21.2Plains 11.3 11.2 11.4
Southeast 13.1 14.0 13.9West/Far West 17.3 17.9 18.0
United States 100.0 100.0 100.0
All SchoolsNew England 7.1 6.7 6.7Mideast 28.9 27.5 27.4Great Lakes 25.8 25.4 25.2Plains 11.2 11.4 11.4
Southeast 11.1 11.8 11.8
West/Far West 15.9 17.2 17.4
United States 100.0 100.0 100.0
*Middle schools reported as a separate group beginning in 1994-95; prior to this date there were includedin the elementary school count.
NOTE: Percentages may not total 100% due to rounding.
8
19
(2) TYPES OF SCHOOLSThe types of Catholic schools are determined by the authority of their administration. Under this
classification there are four: parish (those administered by a single parish), inter-parish (those administeredby two or more parishes), diocesan (those administered by the diocesan office of education), and private (thoseadministered by a religious order or a private corporation). Exhibit 9 indicates that most elementary schoolsare parish schools; however, between 1983-84 and 1994-95, the growth in the number and percentage ofelementary inter-parish schools continued. This growth underlines the reorganization of Catholic educationthrough consolidation. Middle schools (counted for the first time last year) are primarily interparish anddiocesan. Most secondary schools are either private or diocesan. Exhibit 9 shows a slight increase in thepercentage of inter-parish and private schools over the past thirteen years.
8000
7000
6000
5000
4000
3000
2000
1000
1500
1200
900
600
Elementarynumber
736508
parish inter-parish
Secondarynumber
300 214143
0 parish
167 152Iinter-parish
EXHIBIT 9Types of Schools
7937 100
1983-847022
1995-96
80
60
40
20
330 227 317 284=r 1I MIEI I
diocesan private total
1464100
1983-84
1995-96 1228
80
60
563520 506 40
427
20
diocesan private total
percentage
85.482.2
1983-84
1995-96
10.56.4 4.2 3.2 3.9 4.0
MEI I I= TT
100 100
parish inter-parish diocesan private total
percentage 100 100
1983-84
1995-96
14.6116 11.4 12.3
35.5 34.8
41.3
111parish inter-parish diocesan private total
*Middle schools (98 totalpredominantly interparish) are included with the elementary schools.
20
(3) LOCATION OF SCHOOLSDuring the 1980s and 1990s, the highest percentage of elementary and secondary schools was found in
urban areas; however the increase in suburban schools nationally in the past thirteen years is significant. Thenumber of inner city, suburban and rural elementary schools has risen since last year. Of 8,250 schools, 3,754are in urban areas; of these, 1,020 are in inner-city settings.
8000
7000
6000
5000
4000
3000
2000
1000
EXHIBIT 10: Location of Schools
Elementarynumber
3762
2224
0
1983-84
1995-96
2000 2150 2175726
7937
7022
urban inner-city suburban rural total
Secondarynumber
urban
100
80
60
40
20
percentage
47.4
1983-84
1995-96
31.7 30.7
25.2
urban
13
0
inner-city suburban
100 100
27.424.6
rural total
.11 1983-84
percentage1464
111 1983-84100 100
1995-96 1995-961228 100
80
57.860
41.4
41340
33.7359
24.5259
200 2017.716.3
105
111
8.6
0I 0
I
inner-city suburban rural total urban inner-city suburban rural total
10
*Middle schools (98 totalpredominantly urban) included with elementary schools.
21
ENROLLMENT
(I) GROWTH TRENDS FOR PRESCHOOL AND KINDERGARTENSince the early I 980s preschool enrollment has increased by nearly 450%. This sharp increase in preschool
enrollment reflects the response of Catholic schools to the needs of parents. The numbers of kindergartenstudents also continued to increase, as detailed in Exhibit II .
400000
350000
300000
250000
200000
150000
100000
50000
0
EXHIBIT 11Growth Trends for Preschool and Kindergarten
III 1982-83
31,381
1994-95 II 1995 -96
143,360 144,099
I
174,548
220,240 224,330
I
205,929
3363,600
68,429
I
preschool kindergarten total
22
(2) ENROLLMENT BY GRADE LEVELCatholic school enrollment by grade level from preschool to grade 12 was consonant with U.S. population
trends, both actual and protected, as shown below in Exhibit 12. Of special interest is the increase in PK-12enrollment in 38 states (statistics for individual dioceses and states may be found in Appendix B).
EXHIBIT 12Enrollment by Grade Level
1982-83 1994-95Grade Level Pupils % Pupils %
1995-96Pupils
Preschool 31,381 1.4 143,360 7.1 144,099 7.1Kindergarten I 74,548 7.8 220,240 10.9 224,330 11.1
Grade I 259,163 11.6 231,491 11.5 234,260 11.6
Grade 2 254,634 11.4 221,094 10.9 222,847 11.0Grade 3 248,084 11.1 214,626 10.6 214,326 10.6Grade 4 244,439 10.9 209,234 10.4 208,015 10.3Grade 5 251,014 11.2 200,725 9.9 203,428 10.0Grade 6 265,652 11.8 199,661 9.9 199,427 9.8Grade 7 263,960 11.8 192,383 9.5 190,353 9.4Grade 8 249,918 11.1 184,613 9.1 183,743 9.1Ungraded * 3,715 0.2 3,741 0.2
Total Preschool 8 2,242,793 100.0 2,021,142 100.0 2,028,560Total K 8 2,211,412 1,877,782 1,884,461
Grade 9 214,179 26.9 168,313 28.2 169,990 28.0Grade 10 202,330 25.4 153,433 25.7 158,192 26.1Grade II 191,986 24.1 140,324 23.5 143,265 23.6Grade 12 187,282 23.5 133,964 22.4 133,731 22.0Ungraded * 1,391 0.2 1,472 0.2
Total 9 12 795,777 100.0 597,425 100.0 606,650
GRAND TOTAL 3,038,570 2,618,567 2,635,218
Total Students in Elementary Schools (Pre School 9)*** 1,994,290
Total Students in Middle Schools (4 9)*** 16,866
Total Students in Secondary Schools (4 12)*** 624,062
The numbers of ungraded students are not available in 1982-83.Since 1991 NCEA statistics for total enrollment have included the number of Pre-K studentsBeginning in 1995, NCEA has collected information by the level of school. The grade levels following the level of school signifythe lowest and highest grades in these school levels (elementary and secondary may include middle school programs).
NOTE: Percentages may not total 100% due to rounding.
12
ENROLLMENT BY REGIONIn enrollment by region, as shown in Exhibits 13 and 14, the Mideast and Great Lakes show nearly half
of the total enrollment in Catholic schools. However, every region but New England showed an increase for1995-96.
EXHIBIT 13Enrollment by Region
Prior to 1991-92, statistics for total enrollment did not include Pre-Kindergarten (PK)enrollment. Therefore, figures listed below for United States enrollment before 1991-92 willcorrespond to the total minus PK figure in Exhibit 12; the post 1991-92 figures willcorrespond to the total with the PK figure included.
Elementary 1983-84 1994-95 1995-96New England 143,000 116,402 117,995Mideast 689,000 585,507 587,265Great Lakes 572,000 509,178 506,739Plains 196,000 193,355 193,434Southeast 248,000 250,320 251,633West/Far West 332,000 336,022 337,224
United States 2,180,000 1,990,784 1,994,290
Middle*New England 1,876 2,274Mideast 3,151 3,555Great Lakes 3,563 4,460Plains 819 1,469Southeast 866 1,985West/Far West 2,937 3,123
United States 13,212 16,866
SecondaryNew England 66,000 41,882 41,843Mideast 257,000 184,625 185,311Great Lakes 192,000 138,127 141,254Plains 64,000 52,780 54,375Southeast 87,000 80,960 84,593West/Far West 122,000 116,197 116,686
United States 788,000 614,571 624,062
All SchoolsNew England 209,000 160,160 162,112Mideast 946,000 773,283 776,131Great Lakes 764,000 650,868 652,453Plains 260,000 246,954 249,278Southeast 335,000 332,146 338,211West/Far West 454,000 455,156 457,033
United States 2,968,000 2,618,567 2,635,218
`Middle schools reported as a separate, group beginning in 1994-95; prior to this date they were included in theelementary school count. 13
24
EXHIBIT 14Percentage of Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.6
31.626.2
9.011.4
15.2
1994-955.9
29.425.6
9.712.616.9
1995-966.5
27.425.911.5
11.5
17.3
United States 100.0 100.0 100.0
Middle*New England 14.2 11.2Mideast 23.9 27.6Great Lakes 27.0 26.5Plains 6.2 8.2Southeast 6.6 9.2West/Far West 22.2 17.4
United States 100.0 100.0
SecondaryNew England 8.4 6.8 7.8Mideast 32.6 30.0 27.7Great Lakes 24.4 22.5 21.2Plains 8.1 8.6 11.4Southeast 11.0 13.2 13.9West/Far West 15.5 18.9 18.0
United States 100.0 100.0 100.0
All SchoolsNew England 7.1 6.2 6.7Mideast 31.9 29.5 27.4Great Lakes 25.7 24.9 25.2Plains 8.7 9.4 11.4Southeast 11.3 12.7 12.8West/Far West 15.3 17.4 17.4
United States 100.0 100.0 100.0
*Middle schools reported as a separate group beginning in I994 -95; prior to this date they were included in theelementary school count.
25
I4
(4) ENROLLMENT IN KEY STATESAs detailed in Exhibit 15, ten states accounted for nearly two-thirds of Catholic school enrollment. New
York, California, Pennsylvania, Illinois and Ohio the top five had 45.7% of this enrollment.
EXHIBIT 15Student Enrollment: Ten Largest States
State 1983-84 1994-95 1995-96New York 382,910 300,288 301,159California 257,567 252,417 251,911
Pennsylvania 296,730 242,617 241,326Illinois 264,412 219,173 218,856Ohio 212,414 190,080 192,086New Jersey 175,901 149,993 151,913
Michigan 126,261 100,435 98,449Louisiana 108,497 96,214 97,439Florida 87,376Missouri 82,956 84,048
Largest States *2,030,594 * *1,717,033 1,721,563
United States 2,958,154 2,576,845 2,635,218
Percent 68.6% 65.9% 65.3%
* Includes Massachusetts and Wisconsin enrollments of 106,600 and 99,302 respectively"" Includes Wisconsin enrollment of 82,860
2615
(5) ENROLLMENT IN LARGEST DIOCESESThe twenty largest dioceses serve over 46% of the total enrollment in Catholic elementary, middle and
secondary schools, as illustrated in Exhibit 16. These dioceses are larger than the metropolitan area of thesame name. Most of the enrollment in these 20 largest dioceses comes from the major cities and their immediatesuburbs.
EXHIBIT 16Enrollment in Largest Dioceses
Diocese 1983-84 1994-95 1995-96Chicago I 78,706 140,209 138,477Philadelphia 159,800 122,982 121,702New York 125,831 107,144 107,904Los Angeles 109,801 102,366 101,199Brooklyn 107,380 74,045 74,236Cleveland 78,855 65,433 65,375Newark 74,065 61,463 61,814St. Louis 65,784 59,255 59,318Cincinnati 56,535 55,450 56,325Detroit 79,890 58,346 56,814Boston 71,496 53,745 54,136New Orleans 60,396 51,743 51,591Milwaukee 50,093 40,625 41,260Rockville Centre 47,590 39,267 39,698Pittsburgh 45,448 37,154 36,291Baltimore 40,583 33,821 34,605St. Paul/Minneapolis 38,770 33,283 32,495Miami 36,145 32,010 32,495Washington, DC 35,605 31 ,445 31,734Toledo 30,913
Largest Dioceses * 1,500,673 * * I ,230,449 1,229,921
All Dioceses 2,968,154 2,618,567 2,635,218
Percent 50.6% 47.0% 46.7%
* Includes Buffalo enrollment of 37,900.* Includes Buffalo enrollment of 30,663.
(6) ENROLLMENT OF ETHNIC MINORITIESCatholic schools, especially in urban areas, continue to serve increasing numbers of ethnic minority
students. In 1970 -71 minority enrollment was 10.8% of enrollment; in 1995-96 it had more than doubled to24.1 %. Exhibit 17B shows percentages since 1983-84. Elementary schools have a minority enrollment of24.4%; middle schools 28.2%; and secondary 23.9%.
1627
EXHIBIT 17ACatholic School Enrollment by Ethnic Background
Elementary Middle Secondary All SchoolsBlack 176,604 1,533 47,981 226,118Hispanic 191,561 1,543 64,139 257,243Asian 76,489 425 27,098 104,012Native Americans 13,590 1,145 2,815 17,550Other* 22,635 106 7,152 29,893
White* 1,513,411 12,114 474,877 2,000,402
Total 1,994,290 16,866 624,062 2,635,218
*In previous years "Other" & "White" were counted as "All Others." This was done to accommodate those who don't fit the listedethnic categories.
EXHIBIT 17BCatholic School Enrollment Percentage by Ethnic Background
ElementaryBlackHispanicAsianNative AmericansOther*
1983-849.29.42.50.3
1994-958.4
10.63.80.4
1995-968.99.63.80.70.4
White* 78.6 76.8 75.6
Tota I 100.0 100.0 100.0
Middle 1983-84 1994-95 1995-96Black 10.9 9.1
Hispanic 11.4 9.2Asian 2.5 2.5Native Americans 0.2 6.8Other* 0.6
White* 75.0 71.8
Total 100.0
Secondary 1983-84 1994-95 1995-96Black 7.1 7.6 7.7Hispanic 7.4 10.5 10.3
Asian 2.0 4.2 4.3Native Americans 0.3 0.4 0.5Other* 1.5
White* 83.2 77.2 76.1
Total 100.0 100.0 100.0
All Schools 1983-84 1994-95 1995-96Black 8.6 8.3 8.6Hispanic 8.9 10.6 9.8Asian 2.4 3.9 4.0Native Americans 0.3 0.4 0.7Other* 1.1
White* 79.8 76.9 75.9
Tota I 100.0 100.0 100.0
* 1995 -96 is the first year for separating "white" from "all others." This was done to accommodate those who don'tfit the listed ethnic categories.
217
(7) ENROLLMENT OF NON-CATHOLICSMost Catholic school students are Catholic. However, there has been a significant increase of non-Catholic
students from 10.6% in 1982-83 to 13.2% in 1995-96 as is shown in Exhibits 18 and 19. Middle schoolsshow the highest percentage of non-Catholic enrollment at 18.4% with secondary schools at 17.2% andelementary schools at 11.5%. The Southeast and West/Far West regions had the highest percentages at boththe secondary and the elementary levels in 1995-96; the Mideast and West/Far West had the highestpercentages of middle schools.
EXHIBIT 18Non-Catholic Enrollment
Elementary Middle Secondary All SchoolsNew England 13,124 442 6,259 19,825Mideast 76,827 955 28,095 105,877Great Lakes 58,005 360 22,644 81,009Plains 11,114 63 5,014 16,191Southeast 36,267 326 15,880 52,473West/Far West 42,571 900 29,312 71,883
United States 237,908 3,046 107,204 348,158
18
EXHIBIT 19Non-Catholic Enrollment by Percentages
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.9
10.0
10.3
5.516.5
11.1
1994-9511.0
12.5
11.2
5.615.612.8
1995-9611.1
13.1
11.5
5.714.412.6
United States 10.1 11.8 11.9
MiddleNew England 16.6 19.4
Mideast 24.9 26.9Great Lakes 8.3 8.1
Plains 2.7 4.3
Southeast 13.2 16.4West/Far West 31.5 28.8
United States 18.5 18.1
SecondaryNew England 7.6 15.2 15.0
Mideast 7.8 13.9 15.2
Great Lakes 11.8 15.7 16.0
Plains 5.1 9.0 9.2
Southeast 16.5 18.3 18.8
West/Far West 16.9 24.9 25.1
United States 11.0 I6.6 17.2
All SchoolsNew England 7.1 12.1 12.2
Mideast 9.4 12.9 13.6
Great Lakes 10.7 12.1 12.4
Plains 5.4 6.3 6.5
Southeast 16.5 16.2 15.5
West/Far West 12.6 16.0 15.9
United States 10.6 13.0 13.2
*Middle schools reported as a separate group beginning in 1994-95.
3019
STAFFING OF CATHOLIC SCHOOLS(1) NUMBER OF TEACHERS
In 1995-96, the total, full-time equivalent (FTE) teaching staff in Catholic elementary, middle and secondaryschools was 166,759. 1991 was the first year that both full and part-time teaching staff totals were collected.Consequently, the FTE reflects the number of part-time staff positions and must be kept in mind whencomparing to previous years' staffing totals. There were 117,483 elementary school teachers, 1,270 middleschool teachers and 48,006 secondary school teachers. Of these, 90.5% are lay teachers. Exhibit 20 showsthe number of sisters, brothers, priests and lay teachers; Exhibit 21 shows the percentages. Exhibit 20 includesmiddle school teachers since their number is so small; however, they are included in Exhibit 21.
EXHIBIT 20: Full-Time Equivalent Teaching Staff
120000
100000
80000Elementary
60000
Secondary
All Schools
40000
20000
0
50000
40000
30000
20000
10000
200000
150000
100000
50000
1983-84
$cbc379
16'1 tIN$(3
71i
606 0 0sisters brothers/priests
1994-95**
Ors9 tbr2 ,
O
brothers*** priests*** lay men*
1995-96
AAce
' 15) <D$'lb \\
993 9
11.1"c39
`bN -G,9.3()N .<4* (1'S
Enn IQQ, \`"Q>C3 434)*3I-1r= i (:)
e.
lay women* total
sisters brothers/priests brothers*** priests*** lay men* lay women*
0.,,q, e c'sq..- 0_0 .4, r 229 rt6
,nn<7..' ..cbN
o O , o 4§146 o ':5 9011i 0sisters brothers/priests brothers*** priests*** lay men*
total
lay women* total
t Includes Middle School teachers (1,270) counted separately beginning in I 994-9 5.Data concerning lay men and women is not available for the base year, 1 983-8 4; this number reflects total lay teachers.** Since 1991 -92 FTE staffing totals include full and part-time figures.
* * * Since I 991-92 data collection includes the statistical breakdown of brothers priests into two distinct categories.
20
EXHIBIT 21Full-Time Equivalent Teaching Staff by Percentages
1983-84 1994-95** 1995-96ElementarySisters 20.7 8.2 7.7Brothers/Priests 0.5Brothers* * * 0.2 0.2Priests* * * 0.6 0.5Lay Men* 9.5 8.6Lay Women* 78.8* 81.4 82.9
Total 100.0 100.0 100.0
MiddleSisters 6.0 5.8Brothers/PriestsBrothers*** 1.1 0.8Priests*** 0.8 1.7
Lay Men* 24.3 24.4Lay Women* 67.6 67.2
Total 100.0 100.0
SecondarySisters 16.0 6.8 6.3Brothers/Priests 9.7Brothers*** 3.1 2.7Priests* * * 3.4 2.8Lay Men* 38.2 38.6Lay Women* 74.3* 48.5 49.6
Total 100.0 100.0 100.0
All SchoolsSisters 19.2 7.8 7.3
Brothers/Priests 3.5Brothers*** 1.0 0.9Priests*** 1.4 1.2
Lay Men* 17.7 17.3
Lay Women* 77.3* 72.1 73.2
Total 100.0 100.0 100.0
***
Data concerning lay men and women is not available for the base year, 1983-84; this number reflects totallay teachers.Since 1991-92 FTE staffing totals include full and part-time figures.Since 1991-92 data collection includes the statistical breakdown of brothers/priests into two distinct categories.
NOTE: Percentages may not total 100% due to rounding.
32 2I
SELECTED PROGRAMS IN CATHOLIC EDUCATION
EXTENDED CARE PROGRAMSThe 1995-96 data collection of Catholic elementary schools revealed that of 7,022 schools (elementary and
middle) 3,935 had extended care programs. Exhibit 22 illustrates the breakdown by regions. See AppendixC for a summary report by region and state.
EXHIBIT 22Schools with Extended Care Programs
Region NumberNew England 259Mideast 1,015Great Lakes 786Plains 326Southeast 601
West/Far West 948
Total 3,935
TITLE I SERVICESThe 1995-96 collection of data from Catholic schools revealed that of 5,590 schools with students eligible
for Title I services, 4,616 had students receiving these services. Exhibit 23 shows these numbers by region.For a complete summary by region and state refer to Appendix C.
22
EXHIBIT 23Schools With Children Receiving Title I Services
Region Elementary, Middle & Secondary(Eligible) (Receiving)
New England 426 327Mideast 1,540 1,357Great Lakes 1,450 1,1 71
Plains 760 653Southeast 602 446West/Far West 813 632
Total 5,591 4,616
33
SCHOOL BOARDS OF EDUCATIONThe 1995-96 collection of data from Catholic elementary, middle and secondary schools revealed that of
8,250 schools, 6,395 reported having an existing school board, commission or council of education. Exhibit24 illustrates the breakdown by regions. See Appendix C for a summary report by region and state.
EXHIBIT 24Schools with Boards of Education
RegionNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
Number447
I ,1801,891
91681 8
I ,143
Total 6,395
COED/SINGLE SEX SCHOOLSThe 1994-95 collection of data from Catholic elementary and secondary schools revealed that of 8,250
schools, 8,163 schools responded to the question on the gender composition of the school showing the followingbreakdown: 7,625 coeducational, 200 all-male, and 272 all-female. Exhibit 25 illustrates the breakdown byregions. See Appendix C for a summary report by region and state.
EXHIBIT 25Elementary & Secondary Gender Composition
Region Coed Male Female
New England 516 1 7 24
Mideast 2,016 70 99
Great Lakes 2,014 37 47
Plains 936 13 14
Southeast 891 26 32
West/Far West 1,318 37 56
Total 7,691 200 272
34 23
DA
TA
BA
NK
- R
EP
OR
T A
l2A
CA
DE
MIC
YE
AR
95-9
6
35
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
le S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
NU
MB
ER
SC
HO
OLS
NU
MB
ER
ST
UD
EN
TS
Reg
iona
l Tot
als
ELE
MM
IDS
EC
TO
TA
LE
LEM
MID
SE
CT
OT
AL
New
Eng
land
447
11se
554
117,
995
2,27
441
,843
162,
112
Mid
Eas
t1,
893
2734
02,
260
587,
265
3,55
518
5,31
177
6,13
1C
Gre
at L
akes
1,79
326
260
2,07
950
6,73
94,
460
141,
254
652,
453
Pla
ins
793
814
094
119
3,43
41,
469
54,3
7524
9,27
8=
Sou
thea
st80
39
171
983
251,
633
1,98
584
,593
338,
211
"<W
est 8
Far
Wes
t1,
195
1722
11,
433
337,
224
3,12
311
6,68
645
7,03
3= rr
lT
otal
6,92
498
1,22
88,
250
1,99
4,29
016
,866
624,
062
2,63
5,21
8
.1Z
SC
HO
OL
AN
D E
NR
OLL
ME
NT
SU
MM
AR
Y
0 °'
aN
umbe
r of
Sch
ools
Num
ber
of S
tude
nts
nlE
lem
enta
ry6,
924
1,99
4,29
0M
iddl
e98
16,8
66Z =
Sec
onda
y1,
228
624,
062
CA
TO
TA
L8,
250
2,63
5,21
8
c.)
Xe)
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
=E
LEM
EN
TA
RY
MID
DLE
SE
CO
ND
AR
YF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LET
OT
AL
0R
egio
nal T
otal
RE
LR
EL
PR
LAY
LAY
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
RE
LR
EL
PR
LAY
LAY
TO
TA
LS
TA
FF
0 r--"
New
Eng
land
863
1216
65,
638
1,32
38,
000
70
287
2612
229
511
893
1,74
51,
330
3,58
111
,703
cn __--
1N
W E
ast
3,30
276
132
27,0
892,617
33,2
1622
102
207
80
321
1,32
244
545
56,
308
5,09
013
,620
47,1
57...
)"'",
"-1
Gre
at L
akes
1,80
652
9826
,239
2,08
530
,280
111
418
866
270
515
232
253
5,60
93,
989
10,5
9841
,148
CA
Pla
ins
733
813
010
,527
1,05
312
,451
80
477
4213
122
263
184
2,17
11,
891
4,53
117
,113
Sou
thea
st87
742
5513
,114
999
15,0
876
05
9437
142
232
149
157
3,81
72,
406
6,76
121
,990
(/)
Wes
t 8 F
ar W
est
1,48
034
3014
,843
2,06
218
,449
200
420
159
284
433
286
213
4,15
43,
829
8,91
527
,648
Tot
al9,
061
224
611
97,4
4810
,139
117,
483
7411
2185
431
01,
270
3,01
91,
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APPENDIX BSTATES WITH ENROLLMENT INCREASES
New EnglandConnecticut (E M & S)*Maine (S)*Massachusetts (E & M) *New Hampshire (E M & S)*Rhode Island (E M & S)*Vermont (S)
6 Southeast 10
Mideast 6Delaware (E & S)*District of Columbia (E & S)*Maryland (E & S) *New Jersey (E & S) *New York (E M & S) *Pennsylvania (M)
Great Lakes 5Illinois (S)*Indiana (E M & S)*Michigan (M & S)Ohio (S) *Wisconsin (M & S)*
Plains 6Kansas (E & S)*Minnesota (S)Missouri (E M & S)*Nebraska (E & S) *North Dakota (E & S) *South Dakota (E) *
6D
Alabama (E & S) *Arkansas (E & 5)*Florida (E & S) *Georgia (S)Kentucky (E & S)*Louisiana (S)*North Carolina (S)*South Carolina (E & S)*Tennessee (S)*Virginia (E & S)*
West & Far West 12Alaska (E & S) *Arizona (E & S) *Colorado (E & S) *Hawaii (E)Idaho (S)Montana (M & S) *Nevada (E &New Mexico (E)Oklahoma (E & M)*Oregon (S) *Texas (E M & S)*Utah (E)*Washington (E & 5) *Wyoming (E & S)*
Totals: 31 Elementary (E)
13 Middle (M)40 Secondary (S)
States with increases atone or more levels 45
*States with an increase intotal enrollment 38
39
40
APPENDIX CSUMMARY REPORT OF SUPPLEMENTAL DATA
BY REGION AND STATE
NEW ENGLAND
ExtendedCare
Title I
Eligible*Title I
Received*SchoolBoard
Student(Coed)
Student(Male)
Student(Female)
CT 97 104 89 142 143 4 6ME II 15 11 22 20 I 1
MA 91 216 152 190 241 11 14NH 26 30 26 29 40 0 0RI 28 47 40 50 58 I 3VT 6 14 9 14 14 0 0
Subtotal: 259 426 327 447 516 17 24
MIDEASTDE 16 21 21 23 26 2 1
DC 23 18 15 27 25 2 2MD 118 83 74 162 150 10 12NJ 267 317 275 252 415 13 20NY 332 575 496 381 715 30 46PA 259 526 476 335 683 13 18
Subtotal: 1,015 1,540 1,357 1,180 2,014 70 99
GREAT LAKESIL 339 365 277 607 580 16 22IN 113 146 109 188 200 0 2MI 66 227 179 317 333 9 6OH 210 417 359 456 516 10 15WI 58 295 247 323 385 2 2
Subtotal: 786 1,450 1,171 1,891 2,014 37 47
PLAINSIA 20 122 111 159 161 0 0KS 43 89 75 110 111 1 I
MN 59 191 174 2I2 2I9 2 0MO 158 2I5 163 271 273 8 9ND 10 29 29 32 32 0 0NE 29 85 74 102 110 2 4SD 7 29 27 30 30 0 0
Subtotal: 326 760 653 916 936 I3 14
66
APPENDIX CSUMMARY REPORT OF SUPPLEMENTAL DATA
BY REGION AND STATE
ExtendedCare
SOUTHEAST
Title 1
Eligible*Title 1
Received*SchoolBoard
Student(Coed)
Student(Male)
Student(Female)
AL 40 30 22 43 48 0 0
AR 22 31 25 35 33 2 1
FL 153 116 90 180 203 4 3
GA 21 14 8 34 33 1 1
KY 60 88 70 119 140 4 7
LA 140 172 116 200 191 10 14
MS 24 31 29 38 36 1 1
NC 26 26 14 37 41 0 0
SC 25 II 9 25 27 0 0
TN 29 32 23 37 40 3 4
VA 44 24 21 41 65 I 1
WV 17 27 19 29 34 0 0
Subtotal: 601 603 446 818 891 26 32
WEST/FAR WESTAK 3 3 2 5 5 0 0
AZ 26 35 32 48 49 1 1
CA 508 359 299 496 644 23 37
CO 38 23 20 41 50 1 2
HI 27 24 18 27 36 2 3
ID 5 9 6 13 13 0 0
MT 9 16 10 20 20 0 0
NM 19 33 28 35 36 0 0
NV 7 12 9 10 15 0 0
OK 27 18 12 31 40 0 0
OR 27 41 36 53 53 0 I
TX 179 172 143 266 254 9 10
UT 7 9 5 7 11 0 0
WA 62 53 38 86 86 1 2
WY 4 6 3 5 6 0 0
Subtotal: 948 813 661 1,143 1,318 37 56
TOTAL: 3,935 5,592 4,615 6,395 7,689 200 272
*Number of schools with students eligible/receiving.
6741
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