The definitions below are ordered in the sequence in which the items appear in the District Detail search results. Each data item is numbered to correspond to its column head number.

County Number and Name: The county number is a unique identifier assigned to each county for administrative purposes. The numbers correspond to the alphabetic order of county names. (Source: Organization Master Files)

District or Charter Name: The name of the district or charter. For all districts it includes one of the following designators for the governance system:

ISD (Independent School District): A locally elected board of trustees governs the district.

CSD (Common School District): The commissioner's court of the county governs the school district.

MSD (Municipal School District): The city council governs the school district.

Most districts are independent school districts (ISD). Due to space limitations, the "ISD" designation has been omitted but the other designators, "CSD" and "MSD" have been retained. (Source: Organization Master Files)

Region: The education service center (ESC) region from which the district receives educational services. This is not necessarily the service center assignment based upon geographic location, although in most cases they are the same. There are 20 ESCs serving districts in the state. (Source: Organization Master Files)

SSA Status: An indicator of whether or not a district or charter participates in a special education shared services arrangement (SSA). An "F" indicates the district / charter is a fiscal agent, an "M" indicates it is a member, and a blank means it does not participate. For these entities, dollar amounts per student may be distorted because student counts may be reported by one district / charter and budgeted expenditures by another. Districts and charters participating in types of SSAs other than special education SSAs are not indicated. (Source: Special Education SSAs)

1. 2002 Accountability Ratings: No new accountability ratings were assigned for 2003. The rating shown for the district is from 2002 (updated on April 26, 2004). Districts are classified as either Exemplary (EX); Recognized (RE); Academically Acceptable (AA); Academically Unacceptable (AU); Academically Unacceptable due to Special Accreditation Investigation (US); Suspended due to Data Inquiry (DI); or Charter (CS). See the TEA publication, 2002 Accountability Manual: The 2002 Accountability Rating System for Texas Public Schools and School Districts, for a detailed description of the 2002 accountability criteria and standards. (Source: Division of Performance Reporting)

2. Total Number of Schools: A count of schools in a district that have a unique state-assigned nine-digit identifier and had students enrolled as of October 25, 2002. (Source: Organization Master Files; PEIMS, 110)

3. Total Students: The number of students in membership as of October 25, 2002, at any grade, from early education through grade 12. Membership is defined as the count of students enrolled with an average daily attendance status code that is not equal to zero. Students with a status code of zero, meaning enrolled but not in membership, are not included in this item. (Source: PEIMS, 110)

4. % African American: Percentage of total students reported as African American. (Source: PEIMS, 110)

5. % Hispanic: Percentage of total students reported as Hispanic. (Source: PEIMS, 110)

6. % White: Percentage of total students reported as White. (Source: PEIMS, 110)

7. % Other: Percentage of total students reported as either Asian/Pacific Islander or Native American. (Source: PEIMS, 110)

8. % Economically Disadvantaged: Percentage of total students reported as economically disadvantaged. Economically disadvantaged students are those who are reported as eligible for free or reduced-price meals under the National School Lunch and Child Nutrition Program, or other public assistance. Students reported with any one of these status codes may or may not be enrolled in a special program such as compensatory or special education. (Source: PEIMS, 110)

9. % Special Education: Students identified as participating in programs for students with disabilities expressed as a percent of total students. Students are placed in special education by their Admission, Review, and Dismissal (ARD) committee. Students in special education may also be counted in other special programs such as career and technology or bilingual/English as a second language (ESL) education. (Source: PEIMS, 110)

10. % Bilingual/ESL Education: Students identified as participating in bilingual or ESL education expressed as a percent of total students. Students in bilingual/ESL education may also be counted in other special programs such as special or career and technology education. (Source: PEIMS, 110)

11. % Career and Technology Education: Students identified as taking career and technology education courses expressed as a percent of total students. Students taking these courses may also be counted in other special programs such as special or bilingual/ESL education. (Source: PEIMS, 110)

12. % Gifted and Talented Education: Students identified and served in state-approved gifted and talented programs expressed as a percent of total students. Students in gifted and talented education may also be counted in other special programs such as career and technology or bilingual/ESL education. (Source: PEIMS, 110)

13. Attendance Rate (2001-02): The total number of days students were present in 2001-02 divided by the total number of days students were in membership in 2001-02. Only students in grades 1-12 are included in the calculations. (Source: PEIMS, 400)

14. Annual Dropout Rate (2001-02): The total number of students reported as dropouts during 2001-02 in grades 7-12 expressed as a percent of the total number of students in attendance at any time during 2001-02 in grades 7-12. The TEA deletes from the count any student who was erroneously reported as a dropout, such as students who are found to be enrolled in another district, reported as graduates by another district, or students who have received their General Educational Development (GED) certificate.

Districts that report no students dropped out have a zero (0) dropout rate. A period (.) is shown when a district does not have dropout data because only lower grades are offered, or when the value includes one to four 7-12th graders, to protect the students' anonymity. (Source: PEIMS, 203, 400; GED File)

15. Four-Year Dropout Rate (Class of 2002): The number of students who began 9th grade in 1998-99 and were identified as dropouts on or before their expected graduation year of 2001-02. This count is expressed as a percent of the final number of students in the class after four years. Students who transfer out or transfer in are subtracted or added to the denominator, respectively. (Source: PEIMS, 110, 203, 400; GED File)

16. Number of Graduates (Class of 2002): The number of students who graduated during the 2001-02 school year, including the summer of 2002. This count includes 12th grade graduates, as well as graduates from other grades. Counts of graduates identified as receiving special education services are included in this total. (Source: PEIMS, 203)

17. % Graduated (Class of 2002): The number of students who began 9th grade in 1998-99 and graduated before or by the end of their expected graduation year of 2001-02. This count is expressed as a percent of the final number of students in the class after four years. Students who transfer out or transfer in are subtracted or added to the denominator, respectively. (Source: PEIMS, 110, 203, 400; GED File)

18. % Passing All Tests Taken: The total number of students who passed all the TAKS tests they attempted expressed as a percentage of the total number of students who took one or more tests. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

19. % Passing Reading/ELA: For all grades, the total number of students who passed TAKS reading or English Language Arts, expressed as a percentage of the total number of students tested in reading or ELA. (This calculation uses the cumulative passing results from the first and second administrations in grade 3.) The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. Reading is administered to students in grades 3-9; English Language Arts is administered to students in grades 10 & 11. (Source: TAKS)

20. % Passing Writing: For all grades, the number of students who passed TAKS writing, expressed as a percentage of the total number of students tested in writing. The performance of TAKS-tested special education students and students taking the Spanish 4th grade writing test are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

21. % Passing Mathematics: For all grades, the number of students who passed TAKS mathematics, expressed as a percentage of the total number of students tested in mathematics. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

22. % Passing Science: For all grades, the number of students who passed TAKS science, expressed as a percentage of the total number of students tested in science. The performance of TAKS-tested special education students and students taking the Spanish 5th grade science test are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

23. % Passing Social Studies: For all grades, the number of students who passed TAKS social studies, expressed as a percentage of the total number of students tested in social studies. The performance of TAKS-tested special education students are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

24. % African American Students Passing: For all grades and the subject areas of TAKS reading/ELA, writing, mathematics, science, and social studies, the number of African American students who passed all the tests they attempted, expressed as a percentage of the total number of African American students tested on at least one examination. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

25. % Hispanic Students Passing: For all grades and the subject areas of TAKS reading/ELA, writing, mathematics, science, and social studies, the number of Hispanic students who passed all the tests they attempted, expressed as a percentage of the total number of Hispanic students tested on at least one examination. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

26. % White Students Passing: For all grades and the subject areas of TAKS reading/ELA, writing, mathematics, science, and social studies, the number of White students who passed all the tests they attempted, expressed as a percentage of the total number of White students tested on at least one examination. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

27. % Other Students Passing: For all grades and the subject areas of TAKS reading/ELA, writing, mathematics, science, and social studies, the number of Asian/Pacific Islander and Native American students who passed all the tests they attempted, expressed as a percentage of the total number of Asian/Pacific Islander and Native American students tested on at least one examination. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

28. % Economically Disadvantaged Students Passing: For all grades and the subject areas of TAKS reading/ELA, writing, mathematics, science, and social studies, the number of economically disadvantaged students who passed all the tests they attempted, expressed as a percentage of the total number of economically disadvantaged students tested on at least one examination. The performance of TAKS-tested special education students and students taking the Spanish TAKS in grades 3-6 are included. Only students enrolled in the district as of October 25, 2002 are included. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: TAKS)

29. Percent Tested (Class of 2002): The number of graduates of the Class of 2002 who took either the College Board's SAT or the ACT, Inc. ACT assessment, expressed as a percent of all graduates. The count of graduates in the denominator does not include special education graduates; however, special education graduates who took either the SAT or ACT are included in the numerator. (Source: SAT/ACT File; PEIMS, 203)

30. Percent At or Above Criterion (Class of 2002): The number of examinees in the Class of 2002 who, on their most recent test, scored at or above the criterion score (1110 on the SAT or 24 on the ACT) expressed as a percent of all examinees. (Source: SAT/ACT File)

31. SAT - Mean Total Score (Class of 2002): The sum of the mathematics and verbal SAT scores for all students divided by the number of examinees. Total scores for the SAT range from 400 to 1600. These results include only the most recent scores received by the Class of 2002 on an SAT test taken anytime during their high school years. Scores are reported for examinees who expected to graduate during the 2001-02 school year. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: SAT/ACT File)

32. ACT - Mean Composite Score (Class of 2002): The average of the ACT composite scores (an average of English, mathematics, reading, and science reasoning portions of the ACT), created by summing the composite scores and dividing by the number of ACT examinees. Composite scores for the ACT range from 1 to 36. Composite scores include only the most recent scores received by the Class of 2002 on an ACT test taken any time during their high school years. Scores are reported for examinees who expected to graduate during the 2001-02 school year. A period (.) is shown when a district had no test takers, or when the value includes fewer than five students, to protect the students' anonymity. (Source: SAT/ACT File)

33. Total Staff FTE: A count of all personnel employed by the school district as of the fall of the 2002-03 school year, including both professional and paraprofessional positions. All staff counts are expressed as full-time equivalents (FTEs). The appropriate portion of an FTE is allocated to each of the responsibilities associated with an individual based on a percentage of total time worked. Shared services arrangement (SSA) staff and contracted instructional staff are not included in this total. (Source: PEIMS, 050)

34. Total Teacher FTE: The FTE count of personnel categorized as teachers, including special duty and permanent substitute teachers. Substitute teachers should not be confused with persons hired on a daily basis to substitute teach. (Source: PEIMS, 050, 090)

35. % Central Administrative: The FTE count of personnel classified as administrators in the central office expressed as a percent of total staff FTEs. Central office administrators include superintendents, assistant superintendents, business managers, tax assessor-collectors, directors of personnel, and other roles such as instructional officers and athletic directors, if reported at the central office. (Source: PEIMS, 050, 090)

36. % School Administrative: The FTE count of personnel classified as school administrators expressed as a percent of total staff FTEs. School administrators include principals and assistant principals, and other roles such as instructional officers and athletic directors, if reported at a specific school. (Source: PEIMS, 050, 090)

37. % Professional Support Staff: The FTE count of personnel categorized as support staff expressed as a percent of total staff FTEs. Support staff are defined as therapists, psychologists, counselors, diagnosticians, physicians and nurses, librarians, department heads, and miscellaneous other support roles. This category does not include secretaries. (Source: PEIMS, 050, 090)

38. % Teachers: The teacher FTE count expressed as a percent of total staff FTEs. (Source: PEIMS, 050, 090)

39. % Educational Aides: The FTE count of personnel categorized as educational aides, or educational aides/interpreters, expressed as a percent of total staff FTEs. Educational aides perform routine classroom tasks under the general supervision of a certified teacher or teaching team. Interpreters translate for students who are deaf or hearing-impaired. (Source: PEIMS, 050, 090)

40. % Auxiliary Staff: The FTE count of personnel categorized as auxiliary staff expressed as a percent of total staff FTEs. Auxiliary staff are those personnel reported without a role but with a PEIMS employment and payroll record. Examples include food service workers, bus drivers, secretaries, and custodial staff. For auxiliary staff, the FTE is simply the value of the percent of day worked expressed as a fraction. (Source: PEIMS, 050, 090)

41. Average Central Administrative Salary: The sum of all the salaries of central administrators divided by the total FTE count of central administrators. The salary amount is pay for regular duties only; any supplements are excluded. (Source: PEIMS, 060)

42. Average School Administrative Salary: The sum of all the salaries of school administrators divided by the total FTE count of school administrators. The salary amount is pay for regular duties only; any supplements are excluded. (Source: PEIMS, 060)

43. Average Professional Support Staff Salary: The sum of all the salaries of professional support staff divided by the total FTE count of professional support staff. The salary amount is pay for regular duties only; any supplements are excluded. (Source: PEIMS, 060)

44. Average Teacher Salary: The sum of all the salaries of teachers divided by the total FTE count of teachers. The salary amount is pay for regular duties only; supplemental payments for activities such as coaching, band and orchestra assignments, and club sponsorships are excluded. (Source: PEIMS, 060)

45. % Minority: The FTE count of all personnel reported as non-White expressed as a percent of total staff FTEs. (Source: PEIMS, 040)

46. Number of Students Per Total Staff: The total number of students divided by the total staff FTE count. (Source: PEIMS, 050, 110)

47. Number of Students Per Teacher: The total number of students divided by the total teacher FTE count. (Source: PEIMS, 090, 110)

48. % Teachers With 1 or More Permits: The FTE count of teachers holding at least one permit as of the fall of the 2002-03 school year, expressed as a percent of the total teacher FTE count. Teachers with multiple permits are counted only once.

Five types of permits can be issued that meet different situations and require different qualifications: emergency, nonrenewable, temporary exemption, temporary classroom assignment, and district teaching. Teachers holding one or more of any of these five types of permits are included in the count. (Source: PEIMS, 081)

49. % With 5 or Fewer Years of Experience: The FTE count of teachers with zero through five years of total professional experience expressed as a percent of the total teacher FTE count. Total years of professional experience includes experience earned in another Texas school district or in another state. (Source: PEIMS, 040)

50. Average Years of Experience: A weighted average obtained by multiplying each teacher's FTE count by his or her years of experience, summing for all weighted counts, and then dividing by total teacher FTEs. Adjustments are made so that teachers with zero years of experience are appropriately weighted in the formula. (Source: PEIMS, 040)

51. % With Advanced Degrees: The FTE count of teachers with master's or doctorate degrees expressed as a percent of the total teacher FTE count. (Source: PEIMS, 040)

52. Teacher Turnover Rate: The FTE count of teachers not employed in the district in the fall of 2002-03, who were employed in the district in the fall of 2001-02, divided by the teacher FTE count for the fall of 2001-02. Social security numbers of reported teachers are checked to verify their employment status in the same district in the fall of 2002-03. (Source: PEIMS, 050,090)

53. % African American: The FTE count of teachers reported as African American expressed as a percent of the total teacher FTE count. (Source: PEIMS, 040)

54. % Hispanic: The FTE count of teachers reported as Hispanic expressed as a percent of the total teacher FTE count. (Source: PEIMS, 040)

55. % White: The FTE count of teachers reported as White expressed as a percent of the total teacher FTE count. (Source: PEIMS, 040)

56. % Other: The FTE count of teachers reported as Asian/Pacific Islander or Native American expressed as a percent of the total teacher FTE count. (Source: PEIMS, 040)

57. % Regular Education: The FTE count of teachers who serve students receiving regular education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

58. % Special Education: The FTE count of teachers who serve students receiving special education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

59. % Compensatory Education: The FTE count of teachers who serve students receiving compensatory education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

60. % Bilingual/ESL Education: The FTE count of teachers who serve students receiving bilingual or ESL education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

61. % Career and Technology Education: The FTE count of teachers who serve students receiving career and technology education instruction expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

62. % Other Education (Includes Gifted and Talented): The FTE count of teachers who serve students receiving gifted and talented education instruction, students in honors classes, and students served in migrant programs, expressed as a percent of the total teacher FTE count. FTE values are allocated across student population types for teachers who serve multiple populations. (Source: PEIMS, 090)

63. Taxable Value Per Pupil: The district's total taxable property value in 2002 divided by the total number of students in the district in 2002-03. This measure is often referred to as "wealth." The Comptroller's Property Tax Division (CPTD) determines values as part of an annual study that attempts to present uniformly appraised property valuations statewide. The value used in this calculation is the traditional measure of value, not the alternative value which may be used in state funding formulas. (Sources: CPTD Study; PEIMS, 110)

64. Locally Adopted Tax Rate: The sum of each district's locally adopted maintenance and operation (M&O) and debt service (Interest & Sinking fund) tax rates. Rates are expressed per $100 of property value. Taxes based on these rates were to be paid by taxpayers in early 2003. The state value shown is a simple average, calculated as the sum of the district rates divided by the number of districts with rates. (Source: CPTD Self Report)

65. State Aid Per Pupil: The amount of state money distributed to the school district from the Foundation School Fund divided by the district's total count of students in membership. State aid includes the Instructional Facilities Allotment (IFA), the New Instructional Facilities Allotment (NIFA), and the Existing Debt Allotment (EDA). Note that in other published sources, per-pupil state aid is often expressed per student in average daily attendance (ADA) rather than per student in membership. (Sources: Foundation Master; PEIMS, 110)

66. Total Revenue: The total for all revenue budgeted in the general fund (199, including state food services), the National School Breakfast and Lunch Program (240, 701), and the debt service funds (599). Special Revenue Funds (including SSAs) and the Capital Projects Funds (600) are not included. The Financial Accountability System Resource Guide sets standards for revenue accounting. (Source: PEIMS, 030)

67. Total Revenue Per Pupil: Total budgeted revenue divided by total students. (Source: PEIMS, 030, 110)

68. % State: Budgeted revenue from state sources, such as per capita and foundation program payments, revenue from other state-funded programs and revenue from other state agencies, expressed as a percent of total revenue. State revenue includes Teacher Retirement System benefits paid by the state of Texas on behalf of employees in the districts. (Source: PEIMS, 030)

69. % Local and Other: Budgeted revenue from local taxes, other local sources, and intermediate sources expressed as a percent of total revenue. (Source: PEIMS, 030)

70. % Federal: Budgeted revenue received directly from the federal government, from other state agencies, or distributed by the TEA for career and technology education, for programs for educationally disadvantaged children, for food service programs, and for other federal programs, expressed as a percent of total revenue. (Source: PEIMS, 030)

71. Fund Balance (End of 2001-02): The amount of unreserved, undesignated surplus fund balance that existed at the end of the 2001-02 school year. In most districts, this amount is equivalent to the fund balance at the beginning of 2002-03. (Source: Financial Audit Report)

72. % Fund Balance (of 2002-03 Budget): The amount of surplus fund balance expressed as a percent of the total budgeted expenditures (for the general fund) for the current year (2002-03). (Source: Financial Audit Report; PEIMS 030)

73. Total Expenditures: Budgeted outlays of money for all functions and objects, except for expenditures budgeted in fund 600, the Capital Projects Fund. Expenditures that are budgeted in the Special Revenues Funds, including SSAs, are also not included. The Financial Accountability System Resource Guide sets standards for expenditure accounting.

Budgeted expenditures are accounted for using codes for fund, function, object, organization, and in some cases, program area. Expenditures include Teacher Retirement System benefits paid by the state of Texas on behalf of employees in the districts. (Source: PEIMS, 030)

74. % Instructional: The percentage of total expenditures budgeted for instruction in the district. Instructional expenditures include all activities dealing directly with the interaction between teachers and students, including instruction aided with computers; and, expenditures to provide resources for juvenile justice alternative education programs (JJAEPs). (Source: PEIMS, 030)

75. % Central Administrative: The percentage of total expenditures budgeted for central administration in the district. Central administrative expenditures include the general administration of the district, instructional leadership, and data processing services. (Source: PEIMS, 030)

76. % School Leadership: The percentage of total expenditures budgeted for the administration of the schools in the district. These are expenditures for directing and managing a school. (Source: PEIMS, 030)

77. % Plant Services: The percentage of total expenditures budgeted for keeping the physical plant and grounds in effective working condition. This includes security and monitoring services designed to keep student and staff surroundings safe. (Source: PEIMS, 030)

78. % Other Operating: The percentage of total expenditures budgeted for all other operating costs in the district. Other operating expenditures include student support services, student transportation, food services, cocurricular/extracurricular activities, and curriculum and staff development. (Source: PEIMS, 030)

79. % Non-Operating: The percentage of total expenditures budgeted for non-operating costs in the district. Non-operating expenditures include capital outlay not made from the Capital Projects Fund (fund 600); debt service expenditures; and community services expenditures. (Source: PEIMS, 030)

80. Total Operating Expenditures: The sum of all expenditures budgeted for the operation of the district. Operating expenses include payroll, professional and contracted services, and supplies and materials. Operating expenditures are a subset of total expenditures; they do not include debt service, capital outlay, or community services. (Source: PEIMS, 030)

81. Total Operating Expenditures Per Pupil: Total operating expenditures divided by total students. (Sources: PEIMS, 030, 110)

82. Total Instructional Expenditures: The sum of budgeted expenditures for all activities dealing directly with the interaction between teachers and students, including instruction aided with computers; and, expenditures to provide resources for JJAEPs. (Source: PEIMS, 030)

83. Total Instructional Expenditures Per Pupil: Budgeted instructional expenditures divided by total students. (Sources: PEIMS, 030, 110)

84. % Regular Education: Expenditures budgeted for the regular education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

85. % Special Education: Expenditures budgeted for the special education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

86. % Compensatory Education: Expenditures budgeted for the compensatory education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

87. % Bilingual/ESL Education: Expenditures budgeted for the bilingual and ESL education programs expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

88. % Career and Technology Education: Expenditures budgeted for the career and technology education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

89. % Gifted and Talented Education: Expenditures budgeted for the gifted and talented education program expressed as a percent of total instructional expenditures. (Source: PEIMS, 030)

Snapshot 2003 | Snapshot | Performance Reporting