Mayors Report Card On Education

THE GEORGE W.
BUSH INSTITUTE PRESENTS
Mayors Report
Card on Education
JANUARY 2015
INFORMED AND ENGAGED FOR STUDENT SUCCESS
Quality education
for everyone, of every
background, remains one
of the most urgent civil
rights issues of our time.
President George W. Bush
(Remarks at the Civil Rights Summit at the Lyndon Baines Johnson
Presidential Library, Thursday, April 10, 2014)
THE GEORGE W. BUSH INSTITUTE PRESENTS
Mayors Report
Card on Education
JANUARY 2015
INFORMED AND ENGAGED FOR STUDENT SUCCESS
THE BUSH INSTITUTE AT THE GEORGE W. BUSH PRESIDENTIAL CENTER

Housed within the George W. Bush Presidential Center, the George W. Bush Institute is an
action-oriented, nonpartisan policy organization with the mission of cultivating leaders and
advancing policies to solve todays most pressing challenges. It raises current and thoughtprovoking issues and builds programs to address the challenges facing our nation and our
world. The work of the Bush Institute is inspired by the principles that guided the Bushes
in public life: education is the foundation of a successful life; freedom is a universal human
desire; free enterprise is the engine of economic prosperity; and every human life is precious.
The Bush Institutes Education Reform effort works to increase student achievement through
programs focused on accountability, school leadership, and middle school transformation.
The Education Reform initiative advocates holding schools accountable for teaching all
students, which includes collecting transparent, comparable, and reliable data to inform
school improvement.
ACKNOWLEDGEMENTS
We want to acknowledge Dallas Mayor Mike Rawlings for his interest in this project and for
bringing usable data to his fellow mayors. This report would not have been possible without
Katherine Ward and Chris Given from Collaborative Communications Group. They expertly
helped us translate data to inform mayors on education and learning. Finally we would
like to thank ACT, Inc., which willingly shared data to help make it clear how students are
performing across the nation.
TABLE OF CONTENTS
Introduction to the Mayors Report Card on Education
Summary of Key Findings
City Reports
10
Appendices 78
Sources and Methodology
82
INTRODUCTION
THE NEED FOR TRANSPARENT, OBJECTIVE, AND RELIABLE DATA
Making robust and reliable information about schools accessible is one of the most powerful
ways to foster engagement and promote informed decisions that will shape our communities.
Furthermore, there is a need for this information to be compared across state lines.
This report provides comparable information at the district and city level so mayors can
engage in their citys education landscape. Our hope is that this report allows mayors and
others to understand each citys context, chart progress, and identify challenges in public
education. We also hope that the report helps mayors engage with policymakers, parents,
superintendents, educators, and other key stakeholders as they improve public education.
Though education data is frequently collected and aggregated at the state level, data is rarely
synthesized across cities. This report is unique because this information has been collected
and presented for mayors and members of the public in a straightforward, easy-to-use format.
It offers data that mayors can use to inform their perspective and work effectively within their
cities and with other mayors, sharing best practices and local initiatives.
What gets measured, gets done.

Margaret Spellings, President,
George W. Bush Presidential Center
We believe that what gets measured, gets

done. Schools and cities are doing many
innovative and important things to support
the needs of all students. But how do we
know if these innovations are effective?
In short, we measure results. Measuring
results provides mayors and others with
information about how schools are
performing in their own cities and in other
cities, as well as how students are achieving.
Mayors can use this data to advocate for
programs and policies that improve the
achievement of all children in their cities.
There is no single source for viewing information about schools. The baseline set of data
here is simply a starting point. Our country needs an education system that will well serve
Americas diverse student body. That means preparing every student for a world that will
require them to think creatively, reason through problems, and respond to fast-changing
circumstances. To create such a system, we need better data and to make better use of that
data. This report is a first step in doing just that.
CHALLENGES AND OPPORTUNITIES OF 21ST CENTURY SCHOOLING

There are two inescapable realities facing American education: the growing diversity of the nations
students and the unrelenting demand for jobs that require employees to solve problems, innovate,
and adapt. Middle-skill jobs continue to decline as jobs that require critical thinking skills increase
each decade. The degree to which we prepare students from all backgrounds for high-skill jobs will
determine their economic and social mobility. Even more pressing, what happens in our classrooms
will impact the growth of our economy.
There is a growing temptation to lower expectations. While we often hear a rallying cry against
too much testing, state leaders, policymakers, educators, and parents need annual, statewide,
comparable assessments. These assessments produce the data schools need to understand the
performance of their students. More than ever, we need to know whether students are on the path
to rewarding jobs. We cant know that without measuring student achievement. That means testing
students and making sure the results from these annual, objective exams are compiled in a manner
that is clear to all.
The good news is that we are seeing initiatives to raise standards implemented in more than 40
states. State boards of education have adopted higher academic standards, professional development
related to new standards is underway, and materials are being developed to meet these standards. But
without accountability, standards alone do not lead to increased student achievement in isolation.
We present this report as a starting point for compiling available data from multiple sources,
understanding what is found in the data, and helping inform mayors about what is needed to help
prepare all students for success in college and in the workforces of our cities.
ABOUT THE INFORMATION

The data in this report describes a few key indicators. These include
a high-quality education for every student;

supported pathways to college and career;
early childhood education that prepares students for the classroom; and
effective educators and principals.
This is a report on key topics in public education, supported by data from 33 cities. It is important
to note the limitations in data available to compile this report. There is no single clearinghouse to see
how a single school district or city is performing, particularly compared to another city or district.
This fact limited the amount and types of comparable data that we could obtain. Where consistent,
high-quality data do not exist, we used the best data available.
The limited amount of comparable data between cities is concerning. Mayors, parents, school leaders,
policymakers, and the general public need information on how students and schools are performing.
Without it, we cannot make informed decisions on how to improve our schools.
Finally, when comparing cities, one must consider the different attributes of each district. Each district
has different populations and governance structures that shape the public policy environment. These
qualities may also impact educational outcomes in different and important ways.
The majority of the data contained in this report came from the National Center for Education
Statistics (NCES), the National Assessment of Educational Progress (NAEP), the Office of Civil
Rights (OCR) Civil Rights Data Collection (CRDC), and ACT. The data sources will be summarized
in each the following sections. More detailed information on methodology can be found on page 82.
Armed with these observations and data as a starting point, mayors can work with their communities
to address important needs or accelerate change.
SUMMARY
CITIES AND DISTRICTS INCLUDED IN THE REPORT
The 33 cities in this report were chosen based on the the availability of comparable student
achievement data and information of interest to mayors. Among these 33 cities, 21 participate
in the NAEP Trial Urban District Assessment (TUDA), the only publicly available assessment
that allows comparisons
across state lines.
5-Year Change in Enrollment, 20072012
TUDA explores the
10
10
feasibility of using
9
10
10
NAEP to report on the
9
Spotlight Districts
performance of students
# OFDistricts
DISTRICTS
Spotlight
6
in multiple subject
# OF DISTRICTS
6
5
areas in select urban
4
5
districts. These cities
3
4
were chosen because
3
1
of the availability of
1
comparable student
0
>10%
510%
05%
05%
510%
>10%
achievement data.
0
In addition to these
21 TUDA cities and
their corresponding
districts, we included
12 additional cities and
districts with available
data in areas other than
student achievement
that could be used for
comparison.
100 Largest Districts

# OFDistricts
DISTRICTS
100 Largest
# OF DISTRICTS
Declining
Enrollment
>10%
510%
05%
Increasing
Enrollment
05%
510%
>10%
Declining Enrollment
Increasing Enrollment
29
30
30
24
24
29
20
20
15
15
13
6
6
13
0
This report contains a
05% 510% >10%
>10% 510% 05%
0
district report card for
Declining
Enrollment
Increasing
Enrollment
05%
510%
>10%
>10%
510%
05%
each city, showing basic
Declining Enrollment
Increasing Enrollment
facts such as enrollment
and school revenue,
student achievement data, early childhood data, information on teachers, and college and career
readiness data. These report cards offer a snapshot of education in each of the 33 cities.
Basic facts about each district and city are included in order to provide contextual knowledge,
such as school district enrollment and information on revenue sources. Enrollment numbers for
school districts were collected from the NCES Common Core of Data (CCD) LEA Universe Survey.
About half the cities in this report have a growing enrollment, which is also the case for the
100 largest districts in the nation. Seattle Public Schools, for example, has a student population
that has increased 11 percent in the past five years. On the other hand, Detroit Public Schools,
Cleveland Metropolitan School District, D.C. Public Schools, Indianapolis Public Schools,
the School District of Philadelphia, and Newark Public Schools show double-digit declines in
enrollment.
Rapidly changing enrollment numbers are a problem for many large urban districts. Large
shifts in either direction present management and administrative challenges. These include
making adjustments in school funding and staffing and determining the need for school
closures and staff layoffs.
Each district varies widely in the amount of school revenue that comes from local sources, such
as taxes and fees. Atlanta Public Schools and Austin Independent School District derive nearly
70 percent of their school budgets locally, while just 11 percent of Newarks budget comes
from the city.
District Revenue by Source, 2011
Local
100%
State
Federal
75%
50%
25%
District of Columbia
Austin
Atlanta
San Francisco
Boston
Las Vegas
Denver
Houston
Dallas
Nashville
Miami
Columbus
New York City
Louisville
Seattle
Oklahoma City
Chicago
Charlotte
Tampa
Philadelphia
San Antonio
Saint Paul
Milwaukee
Cleveland
San Diego
Los Angeles
Sacramento
Indianapolis
Detroit
Baltimore
Fresno
Albuquerque
Newark
0%
A HIGH-QUALITY EDUCATION FOR EVERY STUDENT

A high-quality education provides the skills necessary for all students to pursue a college degree
or achieve a sustainable career. Not only does every student deserve this opportunity but also
our success as a nation depends upon it.
The Nations Report Card, or the National Assessment of Educational Progress (NAEP), is
an independent representative measure of what Americas students know in core subjects such
as reading and math. Not all cities participate in the NAEP Trial Urban District Assessment
(TUDA). This measure of student achievement was available for 21 of the 33 cities in this report.
Schools are carefully selected to be in the NAEP samples according to demographic

characteristics that make the samples collectively representative of all the nations students
in grades 4, 8, and 12 in public and private schools. In addition, the National Assessment
Governing Board invites a select number of districts with certain characteristics, including
having a population of 250,000 or more and having a student population that is at least 50
percent minority and low-income students, to participate in TUDA. The number of districts able
to participate each year is limited due to federal funding for the program.
NAEP tests students in grades 4, 8, and 12 and reports on student performance using three
achievement levels: Basic, Proficient, and Advanced. Students performing at the Basic level
show partial mastery of the knowledge and skills that are fundamental for each grade. NAEP
achievement levels, often higher than performance levels set by state accountability tests, offer
a consistent and stable measure for comparing student achievement across states and large cities.
NAEP scores have generally trended slightly upward over the last decade, both for the nation
and for cities that participate in TUDA. In 2013, TUDA scores in mathematics and reading for
two cities in this report, Austin and Charlotte, were higher than those scores for other large
cities in the nation. Scores for the District of Columbia showed significant gains in all four grade
and subject areas and scores for Los Angeles showed significant gains in three of four grade and
subject areas. Despite these gains, scores in nine cities, Baltimore, Chicago, Cleveland, Detroit,
the District of Columbia, Fresno, Los Angeles, Milwaukee, and Philadelphia, were lower than
other large city averages in mathematics and reading. Page 78 shows the combined NAEP scores
by subgroup for all spotlight cities.
NAEP Proficiency Over Time
Mathematics
4th Grade
250
250
240
242
234
Mathematics
8th Grade
231
230
226
285
284
280
273
272
270
224
220
260
210
250
263
253
208
203
2000
244
2003 2005 2007 2009 2011 2013
2000
2003 2005 2007 2009 2011 2013

276
232
230
Reading
4th Grade
294
290
224
220
222
213
210
207
206
200
Reading
8th Grade
270
190
190
2000 2002
2005 2007 2009 2011 2013
268
264
260
256
250
190
272
250
247
245
2002
All Students
2005 2007 2009 2011 2013

White
Black
Hispanic
NAEP data shows that racial and income-based achievement gaps among our youth are not
closing fast enough. NAEP scores show significant gains among U.S. students in 2000 and
2009 as compared with the previous decade. However, the growth of NAEP scores has slowed
dramatically since 2009. Fourth-grade math scores, for instance, climbed 14 points between
2000 and 2009, but only two points over the next four years.
SUPPORTED PATHWAYS TO COLLEGE AND CAREER

Students are college and career ready when they have the knowledge, skills, and preparation
needed to enroll and succeed in college or obtain a job that offers a living wage and the chance
for career advancement. National graduation rates have improved seven percentage points
from 2007 to 2012, driven largely by gains
Graduation Rates, 2011
from groups that have historically lagged
behind (Education Week Research Center,
0%
25%
50%
75%
2014).
Yet, when we take a closer look at higher
education in the United States, we see the
warning signs ahead: Among advanced
economies, our youngest workers rank 15th
out of 34 nations in the percentage of college
diplomas earned. Of all Americans enrolled
in post-secondary education, fewer than
half will earn a degree within six years. By
2018, two-thirds of all jobs will require some
postsecondary education. But, as of now, only
about 40 percent of American adults hold a
two- or four-year degree (U.S. Chamber of
Commerce, 2012).
Education is a continuum that spans
from pre-kindergarten through college.
When our schools fail to prepare students,
colleges, universities, businesses, and
students themselves pay the price for being
unprepared. Currently one-third of students
enter college or career training needing
remedial work in reading, writing, and/or
math (NCES, 2013).
Graduation rates can be compared across
cities. The data in this report was collected
from the Adjusted Cohort Graduation Rates
(ACGR) for the 20102011 school year, the
most recent year of available data. These rates
are calculated by state education agencies
with guidance from the U.S. Department
of Education. As the chart on the right
demonstrates, graduation rates still vary
widely among cities.
100%
San Diego
San Francisco
Austin
Houston
National
Dallas
Columbus
Nashville
Seattle
New York City
San Antonio
Charlotte
Chicago
Sacramento
Fresno
Miami
Tampa
Baltimore
Indianapolis
Boston
Saint Paul
Albuquerque
Milwaukee
Los Angeles
Newark
Detroit
Las Vegas
Cleveland
Denver
Philadelphia
Atlanta
Louisville
N/A
Oklahoma City
N/A
Percentage of ACT Test Takers Nationwide

Proficient in More Than Three Subjects, 2014
RACE
63%
39%
49%
25%
48%
34%
23%
20%
21
22.3
17
18.8
18.3
Black
Hispanic
$36k or less
11%
White
Avg Score
INCOME
20.4
22.1
24
More than $100k
50%
ALL
$60k$100k
75%
$36k$60k
100%
All
Another comparison to consider

is ACT scores, which measure
high school achievement and
college readiness. In particular,
we can compare the percentage
of test takers who attain ACTs
college ready benchmark
in at least three tested subject
areas. As we might expect
extrapolating from the student
achievement data above, gaps
persist between minority and
low-income students and their
white and higher-income peers.
Page 79 shows the average
composite ACT score for all
spotlight cities.
EARLY CHILDHOOD EDUCATION THAT

PREPARES STUDENTS FOR THE CLASSROOM
Birth through age five is a critical time for children to develop the physical, emotional, social,
and cognitive skills they need to succeed in life. High-quality preschool and early reading
experiences can overcome the effects of poverty and other impediments to achievement. In
addition to providing for K12 public schools, more states are creating and funding prekindergarten programs to help students enter school ready to learn.
The availability, type, and eligibility requirements of district pre-k services are provided by the
Office of Civil Rights (OCR) Civil Rights Data Collection (CRDC) for the 20112012 school
year. The data show 94 percent of districts offer some level of pre-k services to students, and
52 percent deliver pre-k to all four-year-old students within district boundaries. Page 80 shows
pre-k services offered in each city.
Percentage of Spotlight Districts Offering Pre-K Services, 2012
52%
94%
94%
Pre-K Services
for All Students
Pre-K Services for

Special Education Needs
Pre-K Services for

Low-Income Students
It is important to pay attention to the quality of pre-k programs as well as the number of
children accessing them. When young children are afforded an environment rich in language
and literacy interactions, they begin to acquire the skills needed for learning how to read.
Children entering school without these essential abilities run the risk of startingand staying
behind in school.
EFFECTIVE EDUCATORS AND PRINCIPALS

ARE KEY TO IMPROVING SCHOOLS
Research shows that an effective teacher is the most important in-school factor for improving
student achievement (Rand Corp., 2012). Students can gain five to six additional months of
learning under an effective teacher as compared to an ineffective teacher. As teachers gain
experience, their skills can increase.
In addition, effective school leaders are critical
to school success and student achievement.
Many studies illustrate the important benefits of
effective school leaders for teachers, pointing to
the significant influence on teacher satisfaction,
development, and retention (Marzano, Waters, &
McNulty, 2005). Districts can and should develop
and provide the tools, supports, and organizational
culture that enable well-prepared principals to be
successful.
One way districts can support principals in
retaining effective teachers is by offering fair
compensation. Average teacher salaries are
provided by the OCR CRDC for the 20112012
school year. In this report, salaries have been
adjusted using the Council for Community and
Economic Researchs (CCER) Cost of Living Index
(COLI), provided by the U.S. Census Bureau.
The median average teacher salary among the 33
cities included in this report is $52,074, adjusted to
the national average cost of living. Page 81 shows
the average teacher salary for all spotlight cities.
Distribution of Average
Teacher Salaries, 2011
w/ Pay for Performance
w/o Pay for Performance
$70,000
$60,000
$52,074 MEDIAN SALARY

$50,000
$40,000
$30,000
In recent years, districts across the nation have

been exploring alternative pay for performance
compensation structures that involve rewarding
teachers not just for how long they have been
teaching but how well. An increasing number
of cities in this report are adopting teacher
compensation models linked to teacher performance.
10
CITY REPORTS
Albuquerque 12
Detroit 34
New York City
Atlanta 14
Newark 58
Austin 16
Fresno 38
Oklahoma City
Baltimore 18
Houston 40
Philadelphia 62
Boston 20
Indianapolis 42
Sacramento 64
Charlotte 22
Las Vegas
44
Saint Paul
66
Chicago 24
Los Angeles
46
San Antonio
68
Cleveland 26
Louisville 48
San Diego
70
Columbus 28
Miami 50
San Francisco
72
Dallas 30
Milwaukee 52
Seattle 74
Denver 32
Nashville 54
Tampa 76
36
56
60
11
AL B U QU E R Q U E
MAYOR
Richard J. Berry
DISTRICT FACTS
ENROLLMENT
ALBUQUERQUE PS
Change in Enrollment
162 schools | 94,083 students
n White
125%
1st largest district in the state
100%
32nd largest district in the nation
n Black
n Hispanic
0%
0%
+1%
1%
2%
2%
2007
2008
2009
2010
2011
2012
75%
Each city is represented in this report by

a large local public school district. In
50%
many cases, this district does not include

public charter schools and may include
25%
schools outside of the city itself.

0%
DISTRICT REVENUE
2012 Enrollment by Subgroup
n Local 18%
n White
n State 68%
n Asian/PI 2%
22%
n Black
2%
n Hispanic 66%
n Am. Indian 4%
n Multiracial 3%
n Federal 14%
Special education 15%
(s15%)
English learners
17%
(s3%)
STUDENT ACHIEVEMENT
Combined NAEP Score by Subgroup, 2013
1,200
4th Grade Mathematics
50%
40%
30%
1,100
20%
1056
10%
1,000
2003
2013
4th Grade Reading
DISTRICT AVG 971
0%
50%
2003
2013
8th Grade Reading
944
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%
Estimated % of subgroup qualifying for free or reduced-price meals

n White
n Black (insufficient sample size)
n Hispanic
This districts students are highlighted; other districts shown faded for comparison.
12
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg
Mayors Report Card on Education

Sources and Methodology, p.82
TEACHERS
Pre-K Availability, 2012
Avg Teacher Salary, 2011
4 Full-day
Adjusted for Cost of Living
$36,971
4 Part-day
ALBUQUERQUE
EARLY CHILDHOOD
$36,749
Albuquerques teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
n w/ Pay for Performance
OUT-OF-SCHOOL SUSPENSIONS
Female Student Suspension Rate, 2012
White
Male Student Suspension Rate, 2012
3%
White
Hispanic 7%
Black
8%
Hispanic 16%
6%
Black
9%
GRADUATION RATE
NM COLLEGE PATHWAYS
4-Year High School Graduation Rate, 2011
Of those students who enroll full-
District
63%
State
63%
time in 4-year public colleges:
70%
Persist to their sophomore year
National 79%
6%
Graduate on time
24%
COLLEGE READINESS
Graduate within 150% time
% of ACT takers college ready in 3+ subject tests, 2014
RACE
59%
58%
45%
18.4
18.4
19.1
45%
3%
20.1
22
23.5
More than $100k
18%
$60k$100k
23.3
White
All
20.5
20% 22%
30%
$36k$60k
US Avg 34%
25%
Avg Score
INCOME
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
5%
13
AT LA N TA
MAYOR
Kasim Reed
DISTRICT FACTS
ENROLLMENT
ATLANTA PS
n White
125%
6th largest district in the state
100%
95th largest district in the nation
n Black
n Hispanic
0%
2%
2%
0%
0%
1%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 68%
n White
n State 18%
n Asian/PI 1%
14%
n Am. Indian 0%
(t3%)
n Black
77%
n Hispanic 6%
n Multiracial 1%
n Federal 14%
English learners
3%
(s10%)
STUDENT ACHIEVEMENT
1,200
50%
40%
1,126
30%
1,100
20%
10%
1,000
2003
DISTRICT AVG 969
2013
4th Grade Reading
958
0%
50%
936
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
14
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$49,606
8 Part-day
ATLANTA
EARLY CHILDHOOD
$51,915
Atlantas teacher compensation model does not include pay for performance.
ELIGIBILITY
4 Students with disabilities (IDEA)
4 Students in Title I schools
$30,000
4 Students from low-income families
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 2%
Black
8%
Hispanic 5%
40%
Black
41%
GRADUATION RATE
GA COLLEGE PATHWAYS
District
52%
State
67%
82%
National 79%
24%
Graduate on time
57%
COLLEGE READINESS
47%
26.1
7%
16.9
16.7
17.3
14%
17.6
22%
18.8
Of those students who enroll fulltime in 2-year public colleges:
55%
5%
22.4
More than $100k
17.6
9% 13%
$36k$60k
13%
$60k$100k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
68%
Black
50%
ALL
White
75%
All
100%
Graduate on time
14%
15
AU STI N
MAYOR
Stephen Adler
DISTRICT FACTS
ENROLLMENT
AUSTIN ISD
n White
125%
100%
n Black
n Hispanic
0%
+1%
+3%
+4%
+5%
+5%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 69%
n White
n State 17%
n Asian/PI 4%
25%
n Black
9%
n Hispanic 60%
n Am. Indian 0%
n Multiracial 2%
n Federal 14%
(s1%)
English learners
25%
(s90%)
STUDENT ACHIEVEMENT
1,200
50%
40%
1,113
1,100
30%
20%
10%
DISTRICT AVG 938
1,000
2003
2013
4th Grade Reading
968
0%
50%
2003
2013
8th Grade Reading
945
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
16
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

AUSTIN
EARLY CHILDHOOD
TEACHERS
4 Full-day
$41,040
8 Part-day
$42,985
Austins teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 6%
Black
6%
Hispanic 13%
10%
Black
16%
GRADUATION RATE
TX COLLEGE PATHWAYS
District
80%
State
86%
88%
National 79%
25%
Graduate on time
56%
COLLEGE READINESS
RACE
60%
44%
19.3
18%
18.6
3%
21.3
23.9
25.5
More than $100k
17.2
$60k$100k
25.8
White
All
21.9
24%
$36k$60k
13%
64%
40%
US Avg
25%
Avg Score
INCOME74%
75%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
8%
17
B ALTI M O R E
MAYOR
Stephanie Rawlings-Blake
DISTRICT FACTS
ENROLLMENT
BALTIMORE CITY PS
n White
125%
100%
n Black
n Hispanic
0%
+1%
+2%
+3%
+4%
+4%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 19%
n White
n State 62%
n Asian/PI 1%
8%
n Black
85%
n Hispanic 5%
n Am. Indian 0%
n Multiracial 0%
n Federal 19%
(t1%)
English learners
4%
(N/A)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,044
10%
1,000
2003
2013
4th Grade Reading

DISTRICT AVG 939
0%
50%
2003
2013
8th Grade Reading
40%
927
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic (insufficient sample size)
18
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$60,126
8 Part-day
BALTIMORE
EARLY CHILDHOOD
$50,370
Baltimores teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 2%
Black
5%
Hispanic 4%
38%
Black
47%
GRADUATION RATE
MD COLLEGE PATHWAYS
District
66%
State
83%
88%
National 79%
38%
Graduate on time
64%
COLLEGE READINESS
US Avg
29%
11% 7%
15.7
16.4
16.6
16.1
17%
18.3
5%
19.4
More than $100k
22.6
9%
$60k$100k
16.4
5%
$36k$60k
10%
68%
53%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
13%
19
B OSTON
MAYOR
Martin J. Walsh
DISTRICT FACTS
ENROLLMENT
BOSTON PS
n White
125%
100%
n Black
n Hispanic
0%
0%
1%
0%
2%
2%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 62%
n White
n State 26%
n Asian/PI 9%
13%
n Black
36%
n Hispanic 40%
n Am. Indian 0%
n Multiracial 2%
n Federal 12%
(t4%)
English learners
28%
(s49%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
1,082
20%
10%
1,000
2003
DISTRICT AVG 991
2013
4th Grade Reading
969
952
0%
50%
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
20
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
4 Part-day
BOSTON
EARLY CHILDHOOD
$78,667
$59,378
Bostons teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
Hispanic 3%
Black
10%
White
4%
Hispanic 8%
Black
16%
GRADUATION RATE
MA COLLEGE PATHWAYS
District
64%
State
83%
National 79%
75%
33%
Graduate on time
COLLEGE READINESS
At the time of publication, no ACT data is available for Boston
Public Schools.
58%
53%
US Avg
4%
Graduate on time
14%
21
C H A R LO TTE
MAYOR
Mayor Daniel Clodfelter
DISTRICT FACTS
ENROLLMENT
CHARLOTTE-MECKLENBURG SD
n White
125%
2nd largest district in the state
100%
n Black
n Hispanic
0%
+2%
+2%
+4%
+5%
+8%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 40%
n White
n State 47%
n Asian/PI 5%
31%
n Am. Indian 0%
(t16%)
n Black
42%
n Hispanic 19%
n Multiracial 2%
n Federal 13%
English learners
10%
(t30%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,109
1,100
20%
10%
DISTRICT AVG 1,029
1,000
2003
993
974
2013
4th Grade Reading
0%
50%
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
22
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$35,294
8 Part-day
CHARLOTTE
EARLY CHILDHOOD
$37,864
Charlottes teacher compensation model does not include pay for performance.
ELIGIBILITY
Eligibility categories not specified.
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 5%
Black
11%
Hispanic 12%
26%
Black
35%
GRADUATION RATE
NC COLLEGE PATHWAYS
District
74%
State
78%
84%
National 79%
37%
Graduate on time
64%
COLLEGE READINESS
62%
55%
18.7
22.8
15.9
17%
17.4
All students in this district take the ACT.

Scores may be lower relative to other districts.
24%
18.6
49%
9%
12%
16.7
21
23.4
More than $100k
8%
$60k$100k
27%
$36k$60k
US Avg
42%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
14%
23
C H I C A GO
MAYOR
Rahm Emanuel
DISTRICT FACTS
ENROLLMENT
CHICAGO PS
n White
125%
100%
0%
+3%
2007
2008
n Black
n Hispanic
0%
1%
1%
3%
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 44%
n White
n State 36%
n Asian/PI 4%
9%
n Black
40%
n Hispanic 45%
n Am. Indian 0%
n Multiracial 2%
n Federal 20%
(t5%)
English learners
16%
(t12%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,072
10%
1,000
2003
DISTRICT AVG 959
2013
4th Grade Reading
958
0%
50%
2003
2013
8th Grade Reading
40%
923
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
24
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$70,564
4 Part-day
CHICAGO
EARLY CHILDHOOD
$60,378
Chicagos teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 6%
Black
6%
Hispanic 11%
26%
Black
36%
GRADUATION RATE
IL COLLEGE PATHWAYS
District
74%
State
84%
75%
National 79%
38%
Graduate on time
61%
COLLEGE READINESS
54%
44%
US Avg
16.6
15%
18.2
17.5

66%
10%
19.6
21.7
23.4
More than $100k
23.4
18%
$60k$100k
18
9%
$36k$60k
18%
57%
28%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
21%
25
C L E V E LA N D
MAYOR
Frank Jackson
DISTRICT FACTS
ENROLLMENT
CLEVELAND METROPOLITAN SD
n White
125%
100%
141st largest district in the nation
0%
6%
7%
14%
n Black
n Hispanic
18%
75%

24%
50%

25%

0%
DISTRICT REVENUE
2007
2008
2009
2010
2011
2012
n Local 24%
n White
n State 55%
n Asian/PI 1%
15%
n Black
67%
n Hispanic 14%
n Am. Indian 0%
n Multiracial 3%
n Federal 21%
(s9%)
English learners
7%
(s30%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,000
2003
2013
4th Grade Reading
0%
50%
954
2003
2013
8th Grade Reading
40%
900
904
DISTRICT AVG 897

100k
0%
30%
880
500k
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
26
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$69,048
4 Part-day
CLEVELAND
EARLY CHILDHOOD
$68,332
Clevelands teacher compensation model includes pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 5%
Black
8%
Hispanic 9%
28%
Black
37%
GRADUATION RATE
OH COLLEGE PATHWAYS
District
56%
State
80%
86%
National 79%
30%
Graduate on time
60%
COLLEGE READINESS

61%
US Avg
5%
16%
9% 12%
7%
15.6
15.8
16.2
16.7
17.9
15.1
More than $100k
17.8
5%
$60k$100k
15.9
17%
$36k$60k
7%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
3%
Graduate on time
9%
27
C OLU M B U S
MAYOR
Michael B. Coleman
DISTRICT FACTS
ENROLLMENT
COLUMBUS PS
n White
125%
n Hispanic
0%
3%
4%
8%
9%
9%
2007
2008
2009
2010
2011
2012
100%
n Black
75%

50%

25%

0%
DISTRICT REVENUE
n Local 47%
n White
n State 35%
n Asian/PI 2%
27%
n Black
57%
n Am. Indian 0%
n Hispanic 8%
n Multiracial 5%
n Federal 18%
(s2%)
English learners
11%
(s9%)
STUDENT ACHIEVEMENT
Proficiency on the State Assessment
100%
79%
80%
79%
78%
75%
75%
50% 55%
50%
48%
50%
25%
25%
0%
0%
This district does not participate in the Trial
100%
77%
80%
Urban District Assessment (TUDA) from

the National Assessment of Educational
Progress (NAEP). Therefore, the data
53%
51%
54%
displayed here is from the respective state

assessments and cannot be compared with
data from cities in other states. The number
of districts that are able to participate in
2012
2013
2014
2012
2013
2014
TUDA is limited by federal funding. In

addition, TUDA districts must meet selection
criteria including district size, percentages
100%
4th Grade Reading

84%
88%
86%
63%
68%
65%
2012
2013
2014
n This District
28
86%
87%
50% 62%
70%
71%
2013
2014
25%
25%
0%
of minority students, and percentages of
8th Grade Reading

83%
75%
75%
50%
100%
0%
2012
n State Avg
low-income students.

TEACHERS
4 Full-day
$55,725
4 Part-day
COLUMBUS
EARLY CHILDHOOD
$60,568
Columbus teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
5%
White
Hispanic 4%
Black
13%
Hispanic 9%
30%
Black
46%
GRADUATION RATE
OH COLLEGE PATHWAYS
District
76%
State
80%
86%
National 79%
30%
Graduate on time
60%
COLLEGE READINESS

61%
35%
20.5
9%
9%
16.5
17
16.6
39%
20%
18.5
3%
20.9
21.6
More than $100k
17.5
7%
$60k$100k
14%
34%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
9%
29
D ALLA S
MAYOR
Mike Rawlings
DISTRICT FACTS
ENROLLMENT
DALLAS ISD
n White
125%
100%
n Black
n Hispanic
0%
0%
0%
0%
0%
+1%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 54%
n White
n State 26%
n Asian/PI 1%
5%
n Am. Indian 0%
(t7%)
n Black
24%
n Hispanic 69%
n Multiracial 1%
n Federal 20%
English learners
36%
(s130%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,000
2003
4th Grade Reading
968
DISTRICT AVG 965
2013
0%
50%
934
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White (insufficient sample size)
n Black
n Hispanic
30
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

DALLAS
EARLY CHILDHOOD
TEACHERS
4 Full-day
$51,715
4 Part-day
$56,289
Dallas teacher compensation model includes pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 7%
Black
5%
Hispanic 17%
20%
Black
30%
GRADUATION RATE
TX COLLEGE PATHWAYS
District
77%
State
86%
88%
National 79%
25%
Graduate on time
56%
COLLEGE READINESS
68%
61%
46%
23.7
16.3
16.8
17%
18
24%
19.1
64%
3%
21.4
24.8
More than $100k
17.2
9% 11%
$60k$100k
14%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
8%
31
D ENV E R
MAYOR
Michael B. Hancock
DISTRICT FACTS
ENROLLMENT
DENVER PS
n White
125%
0%
+2%
2007
2008
100%
+6%
+7%
2009
2010
n Black
n Hispanic
+11%
+14%
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 59%
n White
n State 24%
n Asian/PI 4%
21%
n Black
14%
n Am. Indian 1%
n Hispanic 58%
n Multiracial 3%
n Federal 17%
Special education
English learners
32%
(s24%)
STUDENT ACHIEVEMENT
100%
75% 71%
72%
72%
50% 56%
58%
60%
100%

75%
50%
25%
25%
0%
0%
52%
51%
37%
39%
52%
43%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75% 67%
50%
49%
68%
67%
52%
51%
2012
2013
2014
n This District
32
75% 67%
67%
66%
47%
47%
49%
2012
2013
2014
50%
25%
25%
0%
8th Grade Reading
100%
0%
n State Avg

DENVER
EARLY CHILDHOOD
TEACHERS
4 Full-day
$65,929
4 Part-day
$63,883
Denvers teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 8%
Black
7%
Hispanic 19%
14%
Black
22%
GRADUATION RATE
CO COLLEGE PATHWAYS
District
56%
State
74%
73%
National 79%
29%
Graduate on time
52%
COLLEGE READINESS
58%
23.7
10%
16.4
16.9
16.8

22%
18.7
8%
22
25.2
More than $100k
18.4
10% 10%
$60k$100k
21%
$36k$60k
US Avg
48%
46%
$36k or less
Avg Score
INCOME70%
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
14%
33
D ET R O I T
MAYOR
Mike Duggan
DISTRICT FACTS
ENROLLMENT
DETROIT PS
n White
125%
100%
n Hispanic
0%
10%
15%
30%
75%
n Black
38%
55%
50%

25%

0%
DISTRICT REVENUE
2007
2008
2009
2010
2011
2012
n Local 19%
n White
n State 45%
n Asian/PI 1%
3%
n Black
84%
n Hispanic 12%
n Am. Indian 0%
n Multiracial 0%
n Federal 36%
(s9%)
English learners
11%
(s48%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,000
2003
2013
4th Grade Reading
0%
50%
2003
2013
8th Grade Reading
40%
900
898
DISTRICT AVG 873
500k
100k
0%
20k students
25%
30%
867
50%
20%
75%
100%
10%

n White (insufficient sample size)
n Black
n Hispanic
34
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$61,197
8 Part-day
DETROIT
EARLY CHILDHOOD
$61,581
Detroits teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 4%
Black
4%
Hispanic 6%
30%
Black
40%
GRADUATION RATE
MI COLLEGE PATHWAYS
District
60%
State
74%
81%
National 79%
Graduate on time
55%
COLLEGE READINESS

62%
16.5
17.2
9% 11%
8%
16.4
16.3
16.9

15% 19% 16%

17.5
18.4
17.9
More than $100k
10%
$60k$100k
29%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
15%
35
D I STR I C T O F C O LU MBIA
MAYOR
Muriel Bowser
DISTRICT FACTS
ENROLLMENT
DISTRICT OF COLUMBIA PS
n White
125%
100%
n Hispanic
0%
75%
n Black
23%
25%
24%
23%
24%
2008
2009
2010
2011
2012
50%

25%

0%
DISTRICT REVENUE
2007
n Local 88%
n White
n State 0%
n Asian/PI 2%
12%
n Black
69%
n Hispanic 16%
n Am. Indian 0%
n Multiracial 2%
n Federal 12%
(s18%)
English learners
10%
(s46%)
STUDENT ACHIEVEMENT
1,200

1,153
50%
40%
30%
1,100
20%
10%
1,000
2003
2013
4th Grade Reading
0%
50%
2003
2013
8th Grade Reading
945
DISTRICT AVG 939
40%
900
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
36
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$77,283
8 Part-day
DISTRICT OF COLUMBIA
EARLY CHILDHOOD
$55,167
The District of Columbias teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 3%
Black
4%
Hispanic 8%
28%
Black
41%
GRADUATION RATE
DC COLLEGE PATHWAYS
District
53%
State
59%
National 79%
Graduate on time
COLLEGE READINESS
67%
32%
26.5
16.6
19.8
17.1
16%
17.7
18.8
25.3
More than $100k
18.5
7%
$60k$100k
10%
$36k$60k
24%
31%
$36k or less
Avg Score
INCOME
Hispanic
25%
US Avg
RACE
Black
50%
ALL
82%
White
75%
All
100%
Graduate on time
37
FRE SN O
MAYOR
Ashley Swearengin
DISTRICT FACTS
ENROLLMENT
FRESNO USD
n White
125%
100%
n Black
n Hispanic
0%
0%
1%
2%
3%
3%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 14%
n White
n State 68%
n Asian/PI 12%
12%
n Black
9%
n Hispanic 65%
n Am. Indian 1%
n Multiracial 1%
n Federal 18%
(t3%)
English learners
24%
(N/A)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,002
1,000
2003
2013
4th Grade Reading
907
900
8th Grade Reading
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
38
2013
30%
880
500k
0%
50%
2003
40%
DISTRICT AVG 920
100k
0%
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

FRESNO
EARLY CHILDHOOD
TEACHERS
4 Full-day
$63,882
4 Part-day
$54,448
Fresnos teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 13%
Black
10%
Hispanic 21%
22%
Black
30%
GRADUATION RATE
CA COLLEGE PATHWAYS
District
73%
State
76%
81%
National 79%
15%
Graduate on time
52%
COLLEGE READINESS
66%
47%
23.5
17
17.6
15%
17.6
19.2
21.9
24.3
More than $100k
18.5
15% 16%
$60k$100k
24%
30%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
63%
Black
50%
ALL
White
75%
All
100%
Graduate on time
39
H O U STON
MAYOR
Annise Parker
DISTRICT FACTS
ENROLLMENT
HOUSTON ISD
n White
125%
100%
n Black
n Hispanic
0%
0%
+2%
+2%
+2%
+2%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 58%
n White
n State 24%
n Asian/PI 4%
8%
n Am. Indian 0%
(t14%)
n Black
25%
n Hispanic 63%
n Multiracial 1%
n Federal 18%
English learners
26%
(s93%)
STUDENT ACHIEVEMENT
1,200
50%
40%
1,100
30%
1,095
20%
10%
1,000
2003
DISTRICT AVG 976
2013
4th Grade Reading
967
0%
50%
2003
2013
8th Grade Reading
945
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
40
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$49,482
4 Part-day
HOUSTON
EARLY CHILDHOOD
$53,674
Houstons teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 8%
Black
7%
Hispanic 17%
18%
Black
28%
GRADUATION RATE
TX COLLEGE PATHWAYS
District
79%
State
86%
88%
National 79%
25%
Graduate on time
56%
COLLEGE READINESS
RACE
17.2
18.9
23%
18.5
3%
20.6
22.5
25.7
More than $100k
25.8
White
All
20.4
38%
64%
50%
$60k$100k
16%
26%
$36k$60k
US Avg 37%
25%
Avg Score
INCOME74%
74%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
8%
41
I N D I A N A P O LIS
MAYOR
Gregory Ballard
DISTRICT FACTS
ENROLLMENT
INDIANAPOLIS PS
n White
125%
0%
100%
3%
5%
8%
n Black
n Hispanic
12%
15%
75%

50%

25%

0%
DISTRICT REVENUE
2007
2008
2009
2010
2011
2012
n Local 21%
n White
n State 64%
n Asian/PI 1%
21%
n Black
53%
n Am. Indian 0%
n Hispanic 20%
n Multiracial 5%
n Federal 14%
(s15%)
English learners
14%
(s30%)
STUDENT ACHIEVEMENT
100%
79%
84%
83%
75%
50%
100%
80%
81%
82%
75%
60%
69%
68%
50%
25%
25%
0%
0%

64%
60%
55%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
82%
84%
87%
68%
50%
64%
50% 54%
53%
76%
49%
25%
2012
2013
2014
n This District
42
76%
72%
25%
0%
74%
75%
75%
8th Grade Reading
100%
0%
2012
n State Avg
2013
2014

TEACHERS
4 Full-day
$33,198
4 Part-day
INDIANAPOLIS
EARLY CHILDHOOD
$38,068
Indianapolis teacher compensation model includes pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
6%
White
Hispanic 5%
Black
12%
Hispanic 11%
29%
Black
42%
GRADUATION RATE
IN COLLEGE PATHWAYS
District
65%
State
86%
82%
National 79%
26%
Graduate on time
56%
COLLEGE READINESS

56%
US Avg
19.1
5%
8%
5%
16
16.5
16.7
16.2
15%
18.3
5%
N/A
More than $100k
16.6
5%
$60k$100k
13%
$36k$60k
7%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
14%
43
LAS VEGAS
MAYOR
Carolyn G. Goodman
DISTRICT FACTS
ENROLLMENT
CLARK COUNTY SD
n White
125%
n Hispanic
0%
+1%
+1%
+2%
+1%
+2%
2007
2008
2009
2010
2011
2012
100%
n Black
75%

50%

25%

0%
DISTRICT REVENUE
n Local 59%
n White
n State 30%
n Asian/PI 8%
29%
n Black
13%
n Am. Indian 1%
n Hispanic 44%
n Multiracial 6%
n Federal 11%
(s3%)
English learners
17%
(s63%)
STUDENT ACHIEVEMENT
100%
75%
73%
73%
74%
70%
73%
75%
69%
50%
50%
25%
25%
0%
0%
100%

62%
61%

39%
37%
39%
37%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75% 70%
71%
69%
70%
69%
68%
50%
2012
2013
2014
n This District
44
75%
50%
49%
50%
53%
48%
49%
52%
2012
2013
2014
25%
25%
0%
8th Grade Reading
100%
0%
n State Avg

TEACHERS
4 Full-day
$44,504
4 Part-day
LAS VEGAS
EARLY CHILDHOOD
$43,692
Las Vegas teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 5%
Black
10%
Hispanic 12%
11%
Black
20%
GRADUATION RATE
NV COLLEGE PATHWAYS
District
59%
State
62%
86%
National 79%
17%
Graduate on time
52%
COLLEGE READINESS
RACE
53%
51%
40%
17.8
23%
19.1
19
73%
4%
20.6
22.2
23.4
More than $100k
White
All
22.8
24%
$60k$100k
14%
21.2
58%
36%
$36k$60k
US Avg
25%
Avg Score
INCOME
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
11%
45
L O S A N GE LE S
MAYOR
Eric Garcetti
DISTRICT FACTS
ENROLLMENT
LOS ANGELES USD
1,008 schools | 655,455 students
n White
125%
100%
n Black
n Hispanic
0%
0%
3%
3%
4%
5%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 23%
n White
n State 61%
n Asian/PI 6%
9%
n Black
9%
n Hispanic 74%
n Am. Indian 0%
n Multiracial 1%
n Federal 16%
(s6%)
English learners
28%
(N/A)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,059
10%
1,000
2003
2013
4th Grade Reading
50%
DISTRICT AVG 947
925
0%
2003
2013
8th Grade Reading
40%
923
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
46
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
8 Full-day
$59,793
4 Part-day
LOS ANGELES
EARLY CHILDHOOD
$43,847
Los Angeles teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 5%
Black
5%
Hispanic 13%
9%
Black
16%
GRADUATION RATE
CA COLLEGE PATHWAYS
District
61%
State
76%
81%
National 79%
15%
Graduate on time
52%
COLLEGE READINESS
61%
24.5
16%
16.8
17.8
17.4
19.4
21.4
23.6
More than $100k
18.3
11% 14%
38%
$60k$100k
21%
28%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
67%
Black
50%
ALL
White
75%
All
100%
Graduate on time
47
L O U I SV I LLE
MAYOR
Greg Fischer
DISTRICT FACTS
ENROLLMENT
JEFFERSON COUNTY PS
n White
125%
100%
n Black
n Hispanic
0%
+3%
+2%
+2%
+3%
+5%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 46%
n White
n State 38%
n Asian/PI 3%
50%
n Black
37%
n Hispanic 7%
n Am. Indian 0%
n Multiracial 3%
n Federal 17%
(t10%)
English learners
6%
(s24%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,033
1,000
2003
DISTRICT AVG 989
2013
4th Grade Reading
970
0%
50%
2003
2013
8th Grade Reading
40%
923
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
48
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$64,444
8 Part-day
LOUISVILLE
EARLY CHILDHOOD
$73,496
Louisvilles teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 3%
Black
11%
Hispanic 6%
15%
Black
28%
GRADUATION RATE
KY COLLEGE PATHWAYS
Kentucky was granted a timeline extension to begin reporting
adjusted cohort graduation rate (ACGR) data, so rates
are not available for the 20102011 school year.
72%
20%
Graduate on time
49%
COLLEGE READINESS
44%
38%
16.7
18.3

17.3
55%
2%
19.6
21.6
23.2
More than $100k
20.9
14%
$60k$100k
19.1
19%
$36k$60k
11%
56%
30%
$36k or less
Avg Score
26%
INCOME
Hispanic
25%
US Avg
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
9%
49
MIAMI
MAYOR
Carlos A. Gimenez
DISTRICT FACTS
ENROLLMENT
MIAMI-DADE COUNTY PS
n White
125%
100%
n Black
n Hispanic
0%
1%
1%
0%
+1%
+2%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 50%
n White
n State 31%
n Asian/PI 1%
8%
n Black
24%
n Hispanic 67%
n Am. Indian 0%
n Multiracial 1%
n Federal 19%
(t11%)
English learners
20%
(s29%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,064
10%
1,000
999
DISTRICT AVG 993
2003
2013
4th Grade Reading
0%
50%
941
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
50
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

MIAMI
EARLY CHILDHOOD
TEACHERS
4 Full-day
$36,638
8 Part-day
$34,554
Miamis teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 6%
Black
5%
Hispanic 13%
17%
Black
26%
GRADUATION RATE
FL COLLEGE PATHWAYS
District
71%
State
71%
86%
National 79%
36%
Graduate on time
65%
COLLEGE READINESS
44%
21.8
16.4
18.2
48%
24%
17.1
18.9
63%
5%
12%
20.7
22
More than $100k
17.9
8%
20%
$60k$100k
18%
37%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
18%
51
M I LWA U K E E
MAYOR
Tom Barrett
DISTRICT FACTS
ENROLLMENT
MILWAUKEE PS
n White
125%
100%
43rd largest district in the nation
0%
n Black
n Hispanic
2%
5%
7%
9%
10%
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
2007
n Local 26%
n White
n State 54%
n Asian/PI 5%
14%
n Black
55%
n Hispanic 24%
n Am. Indian 1%
n Multiracial 3%
n Federal 20%
(s13%)
English learners
10%
(s3%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,013
1,000
2003
2013
4th Grade Reading
50%
946
900
8th Grade Reading
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
52
2013
30%
878
500k
0%
2003
40%
DISTRICT AVG 919
100k
0%
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$55,729
8 Part-day
MILWAUKEE
EARLY CHILDHOOD
$54,717
Milwaukees teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 5%
Black
10%
Hispanic 11%
30%
Black
42%
GRADUATION RATE
WI COLLEGE PATHWAYS
District
63%
State
87%
76%
National 79%
Graduate on time
58%
COLLEGE READINESS

60%
40%
20.9
7%
14.9
15.7
16.5
15%
17.3
21%
18.2
20.4
More than $100k
16
3% 10%
$60k$100k
9%
39%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
35%
53
N A SH V I LLE
MAYOR
Karl Dean
DISTRICT FACTS
ENROLLMENT
NASHVILLE PS
n White
125%
0%
+1%
+2%
2007
2008
2009
100%
n Black
n Hispanic
+7%
+8%
+10%
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 57%
n White
n State 28%
n Asian/PI 4%
33%
n Black
45%
n Am. Indian 0%
n Hispanic 18%
n Multiracial 1%
n Federal 16%
(N/A)
English learners
11%
(s15%)
STUDENT ACHIEVEMENT
100%
75%

75%
50% 43%
25% 31%
0%
100%
2012
49%
48%
37%
38%
2013
2014
50% 44%
25%
0%
48%
47%

28%
27%
28%
2012
2013
2014

4th Grade Reading
100%
25%
0%
48%
48%
40%
38%
2012
2013
49%
41%
2014
n This District
54
75%
75%
50%
8th Grade Reading
100%
47%
47%
47%
25% 38%
35%
36%
2013
2014
50%
0%
2012
n State Avg

TEACHERS
4 Full-day
$45,670
8 Part-day
NASHVILLE
EARLY CHILDHOOD
$51,353
Nashvilles teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
7%
White
Hispanic 22%
Black
17%
Hispanic 12%
28%
Black
38%
GRADUATION RATE
TN COLLEGE PATHWAYS
District
76%
State
86%
80%
National 79%
32%
Graduate on time
57%
COLLEGE READINESS
59%
41%
21
13%
16.9
17.7
17.3

25%
19.4
54%
6%
21.7
23.8
More than $100k
18.4
10% 9%
$60k$100k
20%
$36k$60k
37%
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
18%
55
N E W Y O R K CITY
MAYOR
Bill de Blasio
DISTRICT FACTS
ENROLLMENT
NEW YORK CITY DOE
1,596 schools | 989,391 students
n White
125%
100%
1st largest district in the nation
n Black
n Hispanic
0%
1%
3%
+1%
0%
0%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 48%
n White
n State 38%
n Asian/PI 16%
15%
n Black
27%
n Hispanic 40%
n Am. Indian 1%
n Multiracial 1%
n Federal 14%
(N/A)
English learners
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,057
10%
1,000
2003
DISTRICT AVG 982
2013
4th Grade Reading
50%
950
947
0%
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
56
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$71,575
4 Part-day
NEW YORK CITY
EARLY CHILDHOOD
$39,392
New York Citys teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 3%
Black
3%
Hispanic 8%
10%
Black
17%
GRADUATION RATE
NY COLLEGE PATHWAYS
District
75%
State
77%
80%
National 79%
Graduate on time
60%
COLLEGE READINESS
RACE
46%
18.3
68%
64%
19.2
20.7
21.9
23.3
24.7
More than $100k
24.3
White
All
21.7
38%
56%
$60k$100k
21%
28%
47%
$36k$60k
US Avg
25%
Avg Score
INCOME
64%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
21%
57
N E WA R K
MAYOR
Ras Baraka
DISTRICT FACTS
ENROLLMENT
NEWARK PS
n White
125%
100%
0%
1%
n Black
n Hispanic
3%
16%
12%
18%
75%

50%

25%

0%
DISTRICT REVENUE
2007
2008
2009
2010
2011
2012
n Local 11%
n White
n State 80%
n Asian/PI 1%
8%
n Black
51%
n Am. Indian 0%
n Hispanic 40%
n Multiracial 0%
n Federal 9%
(N/A)
English learners
10%
(N/A)
STUDENT ACHIEVEMENT
100%
75%
77%
50%
48%
78%
75%
56%
51%
100%
75% 72%
69%
72%
50% 55%
58%
58%
25%
25%
0%
0%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75% 66%
70%
71%
50% 59%
59%
60%
2012
2013
2014
n This District
58
50%
25%
25%
0%
75%
0%
8th Grade Reading
100%
82%
82%
42%
44%
2012
2013
n State Avg
80%
49%
2014

TEACHERS
4 Full-day
$61,566
8 Part-day
NEWARK
EARLY CHILDHOOD
$47,475
Newarks teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 1%
Black
2%
Hispanic 2%
4%
Black
8%
GRADUATION RATE
NJ COLLEGE PATHWAYS
District
61%
State
83%
85%
National 79%
Graduate on time
63%
COLLEGE READINESS

65%
15.5
18.9
6%
7%
6%
15
15.5
15.5
14% 16% 15%

16.8
17.3
15.9
More than $100k
8%
$60k$100k
22%
$36k$60k
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
17%
59
OK LA H O M A CITY
MAYOR
Mick Cornett
DISTRICT FACTS
ENROLLMENT
OKLAHOMA CITY PS
n White
125%
100%
n Black
0%
0%
+4%
+5%
+5%
2007
2008
2009
2010
2011
n Hispanic
+9%
75%

50%

25%

0%
DISTRICT REVENUE
2012
n Local 46%
n White
n State 36%
n Asian/PI 2%
18%
n Black
27%
n Am. Indian 4%
n Hispanic 47%
n Multiracial 2%
n Federal 19%
(t5%)
English learners
30%
(s28%)
STUDENT ACHIEVEMENT
100%
75%
50%
75%
77%
78%
63%
64%
61%
100%
75% 70%
71%
72%
50% 57%
61%
63%
25%
25%
0%
0%

2011
2012
2013
2011
2012
2013

4th Grade Reading
100%
75% 68%
50% 57%
68%
55%
74%
61%
2011
2012
2013
n This District
60
81%
83%
82%
66%
70%
69%
2011
2012
2013
75%
50%
25%
25%
0%
8th Grade Reading
100%
0%
n State Avg

TEACHERS
4 Full-day
$52,939
4 Part-day
OKLAHOMA CITY
EARLY CHILDHOOD
$57,717
Oklahoma Citys teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
5%
White
Hispanic 9%
Black
13%
Hispanic 18%
22%
Black
37%
GRADUATION RATE
OK COLLEGE PATHWAYS
Oklahoma was granted a timeline extension to begin
reporting adjusted cohort graduation rate (ACGR) data, so

rates are not available for the 20102011 school year.
81%
19%
Graduate on time
50%
COLLEGE READINESS
RACE
INCOME
61%
54%
23.3
16.3
17.5
17.6
58%
9%
19.6
21.8
24.8
More than $100k
18.7
14%
$60k$100k
Avg Score
7% 12%
25%
$36k$60k
21%
All
25%
$36k or less
US Avg
40%
Hispanic
50%
ALL
Black
75%
White
100%
Graduate on time
18%
61
P H I LA D E LP H I A
MAYOR
Michael Nutter
DISTRICT FACTS
ENROLLMENT
PHILADELPHIA CITY SD
n White
125%
100%
0%
5%
7%
7%
n Black
n Hispanic
13%
17%
75%

50%

25%

0%
DISTRICT REVENUE
2007
2008
2009
2010
2011
2012
Enrollment by Subgroup, 2012
n Local 29%
n White
n State 49%
n Asian/PI 8%
14%
n Black
55%
n Hispanic 19%
n Am. Indian 0%
n Multiracial 5%
n Federal 22%
(s11%)
English learners
8%
(s12%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
10%
1,000
999
2003
2013
4th Grade Reading
50%
DISTRICT AVG 938
915
900
0%
2003
2013
8th Grade Reading
40%
914
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
62
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$67,517
8 Part-day
PHILADELPHIA
EARLY CHILDHOOD
$53,388
Philadelphias teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
4%
White
Hispanic 5%
Black
10%
Hispanic 12%
31%
Black
41%
GRADUATION RATE
PA COLLEGE PATHWAYS
District
55%
State
83%
National 79%
32%
Graduate on time
55%
COLLEGE READINESS
43%
21.4
16.0
9%
16% 20%
16.3
17.4
18.4
19.7
21.6
More than $100k
17.2
7%
$36k$60k
15%
29%
$60k$100k
39%
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
63
S A C R A M E N TO
MAYOR
Kevin Johnson
DISTRICT FACTS
ENROLLMENT
SACRAMENTO CITY SD
n White
125%
n Hispanic
0%
+1%
0%
+1%
+1%
0%
2007
2008
2009
2010
2011
2012
100%
n Black
75%

50%

25%

0%
DISTRICT REVENUE
n Local 21%
n White
n State 59%
n Asian/PI 20%
19%
n Black
18%
n Am. Indian 1%
n Hispanic 37%
n Multiracial 5%
n Federal 20%
(s10%)
English learners
24%
(N/A)
STUDENT ACHIEVEMENT
100%
75% 71%
70%
50%
71%
72%
67%
68%
2011

75%

50%
25%
0%
100%
2012
2013
32%
32%
25% 29%
31%
0%
2011
2012
31%
28%
2013

4th Grade Reading
100%
75% 64%
67%
63%
66%
50%
65%
62%
2011
2012
2013
n This District
64
75%
57%
59%
50% 55%
58%
57%
55%
25%
25%
0%
8th Grade Reading
100%
0%
2011
n State Avg
2012
2013

TEACHERS
4 Full-day
$67,349
4 Part-day
SACRAMENTO
EARLY CHILDHOOD
$57,970
Sacramentos teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 5%
Black
10%
Hispanic 15%
18%
Black
26%
GRADUATION RATE
CA COLLEGE PATHWAYS
District
74%
State
76%
81%
National 79%
15%
Graduate on time
52%
COLLEGE READINESS
RACE
61%
61%
18.1
18.4
18.5
20.1
23.9
25.2
More than $100k
21%
$60k$100k
16% 20%
28%
$36k$60k
24.5
White
All
US Avg
20.2
33%
25%
Avg Score
INCOME71%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
65
S A I N T PA U L
MAYOR
Christopher Coleman
DISTRICT FACTS
ENROLLMENT
SAINT PAUL PS
n White
125%
0%
100%
153rd largest district in the nation
n Black
n Hispanic
4%
4%
5%
5%
4%
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
2007
n Local 25%
n White
n State 61%
n Asian/PI 31%
24%
n Black
28%
n Am. Indian 1%
n Hispanic 14%
n Multiracial 3%
n Federal 14%
(s2%)
English learners
23%
(t37%)
STUDENT ACHIEVEMENT
100%
75%
50%
73%
51%
71%
70%
75%
100%

61%
57%
58%
50%
50%
47%
25%
25%
0%
0%
36%
39%

35%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75%
75%
75%
54%
50%
54%
35%
25%
0%
2012
2013
32%
2014
n This District
66
72%
55%
50%
54%
56%
33%
33%
2013
2014
49%
25%
0%
8th Grade Reading
100%
2012
n State Avg

TEACHERS
8 Full-day
$67,398
4 Part-day
SAINT PAUL
EARLY CHILDHOOD
$61,249
Saint Pauls teacher compensation model includes pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 5%
Black
7%
Hispanic 8%
14%
Black
21%
GRADUATION RATE
MN COLLEGE PATHWAYS
District
64%
State
77%
73%
National 79%
Graduate on time
COLLEGE READINESS
38%
25.1
17.2
18.4
14%
17.8
20.8
22.7
26.6
More than $100k
19.4
20%
50%
49%
$60k$100k
11%
$36k$60k
US Avg 27%
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
82%
70%
Black
50%
ALL
White
75%
All
100%
Graduate on time
67
S A N A N TON IO
MAYOR
Ivy R. Taylor
DISTRICT FACTS
ENROLLMENT
SAN ANTONIO ISD
n White
125%
n Hispanic
0%
0%
+1%
+1%
1%
1%
2007
2008
2009
2010
2011
2012
100%
n Black
75%

50%

25%

0%
DISTRICT REVENUE
n Local 28%
n White
n State 45%
n Asian/PI 0%
2%
n Black
6%
n Am. Indian 0%
n Hispanic 91%
n Multiracial 0%
n Federal 27%
(t16%)
English learners
16%
(s4%)
STUDENT ACHIEVEMENT
100%
71%
69%
75%
100%
86%
86%

75%
72%
73%
50%
25%
25%
0%
0%
50%
55%
52%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75%
50%
72%
74%
54%
56%
2012
2013
2014
n This District
68
75%
90%
90%
80%
81%
2013
2014
50%
25%
25%
0%
8th Grade Reading
100%
0%
2012
n State Avg


TEACHERS
4 Full-day
$45,741
8 Part-day
SAN ANTONIO
EARLY CHILDHOOD
$47,815
San Antonios teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 10%
Black
4%
Hispanic 21%
11%
Black
16%
GRADUATION RATE
TX COLLEGE PATHWAYS
District
75%
State
86%
88%
National 79%
25%
Graduate on time
57%
COLLEGE READINESS

64%
19.6
10%
15.7
16.9
16.8
21%
18
3%
19
N/A
More than $100k
16.7
8% 12%
30%
$60k$100k
12%
$36k$60k
32%
US Avg
$36k or less
Avg Score
INCOME
Hispanic
25%
RACE
Black
50%
ALL
White
75%
All
100%
Graduate on time
8%
69
S A N D I E GO
MAYOR
Kevin Faulconer
DISTRICT FACTS
ENROLLMENT
SAN DIEGO USD
n White
125%
100%
n Black
n Hispanic
0%
+1%
0%
0%
0%
1%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 25%
n White
n State 55%
n Asian/PI 14%
23%
n Black
10%
n Hispanic 47%
n Am. Indian 0%
n Multiracial 5%
n Federal 21%
(t12%)
English learners
23%
(N/A)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
1,081
20%
10%
1,000
2003
DISTRICT AVG 995
2013
4th Grade Reading

938
0%
50%
939
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
70
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TEACHERS
4 Full-day
$59,493
4 Part-day
SAN DIEGO
EARLY CHILDHOOD
$44,983
San Diegos teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 6%
Black
8%
Hispanic 14%
12%
Black
21%
GRADUATION RATE
CA COLLEGE PATHWAYS
District
85%
State
76%
81%
National 79%
15%
Graduate on time
52%
COLLEGE READINESS
40%
18.6
19.4
19.5
20.9
23.3
25.9
More than $100k
24.8
White
All
21.7
27%
$60k$100k
21%
26%
57%
44%
25%
Avg Score
INCOME78%
$36k$60k
US Avg
RACE
67%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
71
SAN FRANCISCO
MAYOR
Edwin Lee
DISTRICT FACTS
ENROLLMENT
SAN FRANCISCO USD
n White
125%
0%
100%
n Black
n Hispanic
+5%
+5%
+6%
+7%
+8%
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
2007
n Local 63%
n White
n State 25%
n Asian/PI 41%
11%
9%
n Hispanic 26%
n Am. Indian 0%
n Multiracial 13%
n Black
n Federal 12%
(s10%)
English learners
25%
(N/A)
STUDENT ACHIEVEMENT
100%
75%
71%
72%
74%
71%
71%
72%
50%

75%

50%
32%
25%
32%
31%
25% 28%
18%
0%
100%
2011
2012
2013
0%
2011
2012
14%
2013

4th Grade Reading
100%
75% 66%
50%
64%
70%
67%
67%
65%
2011
2012
2013
n This District
72
59%
50% 57%
63%
58%
59%
57%
2012
2013
25%
25%
0%
75%
8th Grade Reading
100%
0%
2011
n State Avg

TEACHERS
4 Full-day
$59,734
8 Part-day
SAN FRANCISCO
EARLY CHILDHOOD
$36,412
San Francisicos teacher compensation model does not include pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 2%
Black
2%
Hispanic 2%
3%
Black
3%
GRADUATION RATE
CA COLLEGE PATHWAYS
District
82%
State
76%
81%
National 79%
15%
Graduate on time
52%
COLLEGE READINESS
RACE
53%
46%
18.1
20.6
22.6
23.8
25.9
More than $100k
17.1
20%
$60k$100k
White
All
25.4
$36k$60k
10%
21.8
58%
37%
US Avg
25%
Avg Score
INCOME76%
76%
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
73
S E ATTLE
MAYOR
Ed Murray
DISTRICT FACTS
ENROLLMENT
SEATTLE PS
n White
125%
n Hispanic
+1%
+2%
+5%
+8%
+11%
0%
2007
2008
2009
2010
2011
2012
100%
n Black
75%

50%

25%

0%
DISTRICT REVENUE
n Local 45%
n White
n State 45%
n Asian/PI 18%
44%
n Black
18%
n Am. Indian 1%
n Hispanic 13%
n Multiracial 7%
n Federal 10%
(s5%)
English learners
9%
(t20%)
STUDENT ACHIEVEMENT
100%
100%
75% 67%
70%
70%
75% 64%
69%
71%
59%
63%
61%
50% 56%
53%
56%
50%
25%
25%
0%
0%

2012
2013
2014
2012
2013
2014

4th Grade Reading
100%
75%
77%
79%
72%
73%
75%
67%
66%
2012
2013
50%
50%
25%
25%
0%
2012
2013
2014
n This District
74
75% 70%
73%
70%
0%
8th Grade Reading
100%
n State Avg
77%
72%
2014

SEATTLE
EARLY CHILDHOOD
TEACHERS
4 Full-day
$63,194
4 Part-day
$52,074
Seattles teacher compensation model does not include pay for performance.
ELIGIBILITY
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
3%
White
Hispanic 4%
Black
10%
Hispanic 9%
12%
Black
21%
GRADUATION RATE
WA COLLEGE PATHWAYS
District
76%
State
76%
82%
National 79%
60%
Graduate on time
63%
COLLEGE READINESS

100%
75%
50%
ALL
RACE
INCOME72%
75%
58%
46%
27%
25%
23%
14%
5%
25.6
More than $100k
23.5
$60k$100k
21.4
$36k$60k
18.5
$36k or less
19.4
Hispanic
16
Black
25.8
White
21.8
All
Avg Score
58%
43%
US Avg
Graduate on time
26%
75
TA MPA
MAYOR
Bob Buckhorn
DISTRICT FACTS
ENROLLMENT
HILLSBOROUGH COUNTY PS
n White
125%
3rd largest district in the state
100%
n Black
n Hispanic
0%
1%
0%
+1%
+2%
+4%
2007
2008
2009
2010
2011
2012
75%

50%

25%

0%
DISTRICT REVENUE
n Local 33%
n White
n State 45%
n Asian/PI 4%
38%
n Black
21%
n Hispanic 33%
n Am. Indian 0%
n Multiracial 4%
n Federal 22%
(t4%)
English learners
12%
(s2%)
STUDENT ACHIEVEMENT
1,200
50%
40%
30%
1,100
20%
1,064
10%
DISTRICT AVG 1,021
1,001
1,000
2003
2013
4th Grade Reading
959
0%
50%
2003
2013
8th Grade Reading
40%
900
30%
500k
100k
0%
20%
20k students
25%
50%
75%
100%
10%

n White
n Black
n Hispanic
76
2003
n This District
2013
0%
2003
n Other Districts
2013
n US Avg

TAMPA
EARLY CHILDHOOD
TEACHERS
4 Full-day
$42,464
8 Part-day
$45,937
Tampas teacher compensation model includes pay for performance.
ELIGIBILITY
4 All students
$30,000
$40,000
n This District
$50,000
n Other Districts
$60,000
$70,000
White
2%
White
Hispanic 4%
Black
7%
Hispanic 10%
10%
Black
16%
GRADUATION RATE
FL COLLEGE PATHWAYS
District
69%
State
71%
86%
National 79%
36%
Graduate on time
65%
COLLEGE READINESS
RACE
52%
48%
US Avg 33%
25%
59%
23%
19%
18.3
17.7
21.7
23.5
More than $100k
20.1
$60k$100k
16.5
63%
5%
$36k$60k
22.3
White
19.7
34%
9%
All
Avg Score
INCOME
$36k or less
50%
ALL
Hispanic
75%
Black
100%
Graduate on time
18%
77
APPENDICES
STUDENT ACHIEVEMENT: COMBINED NAEP SCORE BY SUBGROUP, 2013
This chart mirrors the Combined NAEP Score by Subgroup, 2013 chart found in the Student
Achievement section of the city reports for the 21 cities with available NAEP TUDA data.
Combined student achievement scores (meaning the sum of the 4th Grade Mathematics, 8th
Grade Mathematics, 4th Grade Reading, and 8th Grade Reading NAEP scores) for all cities by
subgroup are shown as compared to the estimated percentage of each subgroup that qualifies for
free or reduced-price lunch. The size of the circle denoting a particular racial subgroup refers to
the number of students in that subgroup. The national average combined NAEP score of 1,015 is
shown for context.
The dark gray line is fitted to the observations of the spotlight cities and is shown to illustrate
which groups are performing better or worse than expected given their economic background.
All of the spotlight cities face achievement gaps between racial subgroups, which may also be
impacted by differences in economic status.
1,200
1,100
NATIONAL AVG 1,015
1,000
900
500k
100k
0%
20k students
25%
50%
75%

White
78
Black
Hispanic
100%
COLLEGE READINESS: AVERAGE COMPOSITE ACT SCORES, 2014

The ACT is a college admissions test that measures high school achievement. ACT scores can be
used to compare college readiness of student subgroups.
This chart shows the average composite ACT scores for all cities in the report. The percentage
of students that take the test varies among the spotlight cities, with some cities requiring all
students to take the test as part of their high school assessment. The national average is shown
in red for comparison.
0
Austin
San Francisco
Seattle
New York City
San Diego
Las Vegas
National
Albuquerque
Houston
Sacramento
Tampa
Saint Paul
Louisville*
Charlotte*
Oklahoma City
Fresno
Denver*
Nashville*
Los Angeles
Chicago*
Miami
Atlanta
Columbus
Dallas
Philadelphia
San Antonio
Indianapolis
Detroit*
Baltimore
Milwaukee
Cleveland
Newark
Boston
10
15
20
25
21.9
21.8
21.8
21.7
21.7
21.1
21.0
20.5
20.4
20.2
19.7
19.4
19.1
18.7
18.7
18.5
18.5
18.4
18.4
18.3
18.0
17.9
17.6
17.5
17.2
17.2
16.7
16.6
16.5
16.4
16.0
15.9
15.5
N/A
* All students in this district take the ACT. Scores may be lower relative to other districts.
79
EARLY CHILDHOOD: PRE-K AVAILABILITY, 2012
80
City
Full-Day
Part-Day
All Students
IDEA
Title I
Low-Income
Other
Albuquerque
Atlanta
Austin
Baltimore
Boston
Charlotte
Chicago
Cleveland
Columbus
Dallas
Denver
Detroit
Fresno
Houston
Indianapolis
Las Vegas
Los Angeles
Louisville
Miami
Milwaukee
Nashville
New York City
Newark
Oklahoma City
Philadelphia
Sacramento
Saint Paul
San Antonio
San Diego
San Francisco
Seattle
Tampa
TEACHERS: AVERAGE SALARIES AND COST OF LIVING, 2011

City
Cost of Living
Avg Salary
Adjusted Salary
Pay for Performance
Albuquerque
101%
$36,971
$36,749
Atlanta
96%
$49,606
$51,915
Austin
95%
$41,040
$42,985
Baltimore
119%
$60,126
$50,370
Boston
132%
$78,667
$59,378
Charlotte
93%
$35,294
$37,864
Chicago
117%
$70,564
$60,378
Cleveland
101%
$69,048
$68,332
Columbus
92%
$55,725
$60,568
Dallas
92%
$51,715
$56,289
Denver
103%
$65,929
$63,883
Detroit
99%
$61,197
$61,581
140%
$77,283
$55,167
Fresno
117%
$63,882
$54,448
Houston
92%
$49,482
$53,674
Indianapolis
87%
$33,198
$38,068
Las Vegas
102%
$44,504
$43,692
Los Angeles
136%
$59,793
$43,847
Louisville
88%
$64,444
$73,496
Miami
106%
$36,638
$34,554
Milwaukee
102%
$55,729
$54,717
Nashville
89%
$45,670
$51,353
New York City
182%
$71,575
$39,392
Newark
130%
$61,566
$47,475
Oklahoma City
92%
$52,939
$57,717
Philadelphia
126%
$67,517
$53,388
Sacramento
116%
$67,349
$57,970
Saint Paul
110%
$67,398
$61,249
San Antonio
96%
$45,741
$47,815
San Diego
132%
$59,493
$44,983
San Francisco
164%
$59,734
$36,412
Seattle
121%
$63,194
$52,074
Tampa
92%
$42,464
$45,937
81
SOURCES AND METHODOLOGY

BASIC FACTS
Number of schools and total student membership are from
the 20122013 school year and are provided by the National
Center for Education Statistics (NCES) Common Core of Data
(CCD) Local Education Agency (LEA) Universe Survey, using the
1A version from that school year. New York City Geographic
Districts are combined into a single agency.
SCHOOL REVENUE
Revenue by source is from the 20102011 fiscal year and is
provided by the NCES LEA Finance Survey, using the provisional
1A version from that fiscal year.
ENROLLMENT
Historical membership for school years 20072013, as shown
in the chart, is aggregated from the NCES CCD School Universe
Survey, using the most recent version available as of January
9, 2015. The school level files are used in this case, as the LEA
Survey does not disaggregate membership by subgroup prior
to school year 20102011. Aggregation uses the LEAID field
to match agencies. New York City Geographic Districts are
combined into a single agency.
School year 20122013 membership, as listed in the table, is
provided by the NCES CCD LEA Universe Survey, using the 1A
version from that school year. Membership for each subgroup
is divided by the total membership and rounded to the nearest
whole percentage. Trends for special education and English
language learner (ELL) students are calculated using aggregated
school data as described above, using the same school year range.
STUDENT ACHIEVEMENT
National Assessment of Educational Progress (NAEP) average
scale scores and proficiency rates were retrieved from the NCES
NAEP Data Explorer (NDE) web interface on January 9, 2015.
Combined NAEP Score indicates the sum of average scale
scores in each of the following categories: 4th grade mathematics,
4th grade reading, 8th grade mathematics, and 8th grade
mathematics. District of Columbia data use the Trial Urban
District Assessment (TUDA) district, District of Columbia Public
Schools, for comparability.
The percentage of each subgroup qualifying for free or reducedprice meals (FRL) is estimated using the NCES CCD School
Universe Survey for the 20122013 school year. Cleveland shows
outlier values for 2012, and has been replaced with its 2011
values. Subgroup membership in each school is multiplied by the
overall rate of FRL eligibility at the school to obtain an estimated
count of FRL-eligible students in the subgroup. These counts, and
total membership by subgroup, are aggregated as described above
in Enrollment.
The fitted curve is calculated using a natural cubic spline with
two degrees of freedom. It is intended to illustrate which groups
are performing better or worse than expected given their
economic background.
TEACHERS
Average teacher salaries are provided by the OCR CRDC for the
20112012 school year, using files received July 31, 2014.
San Antonio and San Diego average salaries in the CRDC are
implausible outlier values and have been replaced with averages
calculated by dividing the total instructional salary expenditure by the
number of instructional full-time equivalents (FTEs), using data from
the same collection. San Francisco financial data is not available in the
CRDC and is provided by the California Ed-Data website, accessed
on January 9, 2015.
Salaries are adjusted for cost of living to the national average using
the Council for Community and Economic Researchs (CCER) Cost of
Living Index (COLI), provided by the U.S. Census Bureau.
The presence of a compensation model incorporating pay for
performance is determined using the National Council on Teacher
Qualitys (NCTQ) Teacher Contract Database as of January 9, 2015.
Suspension rates for subgroups are calculated from the 20112012
OCR CRDC, using files received July 31, 2014. IDEA and non-IDEA
counts of students receiving at least one out-of-school suspension are
summed by subgroup and divided by total subgroup membership.
GRADUATION RATE
Rates are Adjusted Cohort Graduation Rates (ACGR) for the
20102011 school year. These rates are calculated by state education
agencies (SEAs) in accordance with guidance published by the U.S.
Department of Education (ED). LEA-level rates were downloaded
from Data.gov on January 9, 2015. State- and national-level rates
are provided in the report Public High School Four-Year On-Time
Graduation Rates and Event Dropout Rates: School Years 20102011
and 20112012, published April 2014 by NCES.
COLLEGE READINESS
Composite ACT scores and percentage of test takers attaining the
ACT college ready benchmark in at least three subject tests are 2014
data provided by ACT, Inc. on January 5, 2015.
COLLEGE PATHWAYS
Postsecondary enrollment, persistence, and completion rates at public
colleges and universities show the 4-year cohort that enrolled in
Fall 2002 and the 2-year cohort that enrolled in Fall 2004 and are
provided by Complete College America, using data from NCESs
Integrated Postsecondary Education Data System (IPEDS).
REFERENCES
Education Week Research Center. (2014). Diplomas count
Motivation matters: Engaging students, creating learners. Retrieved
from http://www.edweek.org/ew/marketplace/products/dc2014_
digitaledition.html?intc=EW-DC14-LNAV
Non-TUDA-participating districts display noncomparable

proficiency rates from state assessments obtained from each
states report cards.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School

leadership that works: From research to results. Alexandria, VA:
Association for Supervision and Curriculum Development.
EARLY CHILDHOOD
The availability, type, and eligibility requirements of district pre-k
services are provided by the Office of Civil Rights (OCR) Civil
Rights Data Collection (CRDC) for the 20112012 school year,
using files received July 31, 2014.
Rand Corporation. (2012). Teachers matter: Understanding teachers

impact on student achievement (CP-693/1). Retrieved from http://
www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html
U.S. Chamber of Commerce. (2012). Leaders & laggards: A state-bystate report card on public post-secondary education. Retrieved from
http://www.uschamberfoundation.org/reportcard/
U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics. (2013). First-year
undergraduate remedial coursetaking: 19992000, 20032004,
20072008. Retrieved from http://nces.ed.gov/pubs2013/2013013.pdf
82
The George W. Bush Institute at the George W. Bush Presidential Center

2943 SMU Boulevard | Dallas, Texas 75205 | 214.200.4300
www.bushcenter.org | educationreform@bushcenter.org

Mayors Report Card On Education

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THE GEORGE W.

BUSH INSTITUTE PRESENTS

INFORMED AND ENGAGED FOR STUDENT SUCCESS

THE GEORGE W. BUSH INSTITUTE PRESENTS

INFORMED AND ENGAGED FOR STUDENT SUCCESS

THE BUSH INSTITUTE AT THE GEORGE W. BUSH PRESIDENTIAL CENTER

Introduction to the Mayors Report Card on Education

Summary of Key Findings

Sources and Methodology

What gets measured, gets done.

We believe that what gets measured, gets

CHALLENGES AND OPPORTUNITIES OF 21ST CENTURY SCHOOLING

ABOUT THE INFORMATION

a high-quality education for every student;

100 Largest Districts

New York City

A HIGH-QUALITY EDUCATION FOR EVERY STUDENT

Schools are carefully selected to be in the NAEP samples according to demographic

2003 2005 2007 2009 2011 2013

2003 2005 2007 2009 2011 2013

2005 2007 2009 2011 2013

2005 2007 2009 2011 2013

SUPPORTED PATHWAYS TO COLLEGE AND CAREER

Percentage of ACT Test Takers Nationwide

Another comparison to consider

EARLY CHILDHOOD EDUCATION THAT

Pre-K Services for

Pre-K Services for

EFFECTIVE EDUCATORS AND PRINCIPALS

$52,074 MEDIAN SALARY

In recent years, districts across the nation have

New York City

162 schools | 94,083 students

1st largest district in the state

32nd largest district in the nation

Each city is represented in this report by

many cases, this district does not include

schools outside of the city itself.

2012 Enrollment by Subgroup

NAEP Proficiency Over Time

4th Grade Mathematics

8th Grade Mathematics

4th Grade Reading

DISTRICT AVG 971

8th Grade Reading

Estimated % of subgroup qualifying for free or reduced-price meals

n Black (insufficient sample size)

Mayors Report Card on Education

Pre-K Availability, 2012

Avg Teacher Salary, 2011

Adjusted for Cost of Living

Albuquerques teacher compensation model includes pay for performance.

n w/ Pay for Performance

Male Student Suspension Rate, 2012

4-Year High School Graduation Rate, 2011

Of those students who enroll full-

time in 4-year public colleges:

Graduate within 150% time

% of ACT takers college ready in 3+ subject tests, 2014

time in 2-year public colleges:

Of those students who enroll full-

Persist to their sophomore year

113 schools | 49,558 students