ED 399 611
AUTHORTITLE
INSTITUTION
REPORT NOPUB DATENOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
EA 027 843
Savage, Frank X., Comp.; Milks, Mary Jo, Comp.United States Catholic Elementary and SecondarySchools 1995-96. The Annual Statistical Report onSchools, Enrollment, and Staffing.National Catholic Educational Association,Washington, D.C.ISBN-1-55833-170-09669p.; For 1994-95 report, see ED 395 933.National Catholic Educational Association, 1077 30thStreet, NW, Suite 100, Washington, DC 20007.Statistical Data (110)
MF01/PC03 Plus Postage.*Catholic Schools; Elementary Secondary Education;*Enrollment; Enrollment Trends; Ethnic Groups;Kindergarten; Preschool Education; RegionalCharacteristics; *School Demography; SchoolPersonnel; *School Statistics; Teacher StudentRatio
Since 1969-70, the National Catholic EducationalAssociation (NCEA) has published a statistical report on Catholicelementary and secondary schools in the United States. This reportcontains the core school enrollment and staffing data of the NCEAhistorical file for 1995-96. Data were collected on Title I services,extended-care programs, school boards of education, coeducationalschools, and single-sex schools. The first part presents a summary ofthe demographic trends impacting both public and private education.Comparisons are also made with other private schools and with thepublic sectcr. Data for free-standing middle schools are alsopresented. The data are based on information submitted byarchdiocesan and diocesan offices of education and a state CatholicConference that compiles school data for all dioceses in that state.Appendices contain a summary report of basic school statistics, alist of states with enrollment increases, and a summary report ofsupplemental data by region and state. A total of 26 exhibits areincluded. (LMI)
****************************************1 ,.c************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
a
r'*4
,0r\
0
y' ;*-D.)0.
0
EA.
Li
fl 0 . ,)
. "
,
.... '''vc -"-z,_ ", le's-,-,1",,.e. ' ',..-:),;
1 ;' ''' 'i \\1: f:-
;,' r ,.. `."64-'. . ;:t,,,.., t\. 1:;:r
leki ..,;;;:t"--.,.-f r_.(,,,,,,...
;-:,) : . ',-,1/ '''',
ci
C.
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUc.rfIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
. ;Li. '\(.--, ' ,-, ,, ,--).,
BEST COPY AVAILABLE
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
'6\
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
"1-7/- 2
The AnnualStatistical Report onSchools, Enrollment
and Staffing
National CatholicEducational Association
ERRATA
for
United States Catholic Elementary and SecondarySchools 1995-96, The Annual Statistical Report on
Schools, Enrollment and Staffing
andNCEA/Ganley's Catholic Schools in America,,1995
ed.
1. p. vi: "Highlights"
In 1995-96 non-Catholic represented 13.2%of Catholic school enrollment.
In 1995-96, 90.5% of full-time faculty werelay men and women; the remainder consistedof 7.3% sisters, 0.9% brothers and 1.2%priests.
2. p. 11: Growth Trends for Preschool and
Kindergarten" the first sentence should read
"...preschool enrollment as increased by over 450%."
3. p. 14: Exhibit 14 should read "Percentage ofEnrollment by Region"
UNITED STATES CATHOLIC
ELEMENTARY AND SECONDARY
SCHOOLS 1995-96
The Annual Statistical Report onSchools, Enrollment and Staffing
The National Catholic Educational Association
Compiled by Frank X. Savage and Mary Jo Milks
4
National Catholic Educational Association1077 30th Street, NW, Suite 100Washington, DC 20007-3852©1996 ISBN 1-55833-170-0
5
TABLE OF CONTENTS
List of Exhibits iv
Preface v
Highlights vi
Introduction vii
A Summary of Demographic TrendsIn Public and Private Education: A Context 1
U.S. Population Trends I
School-age Population 2
Enrollment in Public and Private Schools 2
Teachers and Pupil-Teacher Ratios by Level 4
Catholic Education 1995-96 6
Number of Schools 6
Regional Distribution 6
Types of Schools 9
Location of Schools 10
Enrollment 11
Growth Trends for Preschool and Kindergarten 11
Enrollment by Grade Level 12
Enrollment by Region 13
Enrollment in Key States 15
Enrollment in Largest Dioceses 16
Enrollment of Ethnic Minorities 16
Enrollment of Non-Catholics 18
Staffing of Catholic Schools 20Number of Teachers 20
Selected Programs in Catholic Education 22
Extended Care Programs 22
Title 1 Services 22
School Boards of Education 23
Coed/Single Sex Schools 23
Appendix ASummary Report of Basic School Statistics 24
Appendix BStates with Enrollment Increases 39
Appendix CSummary Report of Supplemental Databy Region and State 40
6
LIST OF EXHIBITS
Exhibit No.
1
Title
Population and Birth Rate: 1955-2000
Page
I
2 Ages of Students 2
3 Preprimary Enrollment by Attendance Status: 1970-1994 3
4 Public and Private School Enrollment by Grade Level: 1970-2005 3
5 Public and Private School Enrollment: A Comparison 4
6 Public and Private Schools: Teacher and Pupil/Teacher Ratios 5
7 Elementary, Middle and Secondary Schools by Region 7
8 Percentage of Schools by Region 8
9 Types of Schools 9
10 Location of Schools 10
11 Growth Trends for Preschool and Kindergarten II12 Enrollment by Grade Level 12
13 Enrollment by Region 13
14 Percentage of Schools by Region 14
15 Student Enrollment: Ten Largest States 15
16 Enrollment in Largest Dioceses 16
I 7A Catholic School Enrollment by Ethnic Background 17
I7B Catholic School Enrollment Percentage by Ethnic Background 17
18 Non-Catholic Enrollment 18
19 Non-Catholic Enrollment by Percentages 19
20 Full-Time Equivalent Teaching Staff 20
21 Full-Time Equivalent Teaching Staff by Percentages 21
22 Schools with Extended Care Programs 22
23 Schools Receiving Title I Services 22
24 Schools with Boards of Education 23
25 Elementary and Secondary Gender Composition 23
7
iv
PREFACE
Since 1969-1970 the National Catholic Educational Association (NCEA) has published a statistical report on
Catholic elementary and secondary schools in the United States. Prior to this time extensive data did not
exist for these and other private schools. This data was needed to understand this significant educational
sector, to inform the discussion of other educational policy issues, including potential forms of federal and
state aid, and to encourage and improve local management. With the assistance of the Carnegie Corpora-
tion of New York and the United States Office of Education, a database on Catholic schools was established and
remains available in annual publications of the NCEA through 1974-1975. In 1975, the NCEA and the Curriculum
Information Center Incorporated published a report and directory of Catholic schools. This publication continues the
database and is now produced in cooperation with Fisher Publishing Company of Silverthorne, Colorado, and Market
Data Retrieval of Shelton, Connecticut.
The report contains the core school enrollment and staffing data of the NCEA historical file. Again this year, we
have collected data in our survey on Title I services, extended care programs, school boards of education, coeduca-
tional and single-sex schools. The first part of the report presents a summary of the demographic trends impacting
both public and private education. Comparisons are also made with other private schools and with the public
sector. We continue with middle school (free-standing, not middle school programs) specific data begun last year.
The report is based upon information submitted by archdiocesan and diocesan offices of education and, in one
instance, a state Catholic Conference which compiles school data for all dioceses in the state. NCEA is most grateful
to these administrators and their staffs for their cooperation, resulting in a 100% response rate.
Special thanks to members of the Data Bank Committee: Mr. Frank X. Savage, Executive Director, Department of
Chief Administrators of Catholic Education; Mr. Michael Guerra, Executive Director, Department of Secondary Schools;
Regina Haney, OSF, Executive Director, National Association of Boards of Education; Dr. Robert Kea ley, Executive
Director, Department of Elementary Schools; and Ms. Barbara Keebler, Director of Public Relations for their sugges-
tions and editorial assistance for this report. Thanks also to Ms. Mary Jo Milks for her outstanding service in
collecting, organizing, and auditing the data which is the substance of this report, and to Mr. Rick Gilbert for his
considerable help in programming. NCEA appreciates the assistance and cooperation of Ms. Mary Mahar of Fisher
Publishing Company and the staff of Market Data Retrieval.
8
HIGHLIGHTS
Population trends show increasing numbers of students at preschool and elementary age levels.
Catholic preschool enrollment increased by over 450% since 1982-83.
In 1995-96 there were 8,250 Catholic schools; of these 6,924 were elementary, 98 were middle, and 1,228 weresecondary.
In 1995-96 the total number of Catholic schools students was 2,635,218 an increase of 16,651 students since lastyear.
The percentage of minorities in Catholic schools has more than doubled since I 970-71 and continued to increase in1995-96. It now stands at over 24%.
In 1995-96, 3,752 Catholic schools were located in urban areas; of these, 1,020 were inner-city schools.
In 1995-96 non-Catholic represented 17% of Catholic school enrollment.
In 1995-96 full-time equivalent faculty numbered 166,759.
In 1995-96, 91.4% of full-time faculty were lay men and women; the remainder consisted of 6.9% sisters, 0.9%brothers and 0.8% priests.
In 1995-96 the pupil/teacher ratio in Catholic schools for grades PK-I2 was 15.6:1; in elementary schools 17:1, inmiddle schools 15:1, and in secondary schools 12.9:1.
In 1995-96 there were 3,935 Catholic schools offering extended care programs.
In I 995-96 there were 5,591 Catholic schools with students eligible for Title I services, with 4,616 Catholic schoolswith students receiving Title 1 services.
In 1995-96, 6,395 Catholic schools reported having a school board of education, or its equivalent.
In 1995-96 the number of Catholic schools included 200 all-male and 272 all-female schools.
vi
INTRODUCTION
1
n 1995-1996, the Catholic school community saw its fourth consecutive year of enrollment increases. Totalenrollment increased 16,651 over the 1994-1995 school year. This represents a 0.6% increase over the 1994-1995enrollment and a 2.6% since 1992-1993. To what can this increase be attributed?
The increase can be attributed to a growing confidence in the quality of Catholic school education. Catholiceducators have long believed in the quality of their schools but their belief was not always shared by educationalcolleagues or even within the larger Catholic church community. Several factors have contributed to the increased
confidence in the quality of Catholic schools: independent research documenting the quality of Catholic schools, initiativeswithin the Catholic community on behalf of schools and discussion of educational reform as an issue of public policy.
INDEPENDENT RESEARCHIndependent research substantiates a number of quality indicators about Catholic schools. Studies based on the
National Assessment of Educational Progress (NAEP); the National Education Longitudinal Study of 1988 (NELS:88) and HighSchool and Beyond show that, on average, Catholic elementary and secondary school students score better on academicachievement tests than public school students.I Furthermore, the difference in achievement levels increases with gradelevel.2
Research shows that Catholic schools do a better job than public schools in educating minority students. Studiesshow that minority students in Catholic schools score higher on academic achievement tests, have higher educationaldreams and are less likely to drop out of school than minority students in public schools. Within Catholic schools thedifference in academic achievement between minority students and other students is less than in public schools.3
The late Dr. James Coleman contended that the effectiveness of Catholic schools was due in large part to the "functionalcommunity" that embraced the school and bestowed a "social capital" on the school environment. The beliefs, valuesand practices of the functional community create norms and expectations within the school regarding academic perfor-mance and acceptable behavior.4
The growing body of educational research highlighting the performance of Catholic schools creates a climate whereeducators have begun to look to the Catholic school as a model for educational reform.
INITIATIVES WITHIN THE CATHOLIC COMMUNITY ON BEHALF OF SCHOOLSIn 1990, just prior to the beginning of increases in Catholic school enrollments, the United States Bishops issued a
statement in support of Catholic Elementary and Secondary Schools. This statement places the bishops on record assupporting Catholic schools and commits them to implementing strategies to ensure their permanence.
The following year the NCEA convened the National Congress on Catholic Schools for the 2Ist Century. This eventheld in Washington, DC, November 1991, was the culmination of regional gatherings of over 5,000 stakeholders in thefuture of Catholic schools. The Congress set directions for the future of Catholic schools and mobilized a nationalcommunity of Catholic educators committed to:
championing superior standards of academic excellence in which gospel values and Catholic Church teachingsare integrated in the lives and work of all members of the school community
valuing and empowering leadership that is visionary, innovative and collegial
opening minds and hearts and doors to an increasingly diverse world, and preparing students' minds and heartsand hands to live wisely and generously in a technological, complex, and interdependent world
seeking the support of the entire Catholic community, undertaking comprehensive development programs andproviding opportunities for all who are committed to their mission to join in shaping the future
joining forces with others to advocate and promote public policies that offer all parents the opportunity to choosethe schools they believe are best for their children
10 vii
At its 1996 annual Convention in Philadelphia, Pennsylvania, the NCEA celebrated the fifth anniversary of the NationalCongress on Catholic Schools for the 2Ist Century by convening Congress '96. Over 300 Catholic educators assembledto reflect on achievements since the I 991 Congress and set a course for future action.
In 1992 the NCEA in collaboration with the United States Catholic Conference (USCC) Department of Educationinitiated the National Marketing Campaign for Catholic Schools with the Discover Catholic Schools campaign. The purposeof the campaign was to increase visibility of Catholic schools within the communities they serve. Many dioceses adoptedDiscover Catholic Schools for their own campaign, others adapted the materials to suit their local needs. Still others,especially those who had experience in marketing Catholic schools, created their own campaigns with generous fundingfrom outside sources. In a few short years many dioceses experienced a transition from having schools with empty seatsto schools with waiting lists. Catholic schools were successful in positioning themselves as "Your better choice" and"Schools you can believe in".
EDUCATIONAL REFORM AND PUBLIC POLICYEducational reform is a political issue. American people in many communities believe their schools fail to adequately
educate children to take a productive place in society. The business community is concerned about having an educatedworkforce to meet its employment needs in a competitive world economy. People concerned about these issues are engagedin an intense conversation about how to improve education.
Parents, politicians, educators and business leaders are looking for educational models that work. Catholic schoolshave emerged as a model that works. Site based management, parental involvement, functional communities, emphasison a core curriculum, and putting the needs of children first are key factors for success of any school. These factors arepresent in a high degree in most every Catholic school. For many parents, especially those in urban areas, Catholic schoolsare recognized as schools of choice for their children.
A hotly debated question in discussing educational reform is whether parents should have government financialsupport to choose the public, private or religiously affiliated school they feel is best for their children. In September 1992,NCEA released findings of a Gallup survey which measured public opinion on the issues of parental choice of schoolsand the funding of school choice, as well as on the quality of education provided by U.S. schools.
A clear majority of the 1,239 adults surveyed (70%) indicated support for a government-funded voucher system whichwould provide a certain amount of money for each child so that the parents could send their children to the public, privateor religiously affiliated school of the parents' choice. When asked if the;y would be willing to see some of their tax moneynow going to public schools used to fund parental choice at any public, private or religiously affiliated school, three infive (61 %) did favor the use of tax money for this purpose.
As part of the same survey, the NCEA commissioned the Gallup Organization, Inc. to assess attitudes toward educationin the U.S. by assigning grades (A through F). Asked to rate schools nationally, 62% of adults gave an A or B to Catholicschools. It is clear from this survey that confidence in the quality of Catholic schools is high.
Independent research, initiatives of the Catholic community and the public policy debate are three reasons that helpexplain a growing confidence in the quality of Catholic schools. This confidence is reflected in a fourth consecutive yearof enrollment increase. This report provides a statistical description of the numbers of students and teachers in U.S.Catholic elementary and secondary schools. The report describes a community of teachers and learning who staff andpopulate the best schools in the United States.
Frank X. SavageExecutive Director, CACENational Catholic Educational Association
Lee, V.E., & Stewart, C., National Assessment of Educational Progress Proficiency in Mathematics and Science 1985-86: Catholic andPublic Schools Compared (Washington, DC: National Catholic Educational Association, 1989).2 Coleman, 1.S. & Hoffer, T., Public and private high schools: The impact of communities (New York: Basic Books, 1987).3 Lee, V.E., & Bryk, A.S., "A multilevel model of the social distribution of high school achievement." Sociology of Education, 62(1989): 172-192.4 Coleman, I.S. & Hoffer, T., (1987).
viiiBEST COPY AMIABLE 11
A SUMMARY OF DEMOGRAPHIC TRENDSIN PUBLIC AND PRIVATE EDUCATION:
A CONTEXT
U.S. POPULATION TRENDSCurrent population trends are important to both public and private schools. According to the United States
Department of Commerce, Bureau of Census, the birth rate (births/1000 persons) rose slightly during the pastdecade. Since the population is greater, the number of births has been increasing. The 16.8 birth rate produced4,179,000 births in 1990, the most since 1960. However, a decline to 3,874,892 births in 2000 is projected.
EXHIBIT 1Population and Birth Rate:
Reported
1955
Population
2000
Births Birth Rate
1955 165,069,000 4,097,000 24.81960 179,975,000 4,257,850 23.71965 193,460,000 3,760,358 19.41970 203,302,000 3,731,386 18.4
1975 215,465,000 3,144,198 14.61980 226,846,000 3,612,258 15.91985 238,736,000 3,760,561 15.81990 248,709,873 4,179,000 16.8
Estimated
1995 262,754,000 3,941,310 15:02000 274,815,000 3,874,892 14.1
SOURCE: Bureau of Census, U.S. Department of Commerce, April 1994.
12
SCHOOL-AGE POPULATIONAccording to the National Center for Education Statistics, these population trends are reflected in the
increasing numbers of students at preschool, elementary and secondary levels. Preschool age studentswere increasing in 1980. Growth has been slower in elementary and secondary categories, and after2000 the preschool age population is projected to decrease. This upward trend in elementary studentsbegan in 1986. In 1991 secondary schools began to show an increase. The steady increase of studentsin these three age brackets is detailed in Exhibit 2.
EXHIBIT 2Ages of Students
ReportedPreschool
(3-5)Elementary
(5-13)Secondary
(14-17)
1981 9,664,000 30,711,000 15,610,0001986 10,755,000 30,078,000 14,824,0001990 11,033,000 31,996,000 13,313,0001991 11,132,000 32,494,000 13,424,0001992 11,308,000 33,006,000 13,661,0001993 11,504,000 33,424,000 13,802,0001994 11,905,000 33,862,000 14,429,000
Estimated
1995 12,227,000 34,263,000 14,591,0001996 12,344,000 34,868,000 14,933,0002001 11,508,000 36,198,000 15,853,0002006 11,511,000 35,668,000 17,238,000
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, pp. 174-75
ENROLLMENT IN PUBLIC AND PRIVATE SCHOOLSThe following exhibit shows a substantial steady increase in preprimary enrollment for ages 3, 4, and 5
in both private and public schools between October 1970 and October 1994 according to the National Centerfor Education Statistics.
132
EXHIBIT 3: Preprimary Enrollment by Attendance Status: 1970-1994
Enrollmentin thousands
8,000
7,000
6,000Total preprimary enrollment
5,000
4,000
3,000
2,000Full-day enrollment
1,000
0 1 1
1 1 I 1 i i I I I I I 1 1 i 1 i i 1 i 1 1 1 1
1970 1975 1980 1985 1990 1994
Year
SOURCE: Digest of Educational Statistics 1995, National Center for Education Statistics, p. 46
Elementary school enrollment dropped during the 1970s in both public and private schools, but underwentlittle or no change in the first half of the 1980s. High school enrollment in public schools rose during the earlyto mid 1970s but then turned downward. Private school enrollment at the high school level changed little from1970-1995. Exhibits 4 and 5 show these enrollment levels.
EXHIBIT 4: Public and Private School Enrollment by Grade Level: 1970-2005Enrollment (in thousands)
Projected35,000 35,000
Public grades K-8
30,000 30,000
25,000 25,000
20,000 20,000
15,000 Public grades 9-12 15,000
10,000 10,000
5,000 Private grades K-8 5,000Private grades 9-12IiIIIIIIIIII i IIIIII. II ii III-IIIIIII-
1970 1975 1980 1985 1990 1995 2000 2005Fall of year
0
SOURCE: The Condition of Education 1995, National Center for Education Statistics, p. 107
14 3
EXHIBIT 5Public and Private School Enrollment: A Comparison
(in thousands)
ReportedTotal
EnrollmentPublicPupils
PrivatePupils
1986 45,205 39,753 87.9 5,452 12.1
1987 45,487 40,008 88.0 5,479 12.0
1988 45,430 40,189 88.5 5,241 11.51989 45,898 40,543 88.3 5,355 11.71990 46,448 41,217 88.7 5,232 11.31991 47,246 42,047 89.0 5,199 11.01992 48,110 42,816 89.0 5,375 11.21993 48,824 43,476 89.0 5,471 11.21994 49,826 44,230 88.8 5,596 11.2
Estimated
1995 50,776 45,076 88.8 5,700 11.2
1996 51,683 45,885 88.8 5,798 11.2
1997 52,400 46,524 88.8 5,876 11.2
1998 52,921 46,988 88.8 5,933 11.2
1999 53,342 47,365 88.8 5,977 11.2
2000 53,668 47,656 88.8 6,012 11.2
2001 53,933 47,891 88.8 6,042 11.2
2002 54,168 48,102 88.8 6,066 11.2
2003 54,312 48,234 88.8 6,078 11.2
2004 54,449 48,365 88.8 6,084 11.2
2005 54,587 48,497 88.8 6,090 11.1
2006 54,615 48,528 88.9 6,086 11.1
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, p. 9.
TEACHERS AND PUPIL-TEACHER RATIOS BY LEVELSince 1981, there has been a steady increase in the number of teachers, K through 12, in both public
and private schools. At the same time, overall K-I 2 pupil/teacher ratios continued to decline after 1981,as is evidenced in Exhibit 6.
This is the fifth year that NCEA has compiled data on both full and part-time staff positions in addi-tion to collecting data for students from PK- I 2. Therefore, the data since 1991-92 reflect these changes inthe pupil/teacher ratios.
The overall pupil/teacher ratio in Catholic schools in 1995-96 was 15.6:1. By level they are: elemen-tary schools 17:1, middle schools 13.3:1, secondary schools 13.2:1. In 1994-95 the ratios were:elementary schools 17.1:1, middle schools 11.7:1, secondary schools 13.2:1.
154
EXHIBIT 6Public and Private Schools: Teachers and Pupil/Teacher Ratios
Number of Teachers
K to 12 Elementary SecondaryYear1987 2,632,000 1,564,000 1,068,0001988 2,668,000 1,604,000 1,064,0001989 2,734,000 1,662,000 1,072,0001990 2,753,000 1,680,000 1,073,0001991 2,787,000 1,713,000 1,074,0001992 2,821,000 1,746,000 1,075,0001993 2,873,000 1,778,000 1,093,0001994 2,962,000 1,796,000 1,166,000
Estimated1995 3,017,000 1,825,000 1,191,0001996 3,071,000 1,851,000 1,220,0001997 3,118,000 1,876,000 1,242,0001998 3,161,000 1,899,000 1,262,0001999 3,202,000 1,920,000 1,282,0002000 3,239,000 1,938,000 1,301,0002001 3,272,000 1,954,000 1,318,0002002 3,304,000 1,965,000 1,338,0002003 3,334,000 1,975,000 1,359,0002004 3,368,000 1,985,000 1,383,0002005 3,403,000 1,997,000 1,406,0002006 3,341,000 2,009,000 1,422,000
Pupil-Teacher Ratios
Year1987 18.8 15.01988 18.6 14.71989 18.4 14.31990 18.5 14.31991 18.5 14.51992 18.8 14.81993 18.5 14.81994 18.4 14.3
Estimated1995 18.4 14.41996 18.4 14.41997 18.4 14.41998 18.3 14.31999 18.3 14.32000 18.2 14.22001 18.1 14.12002 18.0 14.12003 17.8 14.12004 17.6 14.12005 17.4 14.12006 17.2 14.0
SOURCE: Projections of Education Statistics to 2006, National Center for Education Statistics, 1996, pp. 72-73.
e
CATHOLIC EDUCATION
1995-96
NUMBER OF SCHOOLSIn 1995-96, there were 8,250 Catholic schools in this country; 6,924 elementary, 98 middle and 1,228
secondary. In the 1980s, in some instances, the number of Catholic schools mirrored the demographicmovements throughout the country. Where appropriate, especially in urban and suburban areas, consolidationwas a significant factor in the realignment of Catholic schools. While the number of schools continues todecrease through closing and consolidation, new schools continue to open. In 1995-96 22 schools opened,primarily at the preschool and elementary levels.
(I) REGIONAL DISTRIBUTIONThe National Catholic Educational Association divides the nation statistically into the following six
geographical regions:
New England:Mideast:Great Lakes:Great Plains:Southeast:
West/Far West:
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, VermontDelaware, District of Columbia, Maryland, New Jersey, New York, PennsylvaniaIllinois, Indiana, Michigan, Ohio, WisconsinIowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South DakotaAlabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina,South Carolina, Tennessee, Virginia, West VirginiaAlaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico,Oklahoma, Oregon, Texas, Utah, Washington, Wyoming.
Exhihit 7 presents the number of schools by region and Exhibit 8 the percentages of this distribution.It is evident from the latter that the Mideast and Great Lakes regions at over 48 percent of the totalnumber continues to have the largest percentage of schools. The West/Far West region continues to showgrowth. Free-standing middle schools were included for the first time last year, reflecting a relativelyrecent trend and focus in both public and private education.
17
6
EXHIBIT 7Elementary, Middle* and Secondary Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-84545
2,2932,111
889854
1,245
1994-95451
1,9091,822
803802
1,192
1995-96447
1,8941,793
792796
1,195
United States 7,937 6,979 6,917
MiddleNew England 9 11
Mideast 1 27
Great Lakes 20 26
Plains 6 8
Southeast 5 9
West/Far West 15 17
United States 76 98
SecondaryNew England 124 94 96
Mideast 421 350 340Great Lakes 309 261 260Plains 165 139 140
Southeast 192 173 171
West/Far West 253 221 221
United States 1,464 1,238 1,228
All SchoolsNew England 669 554 554Mideast 2,714 2,280 2,261
Great Lakes 2,420 2,103 2,079Plains 1,054 948 940Southeast 1,046 980 976West/Far West 1,498 1,428 1,433
United States 9,401 8,293 8,243
'Middle schools reported as a separate group beginning in 1994-95; prior to this date they were included inthe elementary school count.
Is7
EXHIBIT 8Percentage of Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.9
28.926.611.2
10.7
15.7
1994-956.5
27.426.1
11.5
11.5
17.1
1995-966.7
27.426.1
11.5
11.5
.17.1
United States 100.0 100.0 100.0
Middle*New England 11.8 11.2
Mideast 27.6 27.6Great Lakes 26.3 21.2Plains 7.9 8.2Southeast 6.6 9.2West/Far West 19.7 17.4
United States 100.0 100.0
SecondaryNew England 8.5 7.6 7.8Mideast 28.7 28.3 27.7Great Lakes 21.1 21.1 21.2Plains 11.3 11.2 11.4
Southeast 13.1 14.0 13.9West/Far West 17.3 17.9 18.0
United States 100.0 100.0 100.0
All SchoolsNew England 7.1 6.7 6.7Mideast 28.9 27.5 27.4Great Lakes 25.8 25.4 25.2Plains 11.2 11.4 11.4
Southeast 11.1 11.8 11.8
West/Far West 15.9 17.2 17.4
United States 100.0 100.0 100.0
*Middle schools reported as a separate group beginning in 1994-95; prior to this date there were includedin the elementary school count.
NOTE: Percentages may not total 100% due to rounding.
8
19
(2) TYPES OF SCHOOLSThe types of Catholic schools are determined by the authority of their administration. Under this
classification there are four: parish (those administered by a single parish), inter-parish (those administeredby two or more parishes), diocesan (those administered by the diocesan office of education), and private (thoseadministered by a religious order or a private corporation). Exhibit 9 indicates that most elementary schoolsare parish schools; however, between 1983-84 and 1994-95, the growth in the number and percentage ofelementary inter-parish schools continued. This growth underlines the reorganization of Catholic educationthrough consolidation. Middle schools (counted for the first time last year) are primarily interparish anddiocesan. Most secondary schools are either private or diocesan. Exhibit 9 shows a slight increase in thepercentage of inter-parish and private schools over the past thirteen years.
8000
7000
6000
5000
4000
3000
2000
1000
1500
1200
900
600
Elementarynumber
736508
parish inter-parish
Secondarynumber
300 214143
0 parish
167 152Iinter-parish
EXHIBIT 9Types of Schools
7937 100
1983-847022
1995-96
80
60
40
20
330 227 317 284=r 1I MIEI I
diocesan private total
1464100
1983-84
1995-96 1228
80
60
563520 506 40
427
20
diocesan private total
percentage
85.482.2
1983-84
1995-96
10.56.4 4.2 3.2 3.9 4.0
MEI I I= TT
100 100
parish inter-parish diocesan private total
percentage 100 100
1983-84
1995-96
14.6116 11.4 12.3
35.5 34.8
41.3
111parish inter-parish diocesan private total
*Middle schools (98 totalpredominantly interparish) are included with the elementary schools.
20
(3) LOCATION OF SCHOOLSDuring the 1980s and 1990s, the highest percentage of elementary and secondary schools was found in
urban areas; however the increase in suburban schools nationally in the past thirteen years is significant. Thenumber of inner city, suburban and rural elementary schools has risen since last year. Of 8,250 schools, 3,754are in urban areas; of these, 1,020 are in inner-city settings.
8000
7000
6000
5000
4000
3000
2000
1000
EXHIBIT 10: Location of Schools
Elementarynumber
3762
2224
0
1983-84
1995-96
2000 2150 2175726
7937
7022
urban inner-city suburban rural total
Secondarynumber
urban
100
80
60
40
20
percentage
47.4
1983-84
1995-96
31.7 30.7
25.2
urban
13
0
inner-city suburban
100 100
27.424.6
rural total
.11 1983-84
percentage1464
111 1983-84100 100
1995-96 1995-961228 100
80
57.860
41.4
41340
33.7359
24.5259
200 2017.716.3
105
111
8.6
0I 0
I
inner-city suburban rural total urban inner-city suburban rural total
10
*Middle schools (98 totalpredominantly urban) included with elementary schools.
21
ENROLLMENT
(I) GROWTH TRENDS FOR PRESCHOOL AND KINDERGARTENSince the early I 980s preschool enrollment has increased by nearly 450%. This sharp increase in preschool
enrollment reflects the response of Catholic schools to the needs of parents. The numbers of kindergartenstudents also continued to increase, as detailed in Exhibit II .
400000
350000
300000
250000
200000
150000
100000
50000
0
EXHIBIT 11Growth Trends for Preschool and Kindergarten
III 1982-83
31,381
1994-95 II 1995 -96
143,360 144,099
I
174,548
220,240 224,330
I
205,929
3363,600
68,429
I
preschool kindergarten total
22
(2) ENROLLMENT BY GRADE LEVELCatholic school enrollment by grade level from preschool to grade 12 was consonant with U.S. population
trends, both actual and protected, as shown below in Exhibit 12. Of special interest is the increase in PK-12enrollment in 38 states (statistics for individual dioceses and states may be found in Appendix B).
EXHIBIT 12Enrollment by Grade Level
1982-83 1994-95Grade Level Pupils % Pupils %
1995-96Pupils
Preschool 31,381 1.4 143,360 7.1 144,099 7.1Kindergarten I 74,548 7.8 220,240 10.9 224,330 11.1
Grade I 259,163 11.6 231,491 11.5 234,260 11.6
Grade 2 254,634 11.4 221,094 10.9 222,847 11.0Grade 3 248,084 11.1 214,626 10.6 214,326 10.6Grade 4 244,439 10.9 209,234 10.4 208,015 10.3Grade 5 251,014 11.2 200,725 9.9 203,428 10.0Grade 6 265,652 11.8 199,661 9.9 199,427 9.8Grade 7 263,960 11.8 192,383 9.5 190,353 9.4Grade 8 249,918 11.1 184,613 9.1 183,743 9.1Ungraded * 3,715 0.2 3,741 0.2
Total Preschool 8 2,242,793 100.0 2,021,142 100.0 2,028,560Total K 8 2,211,412 1,877,782 1,884,461
Grade 9 214,179 26.9 168,313 28.2 169,990 28.0Grade 10 202,330 25.4 153,433 25.7 158,192 26.1Grade II 191,986 24.1 140,324 23.5 143,265 23.6Grade 12 187,282 23.5 133,964 22.4 133,731 22.0Ungraded * 1,391 0.2 1,472 0.2
Total 9 12 795,777 100.0 597,425 100.0 606,650
GRAND TOTAL 3,038,570 2,618,567 2,635,218
Total Students in Elementary Schools (Pre School 9)*** 1,994,290
Total Students in Middle Schools (4 9)*** 16,866
Total Students in Secondary Schools (4 12)*** 624,062
The numbers of ungraded students are not available in 1982-83.Since 1991 NCEA statistics for total enrollment have included the number of Pre-K studentsBeginning in 1995, NCEA has collected information by the level of school. The grade levels following the level of school signifythe lowest and highest grades in these school levels (elementary and secondary may include middle school programs).
NOTE: Percentages may not total 100% due to rounding.
12
ENROLLMENT BY REGIONIn enrollment by region, as shown in Exhibits 13 and 14, the Mideast and Great Lakes show nearly half
of the total enrollment in Catholic schools. However, every region but New England showed an increase for1995-96.
EXHIBIT 13Enrollment by Region
Prior to 1991-92, statistics for total enrollment did not include Pre-Kindergarten (PK)enrollment. Therefore, figures listed below for United States enrollment before 1991-92 willcorrespond to the total minus PK figure in Exhibit 12; the post 1991-92 figures willcorrespond to the total with the PK figure included.
Elementary 1983-84 1994-95 1995-96New England 143,000 116,402 117,995Mideast 689,000 585,507 587,265Great Lakes 572,000 509,178 506,739Plains 196,000 193,355 193,434Southeast 248,000 250,320 251,633West/Far West 332,000 336,022 337,224
United States 2,180,000 1,990,784 1,994,290
Middle*New England 1,876 2,274Mideast 3,151 3,555Great Lakes 3,563 4,460Plains 819 1,469Southeast 866 1,985West/Far West 2,937 3,123
United States 13,212 16,866
SecondaryNew England 66,000 41,882 41,843Mideast 257,000 184,625 185,311Great Lakes 192,000 138,127 141,254Plains 64,000 52,780 54,375Southeast 87,000 80,960 84,593West/Far West 122,000 116,197 116,686
United States 788,000 614,571 624,062
All SchoolsNew England 209,000 160,160 162,112Mideast 946,000 773,283 776,131Great Lakes 764,000 650,868 652,453Plains 260,000 246,954 249,278Southeast 335,000 332,146 338,211West/Far West 454,000 455,156 457,033
United States 2,968,000 2,618,567 2,635,218
`Middle schools reported as a separate, group beginning in 1994-95; prior to this date they were included in theelementary school count. 13
24
EXHIBIT 14Percentage of Schools by Region
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.6
31.626.2
9.011.4
15.2
1994-955.9
29.425.6
9.712.616.9
1995-966.5
27.425.911.5
11.5
17.3
United States 100.0 100.0 100.0
Middle*New England 14.2 11.2Mideast 23.9 27.6Great Lakes 27.0 26.5Plains 6.2 8.2Southeast 6.6 9.2West/Far West 22.2 17.4
United States 100.0 100.0
SecondaryNew England 8.4 6.8 7.8Mideast 32.6 30.0 27.7Great Lakes 24.4 22.5 21.2Plains 8.1 8.6 11.4Southeast 11.0 13.2 13.9West/Far West 15.5 18.9 18.0
United States 100.0 100.0 100.0
All SchoolsNew England 7.1 6.2 6.7Mideast 31.9 29.5 27.4Great Lakes 25.7 24.9 25.2Plains 8.7 9.4 11.4Southeast 11.3 12.7 12.8West/Far West 15.3 17.4 17.4
United States 100.0 100.0 100.0
*Middle schools reported as a separate group beginning in I994 -95; prior to this date they were included in theelementary school count.
25
I4
(4) ENROLLMENT IN KEY STATESAs detailed in Exhibit 15, ten states accounted for nearly two-thirds of Catholic school enrollment. New
York, California, Pennsylvania, Illinois and Ohio the top five had 45.7% of this enrollment.
EXHIBIT 15Student Enrollment: Ten Largest States
State 1983-84 1994-95 1995-96New York 382,910 300,288 301,159California 257,567 252,417 251,911
Pennsylvania 296,730 242,617 241,326Illinois 264,412 219,173 218,856Ohio 212,414 190,080 192,086New Jersey 175,901 149,993 151,913
Michigan 126,261 100,435 98,449Louisiana 108,497 96,214 97,439Florida 87,376Missouri 82,956 84,048
Largest States *2,030,594 * *1,717,033 1,721,563
United States 2,958,154 2,576,845 2,635,218
Percent 68.6% 65.9% 65.3%
* Includes Massachusetts and Wisconsin enrollments of 106,600 and 99,302 respectively"" Includes Wisconsin enrollment of 82,860
2615
(5) ENROLLMENT IN LARGEST DIOCESESThe twenty largest dioceses serve over 46% of the total enrollment in Catholic elementary, middle and
secondary schools, as illustrated in Exhibit 16. These dioceses are larger than the metropolitan area of thesame name. Most of the enrollment in these 20 largest dioceses comes from the major cities and their immediatesuburbs.
EXHIBIT 16Enrollment in Largest Dioceses
Diocese 1983-84 1994-95 1995-96Chicago I 78,706 140,209 138,477Philadelphia 159,800 122,982 121,702New York 125,831 107,144 107,904Los Angeles 109,801 102,366 101,199Brooklyn 107,380 74,045 74,236Cleveland 78,855 65,433 65,375Newark 74,065 61,463 61,814St. Louis 65,784 59,255 59,318Cincinnati 56,535 55,450 56,325Detroit 79,890 58,346 56,814Boston 71,496 53,745 54,136New Orleans 60,396 51,743 51,591Milwaukee 50,093 40,625 41,260Rockville Centre 47,590 39,267 39,698Pittsburgh 45,448 37,154 36,291Baltimore 40,583 33,821 34,605St. Paul/Minneapolis 38,770 33,283 32,495Miami 36,145 32,010 32,495Washington, DC 35,605 31 ,445 31,734Toledo 30,913
Largest Dioceses * 1,500,673 * * I ,230,449 1,229,921
All Dioceses 2,968,154 2,618,567 2,635,218
Percent 50.6% 47.0% 46.7%
* Includes Buffalo enrollment of 37,900.* Includes Buffalo enrollment of 30,663.
(6) ENROLLMENT OF ETHNIC MINORITIESCatholic schools, especially in urban areas, continue to serve increasing numbers of ethnic minority
students. In 1970 -71 minority enrollment was 10.8% of enrollment; in 1995-96 it had more than doubled to24.1 %. Exhibit 17B shows percentages since 1983-84. Elementary schools have a minority enrollment of24.4%; middle schools 28.2%; and secondary 23.9%.
1627
EXHIBIT 17ACatholic School Enrollment by Ethnic Background
Elementary Middle Secondary All SchoolsBlack 176,604 1,533 47,981 226,118Hispanic 191,561 1,543 64,139 257,243Asian 76,489 425 27,098 104,012Native Americans 13,590 1,145 2,815 17,550Other* 22,635 106 7,152 29,893
White* 1,513,411 12,114 474,877 2,000,402
Total 1,994,290 16,866 624,062 2,635,218
*In previous years "Other" & "White" were counted as "All Others." This was done to accommodate those who don't fit the listedethnic categories.
EXHIBIT 17BCatholic School Enrollment Percentage by Ethnic Background
ElementaryBlackHispanicAsianNative AmericansOther*
1983-849.29.42.50.3
1994-958.4
10.63.80.4
1995-968.99.63.80.70.4
White* 78.6 76.8 75.6
Tota I 100.0 100.0 100.0
Middle 1983-84 1994-95 1995-96Black 10.9 9.1
Hispanic 11.4 9.2Asian 2.5 2.5Native Americans 0.2 6.8Other* 0.6
White* 75.0 71.8
Total 100.0
Secondary 1983-84 1994-95 1995-96Black 7.1 7.6 7.7Hispanic 7.4 10.5 10.3
Asian 2.0 4.2 4.3Native Americans 0.3 0.4 0.5Other* 1.5
White* 83.2 77.2 76.1
Total 100.0 100.0 100.0
All Schools 1983-84 1994-95 1995-96Black 8.6 8.3 8.6Hispanic 8.9 10.6 9.8Asian 2.4 3.9 4.0Native Americans 0.3 0.4 0.7Other* 1.1
White* 79.8 76.9 75.9
Tota I 100.0 100.0 100.0
* 1995 -96 is the first year for separating "white" from "all others." This was done to accommodate those who don'tfit the listed ethnic categories.
217
(7) ENROLLMENT OF NON-CATHOLICSMost Catholic school students are Catholic. However, there has been a significant increase of non-Catholic
students from 10.6% in 1982-83 to 13.2% in 1995-96 as is shown in Exhibits 18 and 19. Middle schoolsshow the highest percentage of non-Catholic enrollment at 18.4% with secondary schools at 17.2% andelementary schools at 11.5%. The Southeast and West/Far West regions had the highest percentages at boththe secondary and the elementary levels in 1995-96; the Mideast and West/Far West had the highestpercentages of middle schools.
EXHIBIT 18Non-Catholic Enrollment
Elementary Middle Secondary All SchoolsNew England 13,124 442 6,259 19,825Mideast 76,827 955 28,095 105,877Great Lakes 58,005 360 22,644 81,009Plains 11,114 63 5,014 16,191Southeast 36,267 326 15,880 52,473West/Far West 42,571 900 29,312 71,883
United States 237,908 3,046 107,204 348,158
18
EXHIBIT 19Non-Catholic Enrollment by Percentages
ElementaryNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
1983-846.9
10.0
10.3
5.516.5
11.1
1994-9511.0
12.5
11.2
5.615.612.8
1995-9611.1
13.1
11.5
5.714.412.6
United States 10.1 11.8 11.9
MiddleNew England 16.6 19.4
Mideast 24.9 26.9Great Lakes 8.3 8.1
Plains 2.7 4.3
Southeast 13.2 16.4West/Far West 31.5 28.8
United States 18.5 18.1
SecondaryNew England 7.6 15.2 15.0
Mideast 7.8 13.9 15.2
Great Lakes 11.8 15.7 16.0
Plains 5.1 9.0 9.2
Southeast 16.5 18.3 18.8
West/Far West 16.9 24.9 25.1
United States 11.0 I6.6 17.2
All SchoolsNew England 7.1 12.1 12.2
Mideast 9.4 12.9 13.6
Great Lakes 10.7 12.1 12.4
Plains 5.4 6.3 6.5
Southeast 16.5 16.2 15.5
West/Far West 12.6 16.0 15.9
United States 10.6 13.0 13.2
*Middle schools reported as a separate group beginning in 1994-95.
3019
STAFFING OF CATHOLIC SCHOOLS(1) NUMBER OF TEACHERS
In 1995-96, the total, full-time equivalent (FTE) teaching staff in Catholic elementary, middle and secondaryschools was 166,759. 1991 was the first year that both full and part-time teaching staff totals were collected.Consequently, the FTE reflects the number of part-time staff positions and must be kept in mind whencomparing to previous years' staffing totals. There were 117,483 elementary school teachers, 1,270 middleschool teachers and 48,006 secondary school teachers. Of these, 90.5% are lay teachers. Exhibit 20 showsthe number of sisters, brothers, priests and lay teachers; Exhibit 21 shows the percentages. Exhibit 20 includesmiddle school teachers since their number is so small; however, they are included in Exhibit 21.
EXHIBIT 20: Full-Time Equivalent Teaching Staff
120000
100000
80000Elementary
60000
Secondary
All Schools
40000
20000
0
50000
40000
30000
20000
10000
200000
150000
100000
50000
1983-84
$cbc379
16'1 tIN$(3
71i
606 0 0sisters brothers/priests
1994-95**
Ors9 tbr2 ,
O
brothers*** priests*** lay men*
1995-96
AAce
' 15) <D$'lb \\
993 9
11.1"c39
`bN -G,9.3()N .<4* (1'S
Enn IQQ, \`"Q>C3 434)*3I-1r= i (:)
e.
lay women* total
sisters brothers/priests brothers*** priests*** lay men* lay women*
0.,,q, e c'sq..- 0_0 .4, r 229 rt6
,nn<7..' ..cbN
o O , o 4§146 o ':5 9011i 0sisters brothers/priests brothers*** priests*** lay men*
total
lay women* total
t Includes Middle School teachers (1,270) counted separately beginning in I 994-9 5.Data concerning lay men and women is not available for the base year, 1 983-8 4; this number reflects total lay teachers.** Since 1991 -92 FTE staffing totals include full and part-time figures.
* * * Since I 991-92 data collection includes the statistical breakdown of brothers priests into two distinct categories.
20
EXHIBIT 21Full-Time Equivalent Teaching Staff by Percentages
1983-84 1994-95** 1995-96ElementarySisters 20.7 8.2 7.7Brothers/Priests 0.5Brothers* * * 0.2 0.2Priests* * * 0.6 0.5Lay Men* 9.5 8.6Lay Women* 78.8* 81.4 82.9
Total 100.0 100.0 100.0
MiddleSisters 6.0 5.8Brothers/PriestsBrothers*** 1.1 0.8Priests*** 0.8 1.7
Lay Men* 24.3 24.4Lay Women* 67.6 67.2
Total 100.0 100.0
SecondarySisters 16.0 6.8 6.3Brothers/Priests 9.7Brothers*** 3.1 2.7Priests* * * 3.4 2.8Lay Men* 38.2 38.6Lay Women* 74.3* 48.5 49.6
Total 100.0 100.0 100.0
All SchoolsSisters 19.2 7.8 7.3
Brothers/Priests 3.5Brothers*** 1.0 0.9Priests*** 1.4 1.2
Lay Men* 17.7 17.3
Lay Women* 77.3* 72.1 73.2
Total 100.0 100.0 100.0
***
Data concerning lay men and women is not available for the base year, 1983-84; this number reflects totallay teachers.Since 1991-92 FTE staffing totals include full and part-time figures.Since 1991-92 data collection includes the statistical breakdown of brothers/priests into two distinct categories.
NOTE: Percentages may not total 100% due to rounding.
32 2I
SELECTED PROGRAMS IN CATHOLIC EDUCATION
EXTENDED CARE PROGRAMSThe 1995-96 data collection of Catholic elementary schools revealed that of 7,022 schools (elementary and
middle) 3,935 had extended care programs. Exhibit 22 illustrates the breakdown by regions. See AppendixC for a summary report by region and state.
EXHIBIT 22Schools with Extended Care Programs
Region NumberNew England 259Mideast 1,015Great Lakes 786Plains 326Southeast 601
West/Far West 948
Total 3,935
TITLE I SERVICESThe 1995-96 collection of data from Catholic schools revealed that of 5,590 schools with students eligible
for Title I services, 4,616 had students receiving these services. Exhibit 23 shows these numbers by region.For a complete summary by region and state refer to Appendix C.
22
EXHIBIT 23Schools With Children Receiving Title I Services
Region Elementary, Middle & Secondary(Eligible) (Receiving)
New England 426 327Mideast 1,540 1,357Great Lakes 1,450 1,1 71
Plains 760 653Southeast 602 446West/Far West 813 632
Total 5,591 4,616
33
SCHOOL BOARDS OF EDUCATIONThe 1995-96 collection of data from Catholic elementary, middle and secondary schools revealed that of
8,250 schools, 6,395 reported having an existing school board, commission or council of education. Exhibit24 illustrates the breakdown by regions. See Appendix C for a summary report by region and state.
EXHIBIT 24Schools with Boards of Education
RegionNew EnglandMideastGreat LakesPlainsSoutheastWest/Far West
Number447
I ,1801,891
91681 8
I ,143
Total 6,395
COED/SINGLE SEX SCHOOLSThe 1994-95 collection of data from Catholic elementary and secondary schools revealed that of 8,250
schools, 8,163 schools responded to the question on the gender composition of the school showing the followingbreakdown: 7,625 coeducational, 200 all-male, and 272 all-female. Exhibit 25 illustrates the breakdown byregions. See Appendix C for a summary report by region and state.
EXHIBIT 25Elementary & Secondary Gender Composition
Region Coed Male Female
New England 516 1 7 24
Mideast 2,016 70 99
Great Lakes 2,014 37 47
Plains 936 13 14
Southeast 891 26 32
West/Far West 1,318 37 56
Total 7,691 200 272
34 23
DA
TA
BA
NK
- R
EP
OR
T A
l2A
CA
DE
MIC
YE
AR
95-9
6
35
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
le S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
NU
MB
ER
SC
HO
OLS
NU
MB
ER
ST
UD
EN
TS
Reg
iona
l Tot
als
ELE
MM
IDS
EC
TO
TA
LE
LEM
MID
SE
CT
OT
AL
New
Eng
land
447
11se
554
117,
995
2,27
441
,843
162,
112
Mid
Eas
t1,
893
2734
02,
260
587,
265
3,55
518
5,31
177
6,13
1C
Gre
at L
akes
1,79
326
260
2,07
950
6,73
94,
460
141,
254
652,
453
Pla
ins
793
814
094
119
3,43
41,
469
54,3
7524
9,27
8=
Sou
thea
st80
39
171
983
251,
633
1,98
584
,593
338,
211
"<W
est 8
Far
Wes
t1,
195
1722
11,
433
337,
224
3,12
311
6,68
645
7,03
3= rr
lT
otal
6,92
498
1,22
88,
250
1,99
4,29
016
,866
624,
062
2,63
5,21
8
.1Z
SC
HO
OL
AN
D E
NR
OLL
ME
NT
SU
MM
AR
Y
0 °'
aN
umbe
r of
Sch
ools
Num
ber
of S
tude
nts
nlE
lem
enta
ry6,
924
1,99
4,29
0M
iddl
e98
16,8
66Z =
Sec
onda
y1,
228
624,
062
CA
TO
TA
L8,
250
2,63
5,21
8
c.)
Xe)
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
=E
LEM
EN
TA
RY
MID
DLE
SE
CO
ND
AR
YF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LEF
EM
MA
LET
OT
AL
0R
egio
nal T
otal
RE
LR
EL
PR
LAY
LAY
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
RE
LR
EL
PR
LAY
LAY
TO
TA
LS
TA
FF
0 r--"
New
Eng
land
863
1216
65,
638
1,32
38,
000
70
287
2612
229
511
893
1,74
51,
330
3,58
111
,703
cn __--
1N
W E
ast
3,30
276
132
27,0
892,617
33,2
1622
102
207
80
321
1,32
244
545
56,
308
5,09
013
,620
47,1
57...
)"'",
"-1
Gre
at L
akes
1,80
652
9826
,239
2,08
530
,280
111
418
866
270
515
232
253
5,60
93,
989
10,5
9841
,148
CA
Pla
ins
733
813
010
,527
1,05
312
,451
80
477
4213
122
263
184
2,17
11,
891
4,53
117
,113
Sou
thea
st87
742
5513
,114
999
15,0
876
05
9437
142
232
149
157
3,81
72,
406
6,76
121
,990
(/)
Wes
t 8 F
ar W
est
1,48
034
3014
,843
2,06
218
,449
200
420
159
284
433
286
213
4,15
43,
829
8,91
527
,648
Tot
al9,
061
224
611
97,4
4810
,139
117,
483
7411
2185
431
01,
270
3,01
91,
293
1,35
523
,804
18,5
3548
,006
166,
759
FT
E S
TA
FF
SU
MM
AR
Y
FT
E T
EA
CH
ING
ST
AF
F S
UM
MA
RY
Ele
men
tary
Mid
dle
Sec
onda
ry
Fem
ale
Ref
9,06
174
3,01
9M
ale
Rel
224
111,
293
Prie
sts
611
211,
355
Fem
ale
Lay
97,4
4885
423
,804
Mal
e La
y10
,139
310
18,5
35T
OT
AL
117,
483
1,27
048
,008
GR
AN
D T
OT
AL
166,
759
BE
ST C
OPY
AV
AiL
AB
LE
36
DA
TA
BA
NK
- R
EP
OR
T A
llA
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EE
LEM
NU
MB
ER
SC
HO
OLS
MID
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
Con
nect
icut
125
525
155
33,2
0379
310
,323
44,3
19
BR
IDG
EP
OR
T33
28
439,
466
395
3,44
913
,310
HA
RT
FO
RD
713
1185
19,1
7339
84,
867
24,4
38
NO
RW
ICH
210
627
4,56
40
2,00
76,
571
Mai
ne19
03
224,
045
075
84,
803
PO
RT
LAN
D19
03
224,
045
075
84,
803
Mas
sach
uset
ts20
72
5226
159
,049
608
23,0
9582
,752
BO
ST
ON
130
037
167
39,2
500
14,8
8654
,136
FA
LL R
IVE
R25
14
305,
559
322
2,41
38,
294
SP
RIN
GF
IELD
301
435
8,57
028
62,
130
10,9
86
WO
RC
ES
TE
R22
07
295,
670
03,
666
9,33
6
New
Ham
pshi
re35
24
416,
830
527
2,15
19,
508
MA
NC
HE
ST
ER
352
441
6,83
052
72,
151
9,50
8
Rho
de Is
land
502
1062
12,4
3234
64,
882
17,6
60
PR
OV
IDE
NC
E50
210
6212
,432
346
4,88
217
,660
Ver
mon
t11
02
132,
436
063
43,
070
BU
RLI
NG
TO
N11
02
132,
436
063
43,
070
New
Eng
land
447
1196
554
117,
995
2,27
441
,843
162,
112
Del
awar
e29
06
3510
,820
04,
574
15,3
94
WIL
MIN
GT
ON
290
635
10,8
200
4,57
415
,394
Dis
tric
t of C
olum
bia
891
1710
723
,317
204
8,21
331
,734
WA
SH
ING
TO
N89
117
107
23,3
1720
48,
213
31,7
34
Mar
ylan
d71
423
9823
,893
409
10,3
0334
,605
BA
LTIM
OR
E71
423
9823
,893
409
10,3
0334
,605
New
Jer
sey
375
076
451
115,
048
036
,865
151,
913
CA
MD
EN
610
1172
16,6
600
5,83
722
,497
ME
TU
CH
EN
430
649
14,2
520
3,60
517
,857
NA
TIO
NA
L C
AT
HO
UC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)D
AT
AB
AN
K -
RE
PO
RT
All
Sum
mar
y R
epor
t of B
asic
Sch
ool S
tatis
tics
AC
AD
EM
IC Y
EA
R95
-96
Sch
ools
- E
nrol
lmen
tS
orte
d by
Reg
ion,
Sta
te &
Dio
cese
ST
AT
EA
RC
H/D
IOC
ES
E
NE
WA
RK
PA
TE
RS
ON
TR
EN
TO
N
New
Yor
k
ALB
AN
YB
RO
OK
LYN
BU
FF
ALO
NE
W Y
OR
KO
GD
EN
SB
UR
GR
OC
HE
ST
ER
RO
CK
VIL
LE C
EN
TR
ES
YR
AC
US
E
Pen
nsyl
vani
a
ALL
EN
TO
WN
ALT
OO
NN
JOH
NS
TO
WE
RIE
GR
EE
NS
BU
RG
HA
RR
ISB
UR
GP
HIL
AD
ELP
HIA
PIT
TS
BU
RG
HS
CR
AN
TO
N
Mid
Eas
t
Illin
ois
BE
LLE
VIL
LEC
HIC
AG
OJO
UE
TP
EO
RIA
RO
CK
FO
RD
SP
RIN
GF
IELD
Indi
ana
EV
AN
SV
ILLE
FO
RT
WA
YN
E/S
OU
TH
BG
AR
YIN
DIA
NA
PO
LIS
LAF
AY
ET
TE
Mic
higa
n39
DE
TR
OIT
GA
YLO
RD
GR
AN
D R
AP
IDS
KA
LAM
AZ
OO
ELE
M
NU
MB
ER
SC
HO
OLS
MID
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MD
SE
CT
OT
AL
151
038
189
45,9
190
15,8
9561
,814
600
1070
16,5
590
4,02
420
,583
600
1171
21,6
580
7,50
429
,162
702
1913
085
122
4,32
92,
534
74,2
9630
1,15
9
400
747
9,74
60
3,10
612
,852
159
422
185
55,4
7727
418
,485
74,2
3694
017
111
24,8
200
5,91
230
,732
232
655
293
78,8
5281
628
,236
107,
904
240
226
4,60
60
660
5,26
651
58
6413
,427
954
3,45
217
,833
630
1376
28,5
070
11,1
9139
,698
394
649
8,89
449
03,
254
12,6
38
627
388
718
189,
858
408
51,0
6024
1,32
6
600
969
16,4
350
4,13
020
,565
340
337
6,01
60
1,27
27,
288
441
853
12,2
4614
13,
096
15,4
8331
02
336,
313
084
17,
154
440
852
11,3
600
3,67
615
,036
250
037
287
92,3
930
29,3
0912
1,70
211
41
1112
631
,650
844,
557
36,2
9150
110
6113
,445
183
4,17
917
,807
1,89
327
340
2,26
058
7,26
53,
555
185,
311
776,
131
526
081
607
167,
699
51,1
5721
8,85
6
390
342
7,57
51,
553
9,12
828
10
4832
910
4,06
634
,411
138,
477
630
871
19,1
515,
564
24,7
1548
07
5512
,638
2,67
415
,312
410
849
11,8
354,
307
16,1
4254
07
6112
,434
2,64
815
,082
176
222
200
47,1
4423
12,0
4759
,427
241
530
5,47
611
11,
762
7,34
940
04
4411
,607
02,
917
14,5
2430
03
337,
976
02,
078
10,0
5464
09
7318
,522
04,
932
23,4
5418
11
203,
563
125
358
4,04
6
292
854
354
76,2
111,
270
20,9
6898
,449
134
535
174
41,5
9757
914
,008
56,1
8417
14
222,
924
280
572
3,77
641
04
459,
240
01,
935
11,1
7521
03
244,
675
084
95,
524
DA
TA
BA
NK
- R
EP
OR
T A
l 1A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EE
LEM
NU
MB
ER
SC
HO
OLS
MID
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
LAN
SIN
G39
05
4410
,403
02,
483
12,8
86
MA
RQ
UE
TT
E9
10
101,
723
131
01,
854
SA
GIN
AW
311
335
5,64
928
01,
121
7,05
0
Ohi
o45
00
7652
614
7,40
10
44,6
8519
2,08
6
CIN
CIN
NA
TI
112
020
132
41,2
770
15,0
4856
,325
CLE
VE
LAN
D14
30
2316
650
,946
014
,429
65,3
75
CO
LUM
BU
S46
011
5714
,786
04,
689
19,4
75
ST
EU
BE
NV
ILLE
150
318
3,08
70
715
3,80
2
TO
LED
O84
014
9824
,025
06,
888
30,9
13
YO
UN
GS
TO
WN
500
555
13,2
800
2,91
616
,196
Wis
cons
in34
916
2739
268
,284
2,95
412
,397
83,6
35
GR
EE
N B
AY
755
686
14,4
561,
123
2,28
317
,862
LAC
RO
SS
E70
77
84
10,0
051,
170
1,90
213
,077
MA
DIS
ON
450
247
7,60
60
672
8,27
8
MIL
WA
UK
EE
141
412
157
33,0
5966
17,
540
41,2
60'
SU
PE
RIO
R18
00
183,
158
00
3,15
8
Gre
at L
akes
1,79
326
260
2,07
950
6,73
94,
460
141,
254
652,
453
Iow
a11
61
2514
230
,631
143
8,54
639
,320
DA
VE
NP
OR
T18
07
255,
257
01,688
6,94
5
DE
S M
OIN
ES
150
217
4,56
20
1,36
05,
922
DU
BU
QU
E55
08
6314
,132
03,
122
17,2
54
SIO
UX
CIT
Y28
18
376,
680
143
2,37
69,
199
Kan
sas
95
016
111
22,8
610
5,93
328
,794
DO
DG
ECITY
100
010
1,28
20
01,
282
KA
NS
AS
CIT
Y40
07
4711
,707
03,
330
15,0
37
SA
UN
A12
05
172,
065
074
52,
810
WIC
HIT
A33
04
377,
807
01,
858
9,66
5
Min
neso
ta18
72
2121
045
,033
607
9,51
955
,159
CR
OO
KS
TO
N9
01
101,
278
013
91,
417
DU
LUT
H13
00
132,
035
00
2,03
5
NE
W U
LM18
03
213,
245
063
83,
883
ST
. CLO
UD
320
234
6,10
70
879
6,98
6
ST
. PA
UU
MIN
NE
AP
OLI
S90
011
101
27,3
920
6,64
234
,034
WIN
ON
A25
24
314,
976
607
1,22
16,
804
Mis
sour
i25
31
4329
764
,553
9319
,402
84,0
48
JEF
FE
RS
ON
CIT
Y37
03
40
6,06
70
913
6,98
0
KA
NS
AS
CIT
Y/S
T. J
OS
E35
08
4310
,329
02,
886
13,2
15
41B
EST
CO
PY A
VA
ILA
BL
E
42
W DA
TA
BA
NK
- R
EP
OR
T A
l 1A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
E
SP
RIN
GF
IELD
/CA
PE
GIR
ST
. LO
UIS
Neb
rask
a
GR
AN
D IS
LAN
DLI
NC
OLN
OM
AH
A
Nor
th D
akot
a
BIS
MA
RC
KF
AR
GO
Sou
th D
akot
a
RA
PID
CIT
YS
IOU
X F
ALL
S
Pla
ins
Ala
bam
a
BIR
MIN
GH
AM
MO
BIL
E
Ark
ansa
s
LIT
TLE
RO
CK
Flo
rida
MIA
MI
OR
LAN
DO
PA
LM B
EA
CH
PE
NS
AC
OLA
/TA
LLA
HA
SS
T. A
UG
US
TIN
ES
T. P
ET
ER
SB
UR
GV
EN
ICE
Geo
rgia
AT
LAN
TA
43S
AV
AN
NA
H
Ken
tuck
y
CO
VIN
GT
ON
LEX
ING
TO
NLO
UIS
VIL
LE
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ar),
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
ELE
M
NU
MB
ER
SC
HO
OLS
MID
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
221
326
3,65
493
788
4,53
515
90
2918
844
,503
014
,815
59,3
18
922
2712
121
,727
270
8,09
730,094
70
411
730
096
31,
693
242
632
5,16
427
01,
760
7,19
461
017
7815
,833
05,
374
21,2
07
271
432
4,24
524
41,
660
6,14
9
160
319
2,33
90
1,33
43,
673
111
113
1,90
624
432
62,
476
231
428
4,38
411
21,
218
5,71
4
10
12
486
025
273
822
13
263,
898
112
966
4,97
6
793
814
094
119
3,43
41,
469
54,3
7524
9,27
8
430
649
10,9
770
2,84
813
,825
220
325
4,83
60
1,18
66,
022
210
324
6,14
10
1,66
27,
803
302
537
6,41
930
11,
738
8,45
8
302
537
6,41
930
11,
738
8,45
8
188
130
219
64,5
0812
619
,742
84,3
76
530
1265
22,9
980
9,49
732
,495
320
436
11,4
100
2,28
113
,691
160
319
5,62
10
1,69
67,
317
100
111
2,61
30
545
3,15
823
02
256,
743
01,
558
8,30
145
15
5111
,673
126
2,63
314
,432
90
312
3,45
00
1,53
24,
982
280
735
9,36
20
4,07
913
,441
130
215
4,75
70
2,09
16,
848
150
520
4,60
50
1,98
86,
593
125
326
154
33,1
6257
210
,808
44,5
42
311
941
8,21
462
3,11
511
,391
150
318
3,15
80
741
3,89
962
011
7317
,927
05,
930
23,8
57
)AT
AB
AN
K -
RE
PO
RT
All
kCA
DE
MIC
YE
AR
95-9
6
ST
AT
EkR
CI-
I/DIO
CE
SE
ELE
M
NU
MB
ER
SC
HO
OLS
MID
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
OW
EN
SB
OR
O17
23
223,
863
510
1,02
25,
395
_oui
sian
a17
61
5122
869
,224
134
28,0
8197
,439
ALE
XA
ND
RIA
90
312
2,45
50
617
3,07
2
BA
TO
N R
OU
GE
251
834
12,8
2013
43,
897
16,8
51
HO
UM
A/T
HIB
OD
AU
X10
03
134,
059
01,
851
5,91
0
LAF
AY
ET
TE
310
1041
9,84
10
4,04
713
,888
LAK
E C
HA
RLE
S8
02
102,
321
043
82,
759
NE
W O
RLE
AN
S82
023
105
35,1
320
16,4
5951
,591
SH
RE
VE
PO
RT
110
213
2,59
60
772
3,36
8
Mis
siss
ippi
341
944
6,92
311
52,
979
10,0
17
BIL
OX
I14
05
193,
049
01,
789
4,83
8
JAC
KS
ON
201
425
3,87
411
51,
190
5,17
9
Nor
th C
arol
ina
361
340
9,68
773
71,
450
11,8
74
CH
AR
LOT
TE
141
217
4,48
773
799
76,
221
RA
LEIG
H22
01
235,
200
045
35,
653
Sou
th C
arol
ina
240
327
6,14
40
1,36
77,
511
CH
AR
LES
TO
N24
03
276,
144
01,
367
7,51
1
Ten
ness
ee37
011
4810
,557
04,
566
15,1
23
KN
OX
VIL
LE7
02
92,
435
080
43,
239
ME
MP
HIS
140
721
3,75
20
2,57
76,
329
NA
SH
VIL
LE16
02
184,
370
01,
185
5,55
5
Virg
inia
550
1368
19,3
430
5,30
924
,652
AR
LIN
GT
ON
320
436
11,7
690
3,36
615
,135
RIC
HM
ON
D23
09
327,
574
01,
943
9,51
7
Wes
t Virg
inia
270
734
5,32
70
1,62
66,
953
WH
EE
LIN
G/C
HA
RLE
ST
270
734
5,32
70
1,62
66,
953
Sou
thea
st80
39
171
983
251,
633
1,98
584
,593
338,
211
Ala
ska
40
15
751
026
71,
018
AN
CH
OR
AG
E2
00
237
80
037
8
FA
IRB
AN
KS
10
12
273
026
754
0
JUN
EA
U1
00
110
00
010
0
Ariz
ona
410
849
12,4
470
5,12
317
,570
4645
C DA
TA
BA
NK
- R
EPO
RT
All
AC
AD
EM
IC Y
EA
R95
-96
STA
TE
AR
CH
/DIO
CE
SE
PH
OE
NIX
TU
CS
ON
Cal
iforn
ia
FR
ES
NO
LOS
AN
GE
LES
MO
NT
ER
EY
OA
KLA
ND
OR
AN
GE
SA
CR
AM
EN
TO
SA
N B
ER
NA
RD
INO
SA
N D
IEG
OS
AN
FR
AN
CIS
CO
SA
N J
OS
ES
AN
TA
RO
SA
ST
OC
KT
ON
:.'ol
orad
o
CO
LOR
AD
O S
PR
ING
SD
EN
VE
RP
UE
BLO
-Iow
an
HO
NO
LULU
daho B
OIS
E'
shon
tana
,
GR
EA
T F
ALL
S/B
ILLI
NG
SH
ELE
NA
Nle
vada
LAS
VE
GA
SR
EN
O
slew
Moc
k°47
GA
LLU
PLA
S C
RU
CE
SS
AN
TA
FE
Dkl
ahom
a
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
ASS
OC
IAT
ION
(NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
ELE
M
NU
MB
ER
SC
HO
OLS
MID
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
230
528
7,52
10
3,52
811
,049
180
321
4,92
60
1,59
56,
521
593
411
270
918
0,99
01,
108
69,8
1325
1,91
1
230
225
6,00
70
1,43
97,
446
224
351
278
69,4
6096
230
,777
101,
199
140
418
3,85
80
1,51
75,
375
550
964
15,1
240
6,14
221
,266
370
643
13,2
690
5,63
418
,903
461
754
13,7
7814
63,
990
17,9
1430
02
328,
292
084
69,
138
430
548
13,1
390
3,17
716
,316
660
1379
21,1
000
7,47
528
,575
290
635
10,2
890
5,42
415
,713
140
519
3,17
40
2,07
85,
252
120
214
3,50
00
1,31
44,
814
452
653
13,6
9618
92,
530
16,4
15
40
04
1,17
80
01,
178
370
542
11,3
070
2,43
213
,739
42
17
1,21
118
998
1,49
8
340
741
8,32
60
3,52
411
,850
340
741
8,32
60
3,52
411
,850
120
113
1,99
20
678
2,67
0
120
113
1,99
20
678
2,67
0
142
420
2,82
135
091
94,
090
111
214
2,16
022
952
42,
913
31
26
661
121
395
1,17
7
130
215
3,52
60
1,34
44,
870
80
19
2,42
20
944
3,36
65
01
61,
104
040
01,
504
330
639
6,84
20
1,93
18,
773
100
313
1,42
00
326
1,74
65
00
563
50
063
518
03
214,
787
01,
605
6,39
2
301
435
7,10
621
52,
088
9,40
9
DA
TA
BA
NK
- R
EP
OR
T A
l 1A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EE
LEM
NU
MB
ER
SC
HO
OLS
MID
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sS
choo
ls -
Enr
ollm
ent
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
SE
CT
OT
AL
ELE
M
NU
MB
ER
ST
UD
EN
TS
MID
SE
CT
OT
AL
OK
LAH
OM
A C
ITY
190
221
3,63
80
931
4,56
9
TU
LSA
111
214
3,46
821
51,
157
4,84
0
Ore
gon
450
954
9,54
60
4,47
114
,017
BA
KE
R3
00
359
20
059
2
PO
RT
LAN
D42
09
518,
954
04,
471
13,4
25
Tex
as23
58
4528
863
,094
1,26
116
,556
80,9
11
AM
AR
ILLO
101
112
1,03
969
561,
164
AU
ST
IN17
03
203,
671
053
64,
207
BE
AU
MO
NT
70
18
1,88
90
661
2,55
0
BR
OW
NS
VIL
LE8
11
102,
500
9767
93,
276
CO
RP
US
CH
RIS
TI
223
328
4,45
750
91,
031
5,99
7
DA
LLA
S33
08
4110
,642
02,
893
13,5
35
EL
PA
SO
111
315
3,62
810
31,
309
5,04
0
FO
RT
WO
RT
H16
04
204,
215
01,
915
6,13
0
GA
LVE
ST
ON
-HO
US
TO
N48
18
5712
,734
353
3,51
516
,602
LUB
BO
CK
20
02
420
00
420
SA
N A
NG
ELO
30
03
801
00
801
SA
N A
NT
ON
IO42
09
5113
,412
03,
203
16,6
15
TY
LER
41
16
832
130
145
1,10
7
VIC
TO
RIA
120
315
2,85
40
613
3,46
7
Uta
h11
02
132,
892
01,
196
4,08
8
SA
LT L
AK
E C
ITY
110
213
2,89
20
1,19
64,
088
Was
hing
ton
780
1189
21,9
630
6,20
328
,166
SE
AT
TLE
550
964
16,0
880
5,04
021
,128
SP
OK
AN
E16
02
183,
733
01,
163
4,89
6
YA
KIM
A7
00
72,
142
00
2,14
2
Wyo
min
g7
03
101,
232
043
1,27
5
CH
EY
EN
NE
70
310
1,23
20
431,
275
Wes
t & F
ar W
est
1,19
517
221
1,43
333
7,22
43,
123
116,
686
457,
033
DA
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EF
EM
RE
LM
ALE
RE
L
ELE
ME
NT
AR
YF
EM
PR
LAY
MA
LELA
Y
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
MID
DLE
FE
MM
ALE
FE
MM
ALE
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
FE
MR
EL
MA
LER
EL
SE
CO
ND
AR
YF
EM
PR
LAY
MA
LELA
YT
OT
AL
TO
TA
LS
TA
FF
Con
nect
icut
177
59
1,49
414
11,
826
30
016
322
8328
3344
632
091
02,
758
BR
IDG
EP
OR
T46
12
482
2855
90
00
00
012
019
138
111
280
839
HA
RT
FO
RD
904
379
382
972
30
016
322
5318
722
914
345
01,
444
NO
RW
ICH
410
421
931
295
00
00
00
1810
779
6618
047
5
Mai
ne27
01
215
2727
00
00
00
06
16
2824
6533
5
PO
RT
LAN
D27
01
215
2727
00
00
00
06
16
2824
6533
5
Mas
sach
uset
ts48
15
145
2,78
51,
027
4,44
30
01
2611
3816
652
3694
973
41,
937
6,41
8
BO
ST
ON
349
514
41,
844
947
3,28
90
00
00
010
936
2359
750
91,
274
4,56
3F
ALL
RIV
ER
300
025
930
319
00
111
618
164
610
888
222
559
SP
RIN
GF
IELD
580
041
429
501
00
015
520
250
411
534
178
699
WO
RC
ES
TE
R44
01
268
2133
40
00
00
016
123
129
103
263
597
New
Ham
pshi
re59
02
368
3546
43
01
305
394
61
7963
153
656
MA
NC
HE
ST
ER
590
236
835
464
30
130
539
46
179
6315
365
6
Rho
de Is
land
981
963
870
816
10
015
723
3331
1522
216
546
61,
305
PR
OV
IDE
NC
E98
19
638
7081
61
00
157
2333
3115
222
165
466
1,30
5
Ver
mon
t21
10
136
2318
10
00
00
03
02
2124
5023
1
BU
RLI
NG
TO
N21
10
136
2318
10
00
00
03
02
2124
5023
1
Vow
Eng
land
863
1216
65,
636
1,32
38,
000
70
287
2612
229
511
893
1,74
51,
330
3,58
111
,703
Del
awar
e38
39
542
5764
90
00
00
036
320
196
139
394
1,04
3
WIL
MIN
GT
ON
383
954
257
649
00
00
00
363
2019
613
939
41,
043
)istr
ict o
f Col
umbi
a99
42
1,26
116
11,
527
10
018
423
2123
3037
532
777
62,
326
WA
SH
ING
TO
N99
42
1,26
116
11,
527
10
018
423
2123
3037
532
777
62,
326
Mar
ylan
d11
22
01,
266
100
1,48
07
30
1517
4258
340
448
337
877
2,39
9
BA
LTIM
OR
E11
22
01,
266
100
1,48
07
30
1517
4258
340
448
337
877
2,39
9
'Jew
Jer
sey
606
2140
5,53
340
06,
600
00
00
00
208
5869
1,27
289
02,
497
9,09
7
5 1
rC
AM
DE
N13
60
076
568
969
00
00
00
201
2118
113
736
01,
3295
BE
ST C
OPY
AV
AIL
AB
LE
2
)AT
AB
AN
K -
RE
PO
RT
A21
1CA
DE
MIC
YE
AR
95-9
6
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
ELE
ME
NT
AR
YM
IDD
LES
EC
ON
DA
RY
;TA
TE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
TO
TA
L
kRC
I-U
DIO
CE
SE
RE
LR
EL
PR
LAY
LAY
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
RE
LR
EL
PR
LAY
LAY
TO
TA
LS
TA
FF
ME
TU
CH
EN
832
073
325
843
00
00
00
409
115
787
294
1,13
7
NE
WA
RK
237
739
2,25
618
82,
727
00
00
00
9944
3856
745
11,
199
3,92
6
PA
TE
RS
ON
881
177
137
898
00
00
00
312
911
561
218
1,11
6
TR
EN
TO
N62
110
1,00
882
1,16
30
00
00
018
20
252
154
426
1,58
9
Jew
Yor
k1,
216
3332
10,1
751,
227
12,6
8313
72
151
5723
059
525
516
12,
591
2,02
15,
623
18,5
36
ALB
AN
Y70
04
546
58
678
00
00
00
1619
223
811
338
81,
066
BR
OO
KLY
N34
95
02,
219
299
2,87
22
10
135
2118
084
2352
046
31,
270
4,16
3
BU
FF
ALO
165
17
1,48
117
01,
824
00
00
00
687
3128
820
660
02,
424
NE
W Y
OR
K32
320
83,
115
494
3,96
02
62
4628
8417
260
7587
876
91,
954
5,99
8
OG
DE
NS
BU
RG
312
227
728
340
00
00
00
103
223
1856
396
RO
CH
ES
TE
R41
03
736
5883
86
00
5518
7923
1012
118
115
278
1,19
5
RO
CK
VIL
LE C
EN
TR
E15
64
01,
300
831,
543
00
00
00
110
6612
375
244
807
2,35
0
SY
RA
CU
SE
811
850
137
628
30
037
646
166
415
193
270
944
'enn
sytv
ania
1,23
113
498,
312
672
10,2
771
00
232
2640
472
175
1,42
61,
376
3,45
313
,756
ALL
EN
TO
WN
850
064
363
791
00
00
00
350
2511
911
329
21,
083
ALT
OO
NN
JOH
NS
TO
281
333
125
388
00
00
00
31
550
3392
480
ER
IE43
030
643
5477
00
00
61
710
019
144
9526
81,
045
GR
EE
NS
BU
RG
450
034
323
411
00
00
00
40
231
2966
477
HA
RR
ISB
UR
G86
00
591
2570
20
00
00
032
04
146
106
288
990
PH
ILA
DE
LPH
IA61
012
123,
581
311
4,52
60
00
00
026
054
9867
675
81,
846
6,37
2
PIT
TS
BU
RG
H13
90
01,
597
127
1,86
31
00
60
730
165
144
141
336
2,20
6
SC
RA
NT
ON
195
04
583
44
826
00
011
112
301
1711
610
126
51,
103
Aid
Eas
t3,
302
7613
227
,089
2,61
733
,216
2210
220
780
321
1,32
244
545
56,
308
5,09
013
,620
47,1
57
Hin
ds55
73
127,
295
531
8,39
80
00
00
016
610
112
91,
623
1,34
93,
368
11,7
66
BE
LLE
VIL
LE25
01
382
3944
70
00
00
05
03
5451
113
560
CH
ICA
GO
371
30
4,32
134
05,
035
00
00
00
104
8262
1,00
385
02,
101
7,13
6
JOLI
ET
340
074
730
811
00
00
00
1214
2218
316
739
81,
209
PE
OR
IA60
05
650
4676
10
00
00
013
018
102
7520
896
9
RO
CK
FO
RD
260
454
930
609
00
00
00
173
2016
513
033
594
4
SP
RIN
GF
IELD
410
264
646
735
00
00
00
152
411
676
213
948
ndia
na11
93
112,
332.
220
2,68
51
00
144
1952
129
594
355
1,02
23,
726
EV
AN
SV
ILLE
220
0301
2434
71
00
64
1118
22
6161
144
502
FO
RT
WA
YN
E/S
OU
TH
311
057
052
654
00
00
00
71
311
579
205
859
GA
RY
142
1039
338
457
00
00
00
40
485
4113
459
1
IND
IAN
AP
OLI
S34
00
856
7596
50
00
00
022
90
317
159
507
1,47
2
LAF
AY
ET
TE
180
121
231
262
00
08
08
10
016
1532
302
Mic
higa
n26
636
53,
499
413
4,21
94
00
5819
8180
545
1,27
856
71,
984
6,28
4
DE
TR
OIT
165
350
1,81
620
72,
223
30
026
534
6547
097
837
61,
466
3,72
3
GA
YLO
RD
100
013
313
156
00
010
616
20
026
1644
216
5354
-A DA
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
I-V
DIO
CE
SE
FE
MR
EL
MA
LER
EL
ELE
ME
NT
AR
YF
EM
PR
LAY
MA
LELA
Y
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
MID
DLE
FE
MM
ALE
FE
MM
ALE
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
FE
MR
EL
MA
LER
EL
SE
CO
ND
AR
YF
EM
PR
LAY
MA
LELA
YT
OT
AL
TO
TA
LS
TA
FF
GR
AN
D R
AP
IDS
350
046
278
575
00
00
00
40
095
4614
572
029
4K
ALA
MA
ZO
O6
00
206
2023
20
00
00
02
00
3624
62LA
NS
ING
201
451
864
607
00
00
00
46
590
8218
779
4M
AR
QU
ET
TE
70
092
1311
20
00
102
120
00
00
012
4S
AG
INA
W23
01
272
1831
41
00
126
193
10
5323
8041
3
Ohi
o60
29
486,
672
588
7,91
90
00
00
018
445
911,
695
1,36
63,
381
11,3
00
CIN
CIN
NA
TI
119
45
1,91
220
42,
244
00
00
00
3920
1854
744
11,
065
3,30
9C
LEV
ELA
ND
255
48
2,19
716
12,
625
00
00
00
8523
3957
847
31,
198
3,82
3C
OLU
MB
US
300
1462
261
727
00
00
00
110
719
514
435
71,
084
ST
EU
BE
NV
ILLE
170
216
413
196
00
00
00
01
141
1962
258
TO
LED
O13
41
181,
130
981,
381
00
00
00
411
2124
220
751
21,
893
YO
UN
GS
TO
WN
470
164
751
746
00
00
00
80
592
8218
793
3
Wis
cons
in26
21
226,
441
333
7,05
96
14
116
4317
033
2019
419
352
843
8,07
2
GR
EE
N B
AY
560
082
067
943
20
054
2379
75
593
6917
91,
201
LAC
RO
SS
E34
110
584
9071
90
02
2410
363
27
8060
152
907
MA
DIS
ON
130
03,
354
313,
398
00
00
00
00
027
2653
3,45
1M
ILW
AU
KE
E14
50
91,
509
123
1,78
64
12
3810
5523
137
219
197
459
2,30
0S
UP
ER
IOR
140
317
422
213
00
00
00
00
00
00
213
Gre
at L
akes
1,80
652
9826
,239
2,08
530
,280
111
418
866
270
515
232
253
5,60
93,
989
10,5
9841
,148
Iow
a12
81
301,
603
203
1,96
50
00
726
3346
031
357
309
743
2,74
1
DA
VE
NP
OR
T24
012
302
4238
00
00
00
06
06
8457
153
533
DE
S M
OIN
ES
121
424
721
285
00
00
00
20
256
4410
438
9D
UB
UQ
UE
480
067
788
813
00
00
00
50
611
611
924
61,
059
SIO
UX
CIT
Y44
014
377
5248
70
00
726
3333
017
101
8924
076
0
Kan
sas
670
21,
097
102
1,26
80
00
00
022
212
237
187
460
1,72
8
DO
DG
E C
ITY
50
079
589
00
00
00
00
00
00
89K
AN
SA
S C
ITY
190
055
535
609
00
00
00
102
012
310
123
684
5S
AU
NA
70
211
912
140
00
00
00
10
944
2781
221
WIC
HIT
A36
00
344
5043
00
00
00
011
03
7059
143
573
Min
neso
ta15
17
442,
631
308
3,14
15
01
265
3721
1725
360
373
796
3,97
4
CR
OO
KS
TO
N8
02
815
960
00
00
00
00
116
1711
3D
ULU
TH
70
011
711
135
00
00
00
00
00
00
135
NE
W U
LM12
15
179
1721
40
00
00
03
01
2725
5627
0S
T. C
LOU
D16
316
323
3339
10
00
00
01
613
3341
94
485
ST
. PA
UU
MIN
NE
AP
OLI
883
191,
670
213
1,99
30
00
00
015
118
242
247
523
2,51
6^
-W
INO
NA
200
226
129
312
50
126
537
20
347
5410
645
5
Mis
sour
i55
250
022
3,61
928
94,
180
10
04
49
9931
6575
868
21,
635
5,82
4
DA
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
E
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
ELE
ME
NT
AR
YM
IDD
LES
EC
ON
DA
RY
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
FE
MM
ALE
TO
TA
L
RE
LR
EL
PR
LAY
LAY
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
RE
LR
EL
PR
LAY
LAY
TO
TA
LS
TA
FF
JEF
FE
RS
ON
CIT
Y27
06
370
1942
20
00
00
02
39
2625
6548
7
KA
NS
AS
CIT
Y/S
T. J
OS
280
063
953
720
00
00
00
54
413
411
626
398
3
SP
RIN
GF
IELD
/CA
PE
G12
02
184
1921
71
00
44
94
01
3133
6929
5
ST
. LO
UIS
183
014
2,42
619
82,
821
00
00
00
8824
5156
750
81,
238
4,05
9
Neb
rask
a10
60
241,
129
981,
357
20
321
430
2912
4734
025
568
32,
070
GR
AN
D IS
LAN
D5
01
504
600
00
00
03
00
4529
7713
7
LIN
CO
LN56
020
275
2037
12
03
214
3010
030
7149
160
561
OM
AH
A45
03
804
7492
60
00
00
016
1217
224
177
446
1,37
2
Nor
th D
akot
a21
06
215
2827
00
00
172
192
01
6249
114
403
BIS
MA
RC
K13
02
121
1815
40
00
00
02
01
4641
9024
4
FA
RG
O8
04
9410
116
00
017
219
00
016
824
159
Sou
th D
akot
a10
02
233
2527
00
00
21
33
13
5736
100
373
RA
PID
CIT
Y0
00
214
250
00
00
00
11
216
2954
SIO
UX
FA
LLS
100
221
221
245
00
02
13
30
236
3071
319
Pla
ins
733
813
010
,527
1,05
312
,451
80
477
4213
122
263
184
2,17
11,
891
4,53
117
,113
Ala
bam
a37
12
533
5162
40
00
00
05
23
170
7925
988
3
BIR
MIN
GH
AM
200
223
527
284
00
00
00
30
398
3814
242
6
MO
BIL
E17
10
298
2434
00
00
00
02
20
7241
117
457
Ark
ansa
s30
13
333
1938
63
01
147
2510
811
6639
134
545
LIT
TLE
RO
CK
301
333
319
386
30
114
725
108
1166
3913
454
5
Flo
rida
231
312
3,25
732
53,
828
00
35
412
5543
5672
656
01,
440
5,28
0
MIA
MI
772
11,
189
951,
364
00
00
00
3131
3234
825
769
92,
063
OR
LAN
DO
301
147
641
549
00
00
00
20
394
5615
570
4
PA
LM B
EA
CH
280
227
826
334
00
00
00
43
667
4912
946
3
PE
NS
AC
OLA
/TA
LLA
H13
01
133
1316
00
00
00
02
10
2014
3719
7
ST
. AU
GU
ST
INE
160
534
736
404
00
00
00
20
250
4094
498
ST
. PE
TE
RS
BU
RG
490
267
292
815
00
35
412
124
910
587
217
1,04
4
VE
NIC
E18
00
162
2220
20
00
00
02
44
4257
109
311
Geo
rgia
420
152
335
601
00
00
00
114
1417
915
135
996
0
AT
LAN
TA
140
027
721
312
00
00
00
10
710
273
183
495
SA
VA
NN
AH
280
124
614
289
00
00
00
104
777
7817
646
5
Ken
tuck
y98
63
1,61
210
71,
826
20
029
839
1824
1460
428
894
82,
813
W57
58
C.1 o 3A
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
E4R
CH
/DIO
CE
SE
FE
MR
EL
MA
LER
EL
ELE
ME
NT
AR
YF
EM
PR
LAY
MA
LELA
Y
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull -
Tim
e E
quiv
alen
t Tea
cher
sS
orte
d by
Reg
ion,
Sta
te &
Dio
cese
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
MID
DLE
FE
MM
ALE
FE
MM
ALE
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
FE
MR
EL
MA
LER
EL
SE
CO
ND
AR
YF
EM
PR
LAY
MA
LELA
YT
OT
AL
TO
TA
LS
TA
FF
CO
VIN
GT
ON
341
035
925
419
20
03
05
615
210
990
222
646
LEX
ING
TO
N22
03
166
819
90
00
00
02
06
3322
6326
2LO
UIS
VIL
LE35
50
878
6698
40
00
00
09
86
421
148
592
1,57
6O
WE
NS
BO
RO
70
020
98
224
00
026
834
11
041
2871
329
Loui
sian
a20
714
143,
438
264
3,93
70
00
71
875
4336
1,21
478
22,
150
6,09
5
ALE
XA
ND
RIA
152
012
07
144
00
00
00
31
127
2456
200
BA
TO
N R
OU
GE
200
260
833
663
00
07
18
74
220
696
315
986
HO
UM
ArT
hill3
OD
AU
X2
02
204
1121
90
00
00
01
62
7553
137
356
LAF
AY
ET
TE
333
552
664
631
00
00
00
82
415
398
265
896
LAK
E C
HA
RLE
S1
00
149
1116
10
00
00
00
21
4122
6622
7N
EW
OR
LEA
NS
136
94
1,67
012
91,
948
00
00
00
5628
2567
446
41,
247
3,19
5S
HR
EV
EP
OR
T0
01
161
917
10
00
00
00
01
3825
6423
5
Mis
siss
ippi
464
244
321
516
10
19
314
96
212
510
024
277
2
BIL
OX
I12
00
170
718
90
00
00
05
40
7158
138
327"
0 ,-io
JAC
KS
ON
344
227
314
327
10
19
314
42
254
4210
444
5r1
1N
orth
Car
olin
a24
22
629
3268
90
00
3014
448
21
5941
111
844
Z CC
HA
RLO
TT
E7
02
275
1329
70
00
3014
446
01
3927
7341
4X
RA
LEIG
H17
20
354
1939
20
00
00
02
20
2014
3843
0
Sou
th C
arol
ina
230
440
631
464
00
00
00
50
266
2810
156
5
CH
AR
LES
TO
N23
04
406
3146
40
00
00
05
02
6628
101
565
Ten
ness
ee45
95
543
3763
90
00
00
09
98
252
119
397
1,03
6
KN
OX
VIL
LE8
12
165
818
40
00
00
01
04
3825
6825
2M
EM
PH
IS11
82
135
616
20
00
00
08
01
161
5322
338
5N
AS
HV
ILLE
260
124
323
293
00
00
00
09
353
4110
639
9
Virg
inia
741
51,
074
531,
207
00
00
00
268
827
415
947
51,
682
AR
LIN
GT
ON
400
561
128
684
00
00
00
176
613
293
254
938
RIC
HM
ON
D34
10
463
2552
30
00
00
09
22
142
6622
174
4
Wes
t Virg
inia
201
232
324
370
00
00
00
10
282
6014
551
5
WH
EE
LIN
G /C
HA
RLE
S20
12
323
2437
00
00
00
01
02
8260
145
515
Sou
thea
st87
742
5513
,114
999
15,0
876
05
9437
142
232
149
157
3,81
72,
406
6,76
121
,990
60
DA
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EF
EM
RE
LM
ALE
RE
L
ELE
ME
NT
AR
YF
EM
PR
LAY
MA
LELA
Y
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
MID
DLE
FE
MM
ALE
FE
MM
ALE
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
FE
MR
EL
MA
LER
EL
SE
CO
ND
AR
YF
EM
PR
LAY
MA
LELA
YT
OT
AL
TO
TA
LS
TA
FF
AN
CH
OR
AG
E3
00
260
290
00
00
00
00
00
029
FA
IRB
AN
KS
10
017
119
00
00
00
10
015
1026
45
JUN
EA
U0
00
72
90
00
00
00
00
00
09
Ariz
ona
801
651
771
675
00
00
00
287
2113
417
436
41,
039
PH
OE
NIX
360
230
851
397
00
00
00
133
1694
119
245
642
TU
CS
ON
441
420
920
278
00
00
00
154
540
5511
939
7
Cal
iforn
ia73
99
06,
705
971
8,42
42
00
3913
5425
318
085
2,27
12,
059
4,84
813
,326
FR
ES
NO
380
023
131
300
00
00
00
310
032
5095
395
LOS
AN
GE
LES
311
20
2,26
236
72,
942
20
033
1247
151
9212
931
805
1,99
14,
980
MO
NT
ER
EY
230
019
533
251
00
00
00
48
170
6414
739
8
OA
KLA
ND
223
058
788
700
00
00
00
1013
018
920
041
21,
112
OR
AN
GE
550
051
341
609
00
00
00
115
920
716
139
31,
002
SA
CR
AM
EN
TO
293
047
076
578
00
06
17
1320
1514
711
731
289
7
SA
N B
ER
NA
RD
INO
420
033
047
419
00
00
00
40
226
2456
475
SA
N D
IEG
O53
00
600
6571
80
00
00
015
01
104
8320
392
1
SA
N F
RA
NC
ISC
O11
50
088
913
81,
142
00
00
00
2420
2030
626
863
81,
780
SA
N J
OS
E34
00
367
4644
70
00
00
08
619
149
162
344
791
SA
NT
A R
OS
A9
10
135
2316
80
00
00
08
53
7085
171
339
ST
OC
KT
ON
80
012
616
150
00
00
00
21
340
4086
236
Col
orad
o30
31
684
9080
81
00
144
1911
65
9311
022
51,
052
CO
LOR
AD
O S
PR
ING
S2
00
726
800
00
00
00
00
00
080
DE
NV
ER
223
155
673
655
00
00
00
86
579
104
202
857
PU
EB
LO6
00
5611
731
00
144
193
00
146
2311
5
Haw
aii
720
038
255
509
00
00
00
79
011
211
824
675
5
HO
NO
LULU
720
038
255
509
00
00
00
79
011
211
824
675
5
Idah
o5
00
108
1512
80
00
00
01
01
2320
4517
3
BO
ISE
50
010
815
128
00
00
00
10
123
2045
173
Mon
tana
162
213
749
206
00
017
320
31
044
5199
325
GR
EA
T F
ALL
S/B
ILU
N8
22
106
4516
30
00
111
122
10
2531
5923
4
HE
LEN
A8
00
314
430
00
62
81
00
1920
4091
Nev
ada
131
013
59
158
00
00
00
54
339
3889
247
LAS
VE
GA
S8
10
824
950
00
00
03
32
2628
6215
7
RE
NO
50
053
563
00
00
00
21
113
1027
90
New
Me:
dco
530
235
065
470
00
00
00
116
568
7116
163
1
on DA
TA
BA
NK
- R
EP
OR
T A
21A
CA
DE
MIC
YE
AR
95-9
6
ST
AT
EA
RC
H/D
IOC
ES
EF
EM
RE
LM
ALE
RE
L
ELE
ME
NT
AR
YF
EM
PR
LAY
MA
LELA
Y
NA
TIO
NA
L C
AT
HO
LIC
ED
UC
AT
ION
AL
AS
SO
CIA
TIO
N (
NC
EA
)S
umm
ary
Rep
ort o
f Bas
ic S
choo
l Sta
tistic
sF
ull-T
ime
Equ
ival
ent T
each
ers
Sor
ted
by R
egio
n, S
tate
& D
ioce
se
FU
LL-T
IME
EQ
UIV
ALE
NT
TE
AC
HIN
G S
TA
FF
MID
DLE
FE
MM
ALE
FE
MM
ALE
TO
TA
LR
EL
RE
LP
RLA
YLA
YT
OT
AL
FE
MR
EL
MA
LER
EL
SE
CO
ND
AR
YF
EM
PR
LAY
MA
LELA
YT
OT
AL
TO
TA
LS
TA
FF
GA
LLU
P21
02
7113
107
00
00
00
40
211
1835
142
LAS
CR
UC
ES
40
044
755
00
00
00
00
00
00
55S
AN
TA
FE
280
023
545
308
00
00
00
76
357
5312
643
4
Okl
ahom
a32
02
457
3052
11
02
66
157
47
139
7923
677
2
OK
LAH
OM
A C
RY
200
020
819
247
00
00
00
50
236
3679
326
TU
LSA
120
224
911
274
10
26
615
24
510
343
157
446
Ore
gon
570
152
765
650
00
00
00
161
918
316
537
41,
024
BA
KE
R3
00
322
370
00
00
00
00
00
037
PO
RT
LAN
D54
01
495
6361
30
00
00
016
19
183
165
374
987
Tex
as31
718
133,
506
430
4,28
416
01
125
3317
578
54
6274
064
51,
579
6,03
8
AM
AR
ILLO
160
083
210
11
00
34
85
00
85
1812
7A
US
TIN
151
225
527
300
00
00
00
41
138
1862
362
BE
AU
MO
NT
143
011
610
143
00
00
00
10
131
1144
187
BR
OW
NS
VIL
LE13
01
122
2215
84
00
41
92
70
2216
4721
4C
OR
PU
S C
HR
IST
I43
03
235
2830
94
01
289
4210
01
5523
8944
0D
ALL
AS
272
460
772
712
00
00
00
23
1014
812
128
499
6E
L P
AS
O13
50
154
4421
62
00
81
117
60
3444
9131
8F
OR
T W
OR
TH
110
127
222
306
00
00
00
58
310
743
166
472
GA
LVE
ST
ON
-HO
US
T41
01
770
6687
85
00
8217
104
144
1313
612
429
11,
273
LUB
BO
CK
SA
N A
NG
ELO
0 80 0
0 034 55
0 234 65
0 00 0
0 00 0
0 00 0
0 00 0
0 00 0
0 00 0
34 65
SA
N A
NT
ON
IO92
71
582
120
802
00
00
00
2524
2010
316
733
91,
141
TY
LER
20
061
568
00
00
11
o1
119
930
99V
ICT
OR
IA22
00
160
1019
20
00
00
03
012
3964
118
310
Uta
h5
00
119
913
30
00
00
00
14
3550
9022
3
SA
LT L
AK
E C
ITY
50
011
99
133
00
00
00
01
435
5090
223
Was
hing
ton
550
21,
098
191
1,34
60
00
00
012
1311
248
228
512
1,85
8
SE
AT
TLE
430
181
914
41,
007
00
00
00
1213
1021
417
842
71,
434
SP
OK
AN
E5
01
170
3220
80
00
00
00
01
3450
85
293
YA
KIM
A7
00
109
1513
10
00
00
00
00
00
013
1
Wyo
min
g2
01
68
980
00
10
01
00
010
1121
102
CH
EY
EN
NE
20
168
980
00
10
01
00
010
1121
102
Wes
t & F
ar W
est
1,48
034
3014
,843
2,06
218
,449
200
420
159
284
433
286
213
4,15
43,
829
8,91
527
,648
6364
APPENDIX BSTATES WITH ENROLLMENT INCREASES
New EnglandConnecticut (E M & S)*Maine (S)*Massachusetts (E & M) *New Hampshire (E M & S)*Rhode Island (E M & S)*Vermont (S)
6 Southeast 10
Mideast 6Delaware (E & S)*District of Columbia (E & S)*Maryland (E & S) *New Jersey (E & S) *New York (E M & S) *Pennsylvania (M)
Great Lakes 5Illinois (S)*Indiana (E M & S)*Michigan (M & S)Ohio (S) *Wisconsin (M & S)*
Plains 6Kansas (E & S)*Minnesota (S)Missouri (E M & S)*Nebraska (E & S) *North Dakota (E & S) *South Dakota (E) *
6D
Alabama (E & S) *Arkansas (E & 5)*Florida (E & S) *Georgia (S)Kentucky (E & S)*Louisiana (S)*North Carolina (S)*South Carolina (E & S)*Tennessee (S)*Virginia (E & S)*
West & Far West 12Alaska (E & S) *Arizona (E & S) *Colorado (E & S) *Hawaii (E)Idaho (S)Montana (M & S) *Nevada (E &New Mexico (E)Oklahoma (E & M)*Oregon (S) *Texas (E M & S)*Utah (E)*Washington (E & 5) *Wyoming (E & S)*
Totals: 31 Elementary (E)
13 Middle (M)40 Secondary (S)
States with increases atone or more levels 45
*States with an increase intotal enrollment 38
39
40
APPENDIX CSUMMARY REPORT OF SUPPLEMENTAL DATA
BY REGION AND STATE
NEW ENGLAND
ExtendedCare
Title I
Eligible*Title I
Received*SchoolBoard
Student(Coed)
Student(Male)
Student(Female)
CT 97 104 89 142 143 4 6ME II 15 11 22 20 I 1
MA 91 216 152 190 241 11 14NH 26 30 26 29 40 0 0RI 28 47 40 50 58 I 3VT 6 14 9 14 14 0 0
Subtotal: 259 426 327 447 516 17 24
MIDEASTDE 16 21 21 23 26 2 1
DC 23 18 15 27 25 2 2MD 118 83 74 162 150 10 12NJ 267 317 275 252 415 13 20NY 332 575 496 381 715 30 46PA 259 526 476 335 683 13 18
Subtotal: 1,015 1,540 1,357 1,180 2,014 70 99
GREAT LAKESIL 339 365 277 607 580 16 22IN 113 146 109 188 200 0 2MI 66 227 179 317 333 9 6OH 210 417 359 456 516 10 15WI 58 295 247 323 385 2 2
Subtotal: 786 1,450 1,171 1,891 2,014 37 47
PLAINSIA 20 122 111 159 161 0 0KS 43 89 75 110 111 1 I
MN 59 191 174 2I2 2I9 2 0MO 158 2I5 163 271 273 8 9ND 10 29 29 32 32 0 0NE 29 85 74 102 110 2 4SD 7 29 27 30 30 0 0
Subtotal: 326 760 653 916 936 I3 14
66
APPENDIX CSUMMARY REPORT OF SUPPLEMENTAL DATA
BY REGION AND STATE
ExtendedCare
SOUTHEAST
Title 1
Eligible*Title 1
Received*SchoolBoard
Student(Coed)
Student(Male)
Student(Female)
AL 40 30 22 43 48 0 0
AR 22 31 25 35 33 2 1
FL 153 116 90 180 203 4 3
GA 21 14 8 34 33 1 1
KY 60 88 70 119 140 4 7
LA 140 172 116 200 191 10 14
MS 24 31 29 38 36 1 1
NC 26 26 14 37 41 0 0
SC 25 II 9 25 27 0 0
TN 29 32 23 37 40 3 4
VA 44 24 21 41 65 I 1
WV 17 27 19 29 34 0 0
Subtotal: 601 603 446 818 891 26 32
WEST/FAR WESTAK 3 3 2 5 5 0 0
AZ 26 35 32 48 49 1 1
CA 508 359 299 496 644 23 37
CO 38 23 20 41 50 1 2
HI 27 24 18 27 36 2 3
ID 5 9 6 13 13 0 0
MT 9 16 10 20 20 0 0
NM 19 33 28 35 36 0 0
NV 7 12 9 10 15 0 0
OK 27 18 12 31 40 0 0
OR 27 41 36 53 53 0 I
TX 179 172 143 266 254 9 10
UT 7 9 5 7 11 0 0
WA 62 53 38 86 86 1 2
WY 4 6 3 5 6 0 0
Subtotal: 948 813 661 1,143 1,318 37 56
TOTAL: 3,935 5,592 4,615 6,395 7,689 200 272
*Number of schools with students eligible/receiving.
6741
Copies of this publication may be obtained by writing:
Publication SalesNational Catholic Educational Association
1077 30th Street, NW, Suite 100Washington, DC 20007-3852
(202) 337-6232
68
National CatholicEducational Association1077 30th Street, NWSuite 100Washington, DC 20007-3852(202) 337-6232
BEST COPY AVAILABLE
(9/92)
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement (OERO
Educational Resources Information Center (ERIC)
NOTICE
REPRODUCTION BASIS
IC
This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket").
Top Related