1. Enrollment has grown steadily over the last decade.
2. Private schools are a minor component of education system in the region.
3. Private school growth does not match growth in public school enrollments.

1. Enrollment growth in the region is predominantly Latino.
2. Racial/Ethnic composition of school enrollment differs from general population.

1. The number of students in poverty continues to grow.
2. The proportion of students who are poor has leveled off since the mid-1990s.
3. Wealth and Poverty Distribution Summary Statistics

1. The number of English learners continues to grow.
2. The proportion of English learners has stabilized.

1. Academic Performance Index scores for schools vary substantially across regions.
2. There is great variation in API scores for schools throughout the region
3. There is great variation in concentration of students in schools with different API scores.

1. Race and ethnicity are powerful predictors of Academic Performance Index scores.
2. Schools with higher proportions of students who are poor tend to have lower Academic Performance Index scores.
3. Schools with higher proportions of students who are minority tend to have lower Academic Performance Index scores.
4. Schools with higher proportions of students designated non-English speaking tend to have lower Academic Performance Index scores.

1. Schools with higher proportions of fully credentialed teachers tend to have higher Academic Performance Index scores.
2. Schools that are on traditional calendars have higher Academic Performance Index scores.

1. Across the Five County Region, dropout rates fell as the early-1990s recession ended and have leveled out since 1997.
2. Significant discrepancies exist across the dropout rates of students of different ethnic groups, but are overshadowed by even greater difference across the region.
3. Dropout rates in Five County Region declined and have since stabilized.
4. Dropout rates in Los Angeles County declined and have since stabilized.
5. Dropout rates in Outside Los Angeles County declined and have since stabilized.
6. Dropout rates in Los Angeles Unified School District declined and have since stabilized.

1. Across the region, poor students are more likely than non-poor students to drop out.
2. Students in schools with a high proportion of minorities are more likely to drop out than others.
3. With the exception of the Los Angeles Unified School District, students in year-round schools are more likely to drop out than students in traditional schools.

1. The proportion of graduates completing courses making them eligible to attend University of California or the California State University is low throughout the region.
2. Trends in UC-CSU eligibility over time are mixed.

Graduates Meeting UC-CSU Eligibility Requirements, by Race / Ethnicity (2 Charts)

1. Latino graduates, followed by African American graduates, are less likely to complete courses making them eligible to attend University of California or the California State University.
2. Five County Region, rates of UC-CSU eligibility, 1992-2001.

Graduates Meeting UC-CSU Eligibility Requirements, by Student and School Characteristics (2 Charts)

1. Graduates in schools with a high proportion of poor students are less likely than others to complete courses which will make them eligible to attend the University of California or the California State University.
2. Graduates of year-round schools are less likely than graduates of traditional calendar schools to complete courses which will make them eligible to attend the University of California or the California State University.

1. The number of teachers has grown steadily throughout the region.
2. The ratio of teachers to students has increased slightly since 1997.
3. Schools in the Five County Region expect to hire more than 15,000 teachers in 2002-2003.

1. Student access to school nurses is limited, but improving slightly.
2. Student access to school counselors is limited, but also improving slightly.

1. Most teachers are women.
2. While demographics vary across the region, most teachers are Anglos.
3. Patterns of teacher race and ethnicity differs markedly from patterns in the general population and enrolled students.

1. Despite growth in the system, proportion of teachers who are fully credentialed has remained stable.
2. While virtually all elementary teachers have appropriate specialized credentials, reading and math teachers frequently do not.

1. Experienced teachers are fairly evenly distributed throughout the region.
2. While there is an "old guard," a substantial proportion of teachers are relatively new.

1. As the proportion of minority students increases in a district, so does the proportion of minority teachers.
2. Minority students are less likely to have fully credentialed teachers.
3. The proportion of minority students in a school has some correlation with the average years of teaching experience in that school.

1. Districts with more poor students have more minority teachers.
2. Poor students are less likely to have fully credentialed teachers.
3. Poor students are likely to have less experienced teachers.

1. Most districts in the Five County Region are unified school districts.
2. The ten largest districts in the Five County Region vary wildly in size.
3. Median district size grew due to increases in number of school age children.
4. Los Angeles Unified School District is significantly larger than other districts.

1. Most districts have significant proportions of minority students.
2. Most students attend districts with high proportions of minority students.

1. In the Five County Region, districts have varying proportions of students who are poor.
2. In Los Angeles County, most students attend districts with high poverty.

1. Most districts have some English learners.
2. Most students attend districts with few English learners.

1. In the Five County Region, districts have varying total expenditures per student.
2. Most students attend districts spending $7,000-9,000 per student.

1. The number of schools has grown steadily the last ten years.
2. Student enrollment has increased over 25% in the last decade.
3. The number of schools has increased less than 15% in the last decade.

1. Most elementary schools enroll 500-999 students.
2. Most elementary school students attend schools with 500-999 students.

1. Most secondary schools enroll less than 1,000 students.
2. Most secondary school students attend schools with more than a 1,000 students.

1. Most students attend traditional calendar schools.
2. Year-round schools have more minority students.
3. Year-round schools have more poor students.
4. Year-round schools have more English learners.
5. Traditional-calendar schools have more full credentialed teachers.
6. Traditional-calendar schools have teachers with more experience.
7. Traditional-calendar schools have more teachers with at least BA +30 credit hours.

1. Most schools have significant proportions of minority students.
2. Most students attend schools with high proportions of minority students.

1. In the LA Unified School District, most schools are high poverty schools.
2. In the LA Unified School District, most students attend schools with high poverty.

1. Most schools have some English learners.
2. Most students attend schools with few English learners.