Commissioner's Remarks

User's Guide

How to access the report cards

Technical Bulletins


	SALT Survey Reports
	In$ite Financial Data
	SALT Visit Reports



	2004 \| 2003 \| 2002
	2001 \| 2000
	1999 \| 1998

RI Schools: The Basic Facts
Profile of Schools, Student Characteristics,
and Kids Count

Learning and Achievement
Assessments
Disaggregations
Accountability
How Rhode Island Classifies Schools
2004 School-Performance Classification:
Elementary |Middle |High

Using Information
State Indicators
Value Added:
Elementary |Middle |High
Attendance and Graduation Rates,
Learning Support Indicators:
Elementary |Middle |High

Safe and Supportive Environments
Students' Point of View:Middle |High
Suspensions

Equity and Adequacy of Resources
Property Value/Student Compared to
Tax Rate
Tax Capacity and Effort
In$ite: Including Other Commitments
In$ite: Excluding Other Commitments
Out-of-District Obligations
In$ite: Instruction
In$ite: General Education
Middle |High

State Report

Ensuring Equity of and Adequacy of Fiscal and Human Resources

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EXPECTATIONS

1. The school committee and superintendent identify and acquire high quality resources to support instructional priorities that meet the identified needs of different groups of students.

2. The school committee and superintendent allocate fiscal and human resources, including time, based on the needs of students.

3. The central office coordinates fiscal resources from local, state, and federal funding streams (Title I, Title II, special education) as well as human resources to meet priority instructional goals.

4. The school committee and superintendent give schools flexibility in use of resources to meet instructional priorities, and require budget plans to link expenditures to anticipated outcomes.

INDICATORS

• The district has a systematic process for identifying budget priorities.

• Budgets reference the district’s strategic plan and school plans.

• Principals report that they have the authority to allocate resources to meet school priorities.

• Board members, administrators, and instructional leaders report that they have knowledge about the total picture of resources in the district, how resources can be used, and how resources are currently allocated.

• All sources of information about expenditures, e.g., the Consolidated Resource Plan and the school budgets, clearly show how resources are targeted to district and school priorities for improving student performance, and how resources have been reallocated if approaches are not working.

• Financial investment decisions at the district level and school levels, e.g., purchase of curriculum and addition of tutors, are based on evidence of past or potential efficacy.

• At least some investments of resources have resulted directly in learning changes sufficient to reduce performance gaps.

Here you will find charts and tables that present information about school finances and school spending. Some of the tables that follow rank the school districts based on per-pupil spending. Others give information about sources of revenue, ranking school districts on their tax capacity and their willingness to tap local funds to pay for schooling.

Some information is broken down so that you can see what percentage of expenditures, on a statewide basis, are allocated toward particular programs. All of this information is essential as school officials set their spending priorities, which must be based on the needs of the students.

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		For further information call the Rhode Island Department of Education at 401-222-4600 x2182. Information Works! is produced in collaboration with the National Center on Public Education.