Student and School Demographics

Enrollment graphs show both fall and spring counts for an academic year. The Georgia Department of Education collects enrollment counts from school systems periodically throughout the year. These collections are known as FTE (Full-Time Equivalent) counts. Fall enrollment figures are based on the October FTE count and the spring enrollment figures are based on the March FTE count (within the same fiscal year). The enrollment figure presented at the top of each page for a school, system, or the state reflects the October FTE. Previous years' information is based on the corresponding FTE counts.

This percentage is calculated by dividing the number of students eligible to receive free- or reduced-priced meals (as reported to the Georgia Department of Education in October Nutrition Count) by the total school enrollment (as reported by the October FTE count). Previous years' information is based on the October FTE collections from the corresponding years.

The percentage of students with disabilities is based on the December FTE (Full-Time Equivalent) count divided by the total enrollment from the Fall FTE count. These students must also be enrolled during FTE 1. The December FTE has been declared the official count of students with disabilities.

The percentage of students who are English Learners (EL) is based on information from Student Records. GaDOE calculates this percentage from the count of students identified as EL divided by the count of students identified at that school, system, or state anytime during the academic year according to Student Record.

The percentage of migrant students is based on information from Student Records. GaDOE calculates this percentage from the count of students identified as enrolled in the Migrant Education Program divided by the count of students identified at that school, system, or state anytime during the academic year according to Student Record.

A retained student is one who is reported in the October FTE as being in the same grade for the current school year as he/she had been in the previous school year. The report shows numbers by race/ethnicity category and by gender. The percent is based on the disaggregation group.

This section of the Report Card shows data on programs in which students may enroll. The following briefly describes the various selected programs:

• Gifted: The number of students enrolled in the Gifted Program, as reported by an unduplicated count of the October and March FTE within the same fiscal year. Gifted students meet state eligibility criteria for gifted education and receive special instruction and/or special ancillary services to achieve at levels commensurate with their identified abilities.
• Vocational Labs: The number of students in grades 9-12 enrolled in Vocational Lab courses, as reported in the October FTE count. Vocational Lab courses are state-approved and provide a laboratory component. The laboratory setting allows a significant portion of the instructional time to be spent performing hands-on activities.
• Alternative Programs: The number of students enrolled in an Alternative Program, as reported in the October FTE count. Alternative Programs are designed for a variety of students who may require an altered or modified educational environment. For example, Alternative Programs serve students who exhibit disruptive behaviors in the traditional school; students with "regular" status who choose to complete high school in a night school placement; or those whose academic progress may be furthered in a modified instructional program delivered in classes with smaller teacher-pupil ratios.

The Report Card reports Selected Program data as a number and as a percent of the student population. The number of students enrolled in a selected program is divided by the total number of students reported in the October FTE count as enrolled in the grades served by the program.

This section of the Report Card shows data on programs in which students receive special services that target areas of student needs.

• Special Education: The number of students enrolled in special education classes, as reported in the December FTE count. Special Education Programs are provided for identified eligible students with one or more disabilities, including intellectual disabilities, emotional/behavior disorders, specific learning disabilities, orthopedic impairments, speech/language impairments, visual impairments, significant developmental delay, and deaf/blind disabilities. The reporting of Special Education students is broken out by students in grades K-12 and students in pre-kindergarten.
• English to Speakers of Other Languages (ESOL): The number of students enrolled in the state-funded ESOL program at least one 50-60 minute segment of the day as reported in the October FTE count. ESOL students are those students who, because their native language/home language/first language is not English; and have difficulty speaking, reading, writing, or understanding the English language. ESOL students do not possess sufficient English language skills to benefit fully from regular classroom instruction.
• Early Intervention Program (EIP): The number of students enrolled in the Early Intervention Program (EIP), at least one 50-60 minute segment of the day, as reported in the October FTE count. The EIP Program is designed to serve students in the early grades (K-5) who are at risk of not reaching or maintaining academic grade level. The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time.
• Remedial Education Program: The number of students enrolled in the Remedial Education Program at least one 50-60 minute segment of the day, as reported in the October FTE count. The purpose of the Remedial Education Program is to assist students in grades 6-12 as they attempt to meet academic expectations of the Georgia Performance Standards (GPS) in reading, mathematics, and writing.
• Title I: On the Report Card, each school is designated as a Title I School-wide Program or a Title I Targeted Assistance Program, or as not being served by a Title I program. Title I is a part of the No Child Left Behind Act of 2001 (NCLB). This act provides federal funds through the Georgia Department of Education to local school districts and public schools with high numbers or percentages of poor children (as defined by free-reduced lunch participation) to help ensure that all children meet challenging State academic content and student academic achievement standards. Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and enhance efforts to improve teaching and learning for students. Title I programs must be based on effective means of improving student achievement and include strategies to support parental involvement. Local school districts target the Title I funds they receive to public schools with the highest percentages of children from low-income families. These funds may be used for children from preschool age to high school. In addition, local school districts are required to provide services for eligible private school students. These services must be developed in consultation with private school officials.

The Report Card reports compensatory program data as a number and a percent of student population. The number of students enrolled in a compensatory program is divided by the total number of students reported in the October FTE count as enrolled in the grades served by the program. For example, the Early Intervention Program serves only students in grades K-5. The percent of student population reports the percentage of students enrolled in EIP in grades K-5 compared to the total number of students in grades K-5 in the school.