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Statistical
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North Carolina Public Schools 1981
Digitized by the Internet Archive
in 2011 with funding from
State Library of North Carolina
http://www.archive.org/details/statisticalprofi1981nort
Statistical Profile
North Carolina Public Schools
Division of Statistical Services
Controller's Office
Department of Public Education
May, 1981
Introduction
The Statistical Profile, North Carolina Public Schools is a general
summary of quantitative data descriptive of North Carolina's educational
system. This is the seventh edition of the publication initiated in 1975.
The major purpose of this publication is to provide general statis-tical
information to the public, professional educators, and the General
Assembly. This profile provides information on pupils, public school
finances, instructional and non-instructional personnel, and other public
school data in statewide summary, by education districts, and by local
education agency.
This publication would not be possible without the full support and
dedicated efforts of public school administrators, principals, and
teachers. Their patience and untiring efforts in making this information
available is gratefully acknowledged.
Contents
INTRODUCTION
PART I. STATISTICAL PROFIT17 — NORTH CAROLINA PUBLIC
SCHOOLS: STATE SUMMARY
PUPIL INFORMATION 1-1
Pupil Accounting 1-2
Enrollment 1-2
Average Daily Membership 1-3
Average Daily Attendance 1-3
Membership Last Day, Promotions, and
Non-Promotions 1-4
Non-Promotion Rate by Grade 1-11
Extended School Day Programs 1-20
Projected Average Daily Membership 1-23
Exceptional Pupils Report 1-23
Pupil Membership by Race/Ethnic Origin 1-23
Hiah School Graduates 1-24
1980 High School Graduates Intentions .... 1-24
Estimated Annual High School Dropout Rates . 1-23
Projections of High School Graduates .... 1-36
Eleventh Grade Competency Test Results 1-36
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL 1-45
North Carolina Public School Personnel Summary. . 1-45
Experience Status of Instructional Personnel. . . 1-45
Highest Degree Held by Professional Personnel . . 1-47
Personnel Receiving Local Salary Supplements . . 1-43
Pupil/ Instructional Staff Ratio 1-48
Teacher Profile 1-49
FINANCIAL INFORMATION 1-50
Analysis of Current Expense 1-50
Explanations and Definitions 1-51
School Food Services 1-68
Transportation 1-68
. INGS WITHIN THE SLAT:: 1-70
COURS1 MEMB RSHIP SUMMARY 1-77
PART II: STATISTICAL PROFILE — NORTH CAROLINA PUBLIC
SCHOOLS: EDUCATION DISTRICTS AND LOCAL
EDUCATION AGENCIES
DEFINITIONS OF TERMINOLOGY USED IN STATISTICAL
TABLES PRESENTED BY LOCAL EDUCATION AGENCIES II-1
Northeast Education District „ „ . H-6
Southeast Education District 11-10
Central Education District . „ .... 11-14
South Central Education District 11-18
North Central Education District ... ...... . 11-22
Southwest Education District . . . . c .... 11-26
Northwest Education District ........... „ „ „ . . 11-30
Western Education District . H-34
Alamance „ . . „ 11-38
Burlington , . . 11-42
Alexander 11-46
Alleghany ' ' n-50
Anson ._, 11-54
Ashe o . . o o ... 11-58
Avery 11-62
Beaufort 11-66
Washington City .... 11-70
Bertie 11-74
Bladen 11-78
Brunswick 11-82
Buncombe 11-86
Asheville 11-90
Burke 11-94
Cabarrus t . . . . 11-98
Concord „ . . 11-102
Kannapolis 11-106
Caldwell 11-110
Camden ............... 11-114
Carteret ........ 11-118
Caswell ...... 11-122
Catawba . 11-126
Hickory \ ] n-130
Newton . « ...... 11-154
Chatham . „ . . . 11-158
Cherokee 11-142
Chowan ... „ „ 11-146
Clay ! 11-150
Cleveland ... 11-154
Kings Mountain . . 11-158
Shelby . '.
. I
°. 11-162
Columbus , . . . . 11-166
Whiteville 11-170
Craven 11-174
New Bern „ .11-178
Cumberland 11-182
Fayetteville . . . . . „ 11-186
Currituck .... . 11-190
Dare . . . . 11-194
Davidson . .
. 11-198
Lexington . „ 11-202
Thomasville " n-206
Davie . . 11-210
Duplin ....... 11-214
Durham 11-218
Durham City 11-222
Edgecombe 11-226
Tarboro 11-230
Forsyth „ 11-234
Franklin . 11-238
Franklinton . „ ...... „ 11-242
Gaston . 11-246
Gates „ 11-250
Graham „ 11-254
Granville 11-258
Greene . . . 11-262
Guilford 11-266
Greensboro . . . . . . 11-270
High Point 11-274
Halifax ......... . 11-278
Roanoke Rapids . . 11-282
Weldon 11-286
Harnett . 11-290
Haywood 11-294
Henderson 11-298
Hendersonville . . 11-302
Hertford „ 11-306
Hoke . . . 11-310
Hyde 11-314
Iredell 11-318
Mooresville „ 11-322
Statesville . . . . . . . . . 11-326
Jackson . . . „ . „ . . . . 11-330
Johnston . 11-334
Jones '.
. . . . . 11-338
Lee 11-342
Lenoir . . . . „ 11-546
Kinston . ........ 11-350
Lincoln . . . . . . . . 11-354
Macon 11-358
Madison ....... 11-362
Martin 11-366
McDowell . . . . . 11-370
Mecklenburg . . . „ 11-374
Mitchell . . . . 11-378
Montgomery ...... 11-382
Moore ....... ........ 11-386
Nash . . 11-390
Rocky Mount „ 11-394
New Hanover .................. 11-398
Northampton .................... 11-402
Onslow „ 11-406
Orange . ............... 11-410
Chapel Hill .................. 11-414
Pamlico . . , „ 11-418
Pasquotank ............. 11-422
pender '.
!
'.
. !
'.
'.
! 11-426
Perquimans „ „ . „ . „ „ 11-430
person ............."!!!!!! 11-434
Pltt ................. 11-438
Greenville o o 11-442
Polk • • • . .
'.
! ! ! ! 11-446
TlT°n • • . 11-450
Randolph 11-454
Asheboro .....„„ 11-458
Richmond . . . . 1 1-462
Robeson ...... 11-466
Fairmont 11-470
Lumberton o > 11-474
Red Springs ...............*.*.*..' 11-478
Saint Pauls . . . . 11-482
Rockingham . . ] . 11-486
^f} • • • • • .........! 11-490
Madison-Mayodan . . . 11-494
Reidsville
\ n_4gg
Rowan ......... ........ *
11-502
Salisbury [
'.'.'.'. ° '.'.'.'.
] [ H-506
Rutherford
t 11-510
Sampson '
11.5x4
Clinton . . .'.
I I'.'.'.'.'.'.'.'.'. '. 11-518
Scotland ....... 11-522
Stanly . . - .. = = .! ° !.!!!!.' ° 11-526
Albemarle H-530
Stokes . . . .......... 11-534
S^ry . . . . . . H-538
p,
lkln 11-542
Mount Airy
o 11-545
Swain .'
. 11-550
Transylvania ....... 11-554
Tyr^ii . . . . . .;;;;;;;;; n-sss
Union . 11-562
t
bnroe n-566
Va"ce
. . . . 11-570
Wake 11-574
Warren ............... H-578
Washington ............ . 11-582
Watauga .'. °. '. '.'.'.'.'.'.'.'. '. 11-586
Wayne
„ o n-590
Goldsboro „ . . . . 11-594
Wilkes '.'..'.] ]'.].. °
II-598
Wilson n_ 602
Yadkin 11-606
Yancey . . . . 11-610
List of Tables
Table 1 Final Enrollment by Grade, 1970-71/1979-80 1-5
Table 2 Final Average Daily Membership By Grade, 1970-71/
1979-80 1-6
Table 3 Final Average Daily Attendance By Grade, 1970-71/
1979-80 1-7
Table 4 Membership Last Day By Grade, 1970-71/1979-80 . . . 1-8
Table 5 Promotions By Grade, 1970-71/1979-80 1-9
Table 6 Non-Promotions By Grade, 1970-71/1979-80 1-10
Table 7 Non-Promotion Rate By Grade, 1975-76/1979-80 .... 1-11
Table 8 Non-Promotion Rate By Grade, 1979-80 1-12
Table 9 Extended School Day Enrollment, 1980-81 1-21
Table 10 1980 High School Graduates Intentions 1-26
Table 11 Intentions of High School Graduates - A Five Year
History, 1976/1980 1-27
Table 12 Estimated Annual High School Dropout Rate,
1979-80 1-29
Table 13 Projection of Public High School Graduates,
1981/1990 1-37
Table 14 North Carolina Full-Time Public School Personnel
Summary, 1980-81 1-46
Table 15 Teacher Profile 1-49
Table 16 Current Expense Expenditures By Source of Funds,
1979-80 1-52
Table 17 Comparison of Per Pupil Expenditures, 1970-71/
1979-80 1-53
Table 18 Distribution of the Dollar for Public Education,
1979-80 1-54
Table 19 Comparison of Per Pupil Expenditures By Source
Of Funds, 1974-75/1979-80 1-55
Table 20 Revenue, 1979-80 1-56
Table 21 Current Expense Expenditures By Source Of
Funds, 1979-80 1-59
Table 22 Capital Outlay Expenditures By Source Of
Funds, 1979-80 1-67
Table 23 Local Revenue and Expenditure for Public
Education, 1978-79 1-71
Table 24 Course Membership Summary, 1980-81 1-77
Part I. State Summary
PUPIL INFORMATION
Presented here in state summary form, and later in education
district and local education agency (LEA) detail, is information on
pupils collected by the Department of Public Education and used by
state and local government agencies, school officials, and the gen-eral
public. Most information reported originates from the schools.
The basic pupil accounting report used in most North Carolina
public schools is the Principal's Monthly Report. From this report
enrollment (ENROLL) , average daily membership (ADM) , and average daily
attendance (ADA) are calculated monthly. On the ninth month report,
membership last day (MLD) , promotions (PROM) , and non-promotions (N-P)
are reported in addition to the information above. These basic pupil
accounting data are used in a variety of allotment formulas to distri-bute
state and federal funds to the local education agencies. They
also form the basis for forecasting the future requirements of the
public school system. Projected average daily membership is used exten-sively
in various phases of school planning.
Other types of pupil information are also reported to the State De-partment.
Data is also received on exceptional pupils being served in
the public schools as reported on the Equal Educational Opportunities
Plan Report. Statistics on the distribution of pupils in membership
by race/ethnic origin are collected during the first school month each
year. These and other types of pupil information are reported either
in response to state or federal legislation or for use in program plan-ning
and evaluation.
Extensive information on high school graduates is collected annually;
it receives a great deal of interest from educators at all levels- -school
principals, LEA personnel, state department officials, college and uni-versity
administrators, and others. The primary interest is in the post-graduate
intentions of a graduating class. This data is reported annually
at the close of school on the Public School Annual Report. Estimated
average annual high school dropout rates for each local school administra-tive
unit, projections of high school graduates, and results of the 1980-81
eleventh-grade competency tests results are also presented.
1-1
Pupil Accounting
Pupil accounting data are some of the most useful and valuable infor-mation
available to administrators on the local and state levels and to
the public in general. Users of pupil accounting data are many and varied,
ranging from the General Assembly in the appropriation of certain monies
for education to the American Legion in organizing summer baseball teams.
There are six terms in use to describe pupil accounting: enrollment
(ENROLL) , average daily membership (ADM) , average daily attendance (ADA)
,
membership last day (MLD) , promotions (PROM) , and non-promotions (N-P)
.
Confusion often exists when attempting to describe exactly what is meant
by each of these terms. Following are complete definitions of all pupil
accounting terms with a ten-year history of each category.
Enrollment
Enrollment (ENROLL) is a pupil accounting term used to represent a
pupil's first admission into the public school system in North Carolina
during a given school year. Included in these figures are those students
transferring to the North Carolina public school system from another state
as well as non-public school students entering the public schools. Enroll-ment
should not be used as an accurate indication of the number of pupils
actually attending school at a given time. Enrollment never decreases
throughout the academic year because it does not reflect transfers within
the state or withdrawals. Once a pupil is initially counted in enrollment,
he remains in enrollment throughout the school term, resulting by the
year's end in a higher count than the actual number of students who remain
in membership. In the table below, enrollment is presented with and with-out
kindergarten for a ten-year period. Please note that the kindergarten
program was phased in from 1973-74 to 1976-77 and was the only reason that
enrollment increased in those years. Using only grades 1-12, enrollment
declined steadily for an overall decrease of 7.92% for the ten-year period.
School
Year
1970-71
1971-72
1972-73
1973-74
1974-75
1975-76
1976-77
1977-78
1978-79
1979-80
Final Enrollment %
Including Kindergarten Change
1,208,021 -0.74
1,197,797 -0.85
1,185,424 -1.03
1,205,017 +1.65
1,207,460 +0.20
1,214,506 +0.58
1,233,877 +1.59
1,224,495 -0.76
1,207,104 -1.42
1,191,342 -1.31
Final Enrollment
Without Kindergarten
1,173,097
1,158,913
1,154,721
1,148,796
1,143,017
1,127,236
1,112,372
Change
-1.04
-1.21
-0.36
-0.51
-0.50
-1.38
-1.31
1-2
Average Daily Membership
Average daily membership (ADM) is the result obtained by dividing the
number of days in a given school term into the aggregate number of student
days. The school term in North Carolina is 180 days which is divided into
nine school months of twenty days each. Final average daily membership is
the aggregate of all days of membership for the nine school months divided
by the actual number of days school was in session during the academic
year. The allocation of state-funded teaching positions is made based
upon the average daily membership figures for the best (highest) contin-uous
three of the first four months of school. Average daily membership
is presented below with and without kindergarten for a ten-year period.
Please note that the kindergarten program was phased in from 1973-74 to
1976-77 and was the only reason that ADM increased in those years. Using
only grades 1-12, ADM declined steadily for an overall decrease of 8.31%
for the ten-year period.
School
Year
1970-71
1971-72
1972-73
1973-74
1974-75
1975-76
1976-77
1977-78
1978-79
1979-80
Average Daily Attendance
Average daily attendance (ADA) is the result obtained when the aggre-gate
of all student days is divided by the actual number of days in the
reporting period. The reporting periods in North Carolina are nine months
of twenty days each for an academic year of 180 days. Appropriate adjust-ments
are made when a school or administrative school unit does not oper-ate
for the prescribed 180 days. Average daily attendance is presented
below with and without kindergarten. Please note that the kindergarten
program was phased in from 1973-74 to 1976-77 and was the only reason
that ADA increased in those years. Using only grades 1-12, ADA declined
8.43% for the ten-year period.
Final ADM % Final ADM %
Including Kindergarten Change Without Kindergarten Change
1,163,811 -0.63
1,151,778 -1.03
1,138,429 -1.16
1,153,335 +1.31 1,124,142 -1.25
1,160,363 +0.61 1,114,864 -0.83
1,167,014 +0.57 1,108,773 -0.55
1,183,191 +1.39 1,102,569 -0.56
1,174,302 -0.75 1,096,520 -0.55
1,155,501 -1.60 1,079,392 -1.56
1,142,552 -1.12 1,067,142 -1.13
1-3
Final ADA % Final ADA %
Including Kindergarten Change Without Kindergarten Change
1,094,361 -0.90
1,082,650 -1.07
1,070,300 -1.14
1,076,739 +0.60 1,050,027 -1.89
1,084,862 +0.75 1,043,000 -0.67
1,091,614 +0.62 1,037,701 -0.51
1,101,891 +0.94 1,028,140 -0.92
1,095,128 -0.61 1,023,477 -0.45
1,081,803 -1.22 1,011,164 -1.20
1,072,150 -0.89 1,002,063 -0.90
School
Year
1970-71
1971-72
1972-73
1973-74
1974-75
1975-76
1976-77
1977-78
1978-79
1979-80
Membership Last Day, Promotions, and Non-Promotions
Membership last day (MLD) refers to the number of students who are on
the school rolls the final day of classes for the academic year. Students
in MLD are either advanced to the next grade level (promotions) or retained
on the same grade level (non-promotions) for the succeeding school year.
Presented below is a table showing membership last day, promotions, and
non-promotions for the ten-year period 1970-71 through 1979-80 with the
appropriate percentages for promotions and non-promotions. The percentage
of non-promotions for the 1979 school year was the highest of the ten-year
period.
School % Non-
Year MLD Promotions Non-Promotions % Promoted Promoted
1970-71 1,151,460 1,100,350 51,110 95.56 4.44
1971-72 1,139,936 1,096,841 43,095 96.22 3.78
1972-73 1,125,801 1,083,741 42,060 96.26 3.74
* 1973-74 1,139,110 1,097,607 41,503 96.36 3.64
*1 974-75 1,147,904 1,103,167 44,737 96.10 3.90
* 1975-76 1,152,790 1,103,478 49,312 95.72 4.28
*1976-77 1,168,544 1,105,779 62,765 94.63 5.37
* 1977-78 1,158,981 1,081,003 77,978 93.27 6.73
* 1978-79 1,140,819 1,055,964 84,855 92.56 7.44
*1979-80 1,127,466 1,049,013 78,453 93.04 6.96
*Figures include kindergarten.
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Non-Promotion Rate by Grade
Statewide non-promotion rates over a five-year period and non-promotion
rates by local education agency for the 1979-80 school year are presented in
Table 7 and Table 8.
School organization appears to have a direct bearing on the non-promotion
patterns in most local education agencies. The beginning grades of elementary,
junior high, and high schools show clear evidence of being the most trouble-some
to pupils. Overall, the highest non-promotion rates occur at the first,
ninth and tenth grade levels.
Since promotion policies vary among local education agencies, care should
be exercised in making comparisons of non-promotion rates, particularly at the
secondary level. Many secondary schools require the completion of a fixed
number of Carnegie units or of a required curriculum to advance to the next
grade level. Non-promotion of a grade in high school may inidicate in many
cases the failure of a single course rather than the entire or overall course
load for that grade level.
Table 7
NON-PROMOTION RATE BY GRADE, 1975-76 - 1979-80
Year K 1 2 3 4 5 6 7 8 9 10 11 12 Total
1975-76 0.5 7.3 3.3 1.8 1.1 0.9 1.0 3.2 3.8 8.4 11.6 7.4 3.4 4.4
1976-77 1.4 8.6 4.7 3.0 2.1 1.6 1.8 4.5 4.9 10.3 12.8 3.1 3.8 5.3
1977-78 3.0 9.4 5.5 4.2 3.1 2.7 2.9 6.1 6.2 12.6 15,3 9.3 4.3 6.7
1978-79 4.1 10.2 6.6 5.3 4.2 4.0 3.8 7.5 7.6 13.2 14.6 8.8 3.9 7.3
1979-80 4.5 9.8 6.0 4.5 3.2 2.8 3.4 6.8 7.1 14.0 13.8 8.4 4.0 6.9
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1-19
Extended School Day Programs
During the last few years, the State of North Carolina has become
increasingly aware of the social and economic problems created and
perpetuated by students dropping out of the public school system each
year. The State Board of Education, through the State Department of
Public Instruction, has extended the regular school day into the late
afternoon and early evening hours to help solve this problem. The Ex-tended
School Day Program is designed to be especially adaptable to the
individual student's needs. For many, the opportunity to work in the
community and go to school at the same time must be available. General
education and occupational education content in programs is geared to
each individual's needs, interests, and abilities and tied to the in-dividual's
needs while he is on the job.
The Extended School Day Program, basically an individualized program,
permits and encourages students to participate in activities which are
relevant and meaningful and in which they can be successful. Instruction
has been designed to meet the needs of those persons who for economic,
psychological, academic, and various other reasons cannot respond in a
positive way to programs offered in the conventional manner and during
the regular daily/weekly program. The intent of this program is not to
compete with the existing school programs or to shorten the time required
for graduation. First priority in recruitment of students is for those
who have dropped out or are on the verge of dropping out. The extended-day
setting offers the students flexible hours of operation, creative
curriculum design and application, activities relevant to their needs, and
the opportunity to work and go to school at the same time. Participation
in the program may also lead to graduation, provide for re-entry into the
regular school day program, and provide for post- secondary activities or
employment.
The table beginning on page 1-21 lists the local education agencies
that are operating extended school day programs and the enrollment by grade
level as of the third month of school. It is important to note that these
students are already included in the pupil accounting tables on pages 1-5
through 1-10 and in Part II by local education agency. It should also be
noted that other extended day programs may be added during the school year.
1-20
Table 9
EXTENDED SCHOOL DAY ENROLLMENT
THIRD MONTH, 1980-81
LEA 9th 10th 11th 12th TOTAL
Alamance 31 32 18 21 102
Burlington 21 7 5 9 42
Alexander 9 21 19 16 65
Avery 8 7 4 5 24
Bladen 44 40 15 19 118
Brunswick 18 7 9 9 43
Asheville 39 43 35 30 152
Burke 17 20 10 7 54
Caldwell 4 12 14 20 50
Caswell 10 5 7 8 30
Catawba 41 44 57 52 194
Hi ckory 14 17 19 10 60
Chowan 32 30 16 33 111
Kings Mountain 14 7 9 7 37
Shelby 33 22 22 22 99
Columbus 21 18 18 14 71
Whiteville 28 12 11 5 56
New Bern 43 47 31 25 146
Cumberland 4 b 56 37 44 183
Fayetteville 11 11 25 18 65
Currituck 19 11 4 11 45
Dare 21 12 15 6 54
Davidson 56 37 38 16 147
Thomasville 8 6 18 13 40
Duplin 24 30 30 80 114
Durham 30 30
Durham City 56 47 23 16 142
Forsyth 136 167 95 94 492
Gaston 51 50 52 37 190
Greensboro 87 112 52 31 282
High Point 51 47 32 10 140
Halifax 13 27 14 18 72
1-21
Table 9
EXTENDED SCHOOL DAY ENROLLMENT - Continued
LEA 9th 10th 11th 12th TOTAL
Hoke 16 8 5 3 32
Iredell 6 8 8 9 31
Statesville 10 8 7 3 28
Lee 30 34 23 22 109
McDowell 19 9 26 54
Mecklenburg 96 86 34 56 272
Moore 14 15 11 11 51
New Hanover 208 54 72 334
Northampton 10 15 9 8 42
Onslow 45 52 77 75 249
Pender 13 15 13 14 55
Pitt 22 12 18 18 70
Greenville 43 23 27 27 120
Richmond 4 1 3 6 14
Robeson 41 30 30 21 122
Rockingham 7 3 7 9 26
Clinton 18 8 9 17 52
Stanly 10 10
Surry 8 8 19 14 49
Mount Airy 6 3 10 2 21
Union 33 24 20 27 104
Vance 26 19 17 22 84
Wake 93 69 61 223
Washington 29 10 12 10 61
Watauga 12 9 11 22 54
Wayne 38 34 34 23 129
Goldsboro 12 14 18 9 53
Wilkes 12 25 18 39 94
Wilson 16 9 5 8 38
Yadkin 5 11 7 14 37
TOTAL 1,588 1,813 1,333 1,334 6,068
1-22
Projected Average Daily Membership
The method used in this projection of school average daily membership
is known as the cohort survival or grade persistence method. This is a
method that uses the local residential births as well as grade membership
to calculate the grade survival ratios. In an effort to obtain stable
ratios, a period of five years of historical data were used. The pro-jected
information has proven valuable to all phases of school planning
both at the state and local level.
1981-82 72,230 82,047 80,916 82,534 86,210 92,127 91,334 90,656 63,333 11,585 91,280 85,188 76,004 71,203 953 1,102,600
1982-83 77,823 78,689 79,183 80,170 82,082 86,349 92,816 94,380 89,811 11,585 89,514 85,024 71,553-68,428 953 1,088,360
1983-84 76,259 84,236 75,933 78,458 79,722 82,223 87,006 95,920 93,485 11,585 91,003 83,480 71,491 64,423 953 1,076,177
1984-85 77,769 81,971 81,281 75,241 78,028 79,859 82,854 89,912 95,012 11,585 94,783 84,950 70,165 64,355 953 1,068,721
Exceptional Pupils
Information on the number of exceptional pupils being served by program
is collected once during the school year on December 1 as a part of the
Equal Educational Opportunities Plan. The figures below represent an un-duplicated
count (a child is counted only once).
Pupil Membership by Race/Ethnic Origin
Information on pupils in membership by their race/ethnic origin is
collected by the Department of Public Education for the Office of Civil
Rights of the United States Department of Education biennially. During
non-survey years, the same data is collected by the Department of Public
Education. Maintaining this information annually is required to ensure
compliance with Title VI of the Civil Rights Act of 1964 and Title IX of
the Education Amendments of 1972. School membership is reported by race/
ethnic origin as of the end of the first school month. These figures
should not be confused with average daily membership. Please note that
some of the race/ethnic group titles have changed since 1975.
1-23
PUPIL MEMBERSHIP BY RACE/ETHNIC ORIGIN
American Black Asian
Spanish
Surnamed
Indian % American % American % American % Others % •total
1971-72 14,404 1.2 350,367 29.6 790 0.1 622 0.1 814,895 69.0 1,181,078
1972-73 14,497 1.2 347,877 29.7 1,200 0.1 1,091 0.1 807,430 68.9 1,172,095
1973-74 14,938 1.3 347,235 29.7 1,611 0.1 1,168 0.1 804,369 68.8 1,169,321
1974-75 15,295
American
Indian/
Alaskan
1.3 345,216 29.5 2,276
Asian/
Pacific
0.2 1,865 0.2 805,379 68.8 1,170,031
Native % Black % Islander % Hispanic % White % Total
1975-76 15,380 1.3 348,393 29.5 2,090 0.2 1,479 0.1 815,480 68.9 1,182,822
1976-77 15,399 1.3 351,747 29.5 2,178 0.2 1,704 0.1 822,741 68.9 1,193,769
1977-78 16,644 1.4 351,931 29.6 2,994 0.3 1,891 0.2 813,627 68.5 1,187,087
1978-79 16,693 1.4 349,185 29.8 2,981 0.3 1,881 0.2 798,808 68.3 1,169,548
1979-80 16,789 1.5 345,417 29.9 3,823 0.3 2,160 0.2 786,372 68.1 1,154,561
1980-81 16,958 1.5 341,695 30.1 4,602 0.4 2,255 0.2 768,878 67.8 1,134,388
High School Graduates
1980 High School Graduates Intentions
Each year in July, the Department of Public Education, with the assis-tance
of high school principals and guidance counselors, collects and
tabulates data from each of the local education agencies on the intentions
of current graduates and previous year summer school graduates. Intentions
of the graduates are reported for the following categories:
- Enrolling in senior institutions (public and private)
- Enrolling in community colleges and technical institutes
- Enrolling in junior colleges
- Enrolling in trade, business and nursing schools
- Enlisting in military service
- Seeking employment
- No information
The table on page 1-26 is the state summary of 1980 graduates' inten-tions.
Of the total number of graduates, 62.3% are planning to continue
their education. The percentage of graduates planning to attend senior
colleges increased slightly from 1979.
The percentage of female graduates planning to attend post-secondary
institutions was 67.4%, up from 1979; the greatest increase was in those
planning to attend post-secondary institutions totaled 56.8%, up slightly
over 1979.
1-24
Following the tables on the 1980 graduates' intentions is a table
of a five-year history of graduating classes. High school graduates'
intentions listed by LEA is included in Part II of this publication.
Significant highlights of the 1980 high school graduates' intentions
including those graduating from 1979 summer school are listed below:
70,862 students graduated from public high schools
during 1980, a decrease of 1,602 students from the
number graduated in 1979
62.3 percent of the 1980 graduates intend to con-tinue
their education above the secondary level
33.6 percent of the graduates are planning to enter
senior colleges
25.8 percent of the graduates are planning to enter
junior colleges, community colleges and technical
institutes
2.9 percent of the graduates intend to enter private
trade, business, and nursing schools
5.7 percent of the graduates plan to enlist in the
military service
25.4 percent of the graduates indicated they will
seek employment
Intentions could not be obtained for 6.6 percent
of the graduates.
A total of 34,261 males and 36,601 females graduated in 1980; 71.5
percent of the graduates were White, 27.1 percent were Black, 1.0 percent
were American Indians, and 0.4 were Hispanic, Asian, or Pacific Islander.
1-25
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1-27
Estimated Annual High School Dropout Rates
An estimated 7.8% of North Carolina's high school pupils (or approxi-mately
28,090 students) dropped out of school during the 1979-80 school
year. The figures are estimated from information supplied to the Depart-ment
of Public Education by local school principals throughout the state.
Because a significant number of students drop out during the summer months
when school is not in session, the annual dropout rate must be estimated.
Precise dropout statistics require an individual follow-up of students
leaving school prior to graduation to determine their educational status.
While some high schools conduct such follow-up studies, the vast majority
do not.
The preliminary estimates of the number of high school dropouts is
arrived at as the difference between the size of the graduating class when
they were in the ninth grade and their class size upon graduation. The
final estimates are obtained by allowing for the average annual combined
effect of in-and-out migration, public and private school transfers, changes
in non-promotion patterns, and student deaths.
Retention rates express the number of students who graduated this year
as a percent of the total number of ninth graders in the class four years
ago. The final estimates of retention rates make allowances for the factors
stated above for dropout rates.
The statistical techniques used to calculate the estimated annual high
school dropout rates have been refined through the years, and we are confi-dent
that the published figures closely approximate the actual rates based
upon the best information available to us prior to publication. A more
detailed explanation of the statistical formulas used in computing the
estimated dropout rates is available from the Division of Statistical
Services upon request.
Care should be taken in comparing North Carolina's estimated annual
high school dropout rate to those of other states. Wide variations exist
among the states in the methods used to calculate dropout rates, and any
comparison to other states should be made only with a full and complete
understanding of the statistical methods used to arrive at the published
rates
.
To calculate the extended day program dropout rate, the actual number
of dropouts were divided by the actual headcounts in the program. These
figures have not been included with the regular high school dropouts.
1-28
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Projections of High School Graduates
Based on the past year's historical data, the relationship between the
average daily membership of a particular grade and the next grade is deter-mined.
The method of projecting graduates assumes that this relationship
between the grades' memberships and the number of graduates will hold true
until graduation.
The trend in graduate projections is different from LEA to LEA, dictated
by the birth count, migration, promotions, and dropout patterns for the LEA.
For the state as a whole, the total number of graduates will be fairly stable
for the next three years.
Eleventh Grade Competency Test Results
The Competency Testing Program was legislated in the 1977 General
Assembly through House Bill 204 ; this law provided for competency tests
to be administered to all eleventh-grade students in the state as a
requirement for graduation, beginning in the fall of 1978. The North
Carolina Competency Tests are basic skills tests of reading and mathe-matics
designed to measure minimum competency, not ideal achievement.
The testing program is administered to eleventh-grade students in public
schools in the fall of each school year. The testing program is avail-able
to non-public, federal, and special schools but is not required.
Passing both the reading and mathematics competency tests is a
requirement for graduation in addition to other state and local grad-uation
requirements. Those who fail either or both tests will be given
additional instruction for improving or learning those skills in which
they are weak. Students will have an opportunity to be retested on the
test or tests which they did not pass in the fall.
Among the results of the 1980 Competency Testing Program for the
Class of 1982, 92.5 percent of the public school eleventh-grade students
passed the reading competency test; 89.4 percent of this group passed
the mathematics competency test. The results of the reading and mathe-matics
competency tests by local education agency are presented in
Part II of this publication. Additional information on the test results
can be obtained from the Division of Research of the Department of Public
Instruction.
1-36
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1-44
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL
Public school personnel information presented in this publication
comes from five different sources: the Equal Employment Opportunity
report (instructional and non-instructional personnel by position by
sex and race) , the Professional Personnel (408) Budget (source of funds
for professional personnel) , the certification files (degree holdings
of certificated personnel) , the Professional Personnel Activity Report
(experience status) , and the EEO-5 supplement (source of funds of non-instructional
personnel) . Following is a more detailed description of
the information sources and data gathered from them.
North Carolina Public School Personnel Summary
The table on page 1-46 is a summary of all full-time personnel
reported on the Equal Employment Opportunity (EEO-5) survey. This form
requires that all personnel be reported by their activity assignment or
classification by sex and race. The survey is the only data source
that provides us with a count of all employees—instructional and non-instructional—
of the public school systems. For this reason, the EEO
report is the base data we use in compiling this table on full-time
personnel. The source of funds for all professional personnel for this
table comes from the Professional Personnel (408) Budget file; source
of funds for non-professional or non-instructional personnel comes from
a supplement form used with the EEO-5 report.
Experience Status of Instructional Personnel
The experience status of instructional personnel is collected
annually on the Professional Personnel Activity Report; this report is
completed by all school-level professional personnel and any central
office assigned personnel who have instructional duties. The informa-tion
presented here and by local education agency is a summary of the
experience status of principals, assistant principals, guidance counselors,
librarians, and classroom teachers. Of those personnel teaching this
year, 93.2% are employed in the same LEA as they were last year; 2.6%
of those teaching are employed in public education for the first time;
1.6% are returning after one or more years away from public education;
1.8% were employed in education in another LEA last year; and 0.8% were
employed in education in another state last year.
1-45
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1-46
Highest Degree Held by Professional Personnel
0.5%
Hold a
Doctorate
Degree
7%
Hold an
Advanced
Degree
7.8%
Hold Less
Than a
Bachelor's
Degree
Highest Degree Held by Professional Personnel
The information presented here is for all certificated professional
personnel who are employed in a local education agency this year (full
or part-time) at the school level and in the central office. Please
note that it is the highest degree held that is reported here; this is
not necessarily the degree on which one's pay is based. The pie chart
above depicts graphically the percentage distribution of the highest
degree held by professional employees.
Highest Degree Held by Professional Personnel
Less than a Bachelor's Degree 1,198
Bachelor's Degree 46,248
Graduate Degree 18,773
/Advanced Degree 1 , 1 34
Doctorate 353
Total 67,706
1-47
Personnel Receiving Local Salary Supplements
The superintendents of the local education agencies complete a report
on local salary supplements at the beginning of each school year. The
information reported includes certificated people at the central office
and school level. The figures for this item are reported only on the
individual unit summaries in the second section of this publication.
Pupil/Instructional Staff Ratio
The pupil/instructional staff ratio is calculated each year using
the first month average daily membership of pupils from the Principal's
Monthly Reports and the count of instructional personnel from the Pro-fessional
Personnel Budget. A ratio is computed for elementary grades,
secondary grades, and for the local education agency as a whole. The
elementary personnel included are assistant principals, regular classroom
teachers, kindergarten teachers, special education teachers, guidance
counselors, and librarians. Secondary personnel include assistant
principals, regular classroom teachers, kindergarten teachers, special
education teachers, guidance counselors, and librarians.
Pupil/Instructional Staff Ratio
School
Year Elementary
1975-76 20.9
1976-77 20.8
1977-78 20.2
1978-79 19.4
1979-80 18.8
1980-81 19.0
Secondary Total
20.2
20.0
19.5
18.5
17.9
17.9
18,.7
18,.5
18,.0
16,.7
16,.0
15,.8
1-48
Table 15
TEACHER PROFILE
SUBJECT
AREA
FEMALE MALE TOTAL
/ *
/ £
/ ^
l/l^lu, Ml^Tyfefl Isi /#£'# /&§&*$§*^il /§§ /
*
/ ^^o- J IujIS - £ g /$ & ^ / / * ^ / % & ^ £ / u,^ £ <3/ z & <-. / / *~ ^ / £^&
A B C D E F G H I J
English 7393 84.6% 29.5% 18.6% 1346 15.4% 9.2% 3.4% 8740 22.0%
Math 3621 67.0 14.5 9.1 1787 33.0 12.2 4.5 5408 13.6
Science 2462 55.0 9.8 6.2 1976 44.5 13.5 5.0 4438 11.2
Social
Studies 2506 53.7 10.0 6.3 2165 46.3 14.8 5.5 4671 11.8
Foreign
Languages 1023 82.0 4.1 2.6 224 18.0 1.5 0.6 1247 3.1
Cultural
Arts 1197 58.3 4.8 3.0 855 41.7 5.8 2.2 2052 5.2
Physical
Education 1199 35.7 4.8 3.0 2157 64.3 14.7 5.4 3356 8.5
Vocational
Education 3399 54.9 13.6 8.6 2793 45.1 19.1 7.0 6192 15.6
Block* 2218 65.0 8.9 5.6 1196 35.0 8.2 3.0 3414 8.6
Miscella-neous
11 6.4 - - 161 93.6 1 .1 0.4 172 0.4
TOTAL 25029 63.1% - - 14661 36.9% - - 39690 100.0%
Slock courses are two or more courses taught iurin
i.e., ~.ath/science may be taught in a ninety minute
irioa usual
time.
Teacher Profile
Table 15 is a profile of teachers by subject area who are teaching
courses in grades seven through twelve. The information is presented
by subject area and sex of the teacher; a teacher is counted once in
each subject area in which he or she teaches . The total number of
teachers of a given subject is displayed in column I. For instance,
there are 8,740 English teachers. The breakdown of these teachers by
sex is given in columns A and E. Thus 7,393 of the English teachers
are female and 1,347 are male. The entries in columns B and F show the
percent sex distribution of teachers of a given subject. Reading from
the first row of the table, 84.6% of all English teachers are female
and 15.4% are male. Entries in column C give the percentage of female
teachers teaching a given subject. For the first row, we see that 29.5%
of all female teachers are teaching English. The same information for
the male teachers is given in column G; thus, 9.2% of all male teachers
are teaching English. The entry in column D displays the percentage of
the total number of teachers who are female and teaching a given subject;
in the first row again, of all teachers, 18.6% are female teaching English.
Similar information for male teachers is given in column H; the percentage
of all teachers who are male and teaching English is 3.4%.
1-49
FINANCIAL INFORMATION, 1979-1980
Information in this section includes current expense expenditures by
source of funds and per pupil, school food service data, and statistics
on public school transportation. The current expense expenditures are
obtained from the Annual Financial Report submitted by local superinten-dents
at the close of each fiscal year. The Financial Report is not an
audit, but is an accurate accounting of revenues and expenditures by each
local education agency for the preceding fiscal year. The data on school
food services was received from the Division of School Food Services; data
on transportation was obtained from the Division of Transportation.
Analysis of Current Expense Expenditures, 1979-1980
Current expense expenditures by source of funds are calculated anually
by the Department of Public Education as a guide for local school adminis-trators,
legislators, and the general public. Current expenditures include
all disbursements necessary for the daily operation of the 144 local educa-tion
agencies. Capital expenditures for new buildings and grounds, existing
building renovations, and miscellaneous equipment purchases are excluded as
are community services programs and inter/ intra fund transfers. By legis-lative
mandate, long-term debts of school systems (debt service) are now a
part of the county budget and controlled by the commissioners of the 100
counties and, therefore, are not reported on the Financial Report. Current
expenditures are shown for public kindergarten, elementary, secondary, and
special schools for exceptional children. The Governor Morehead School for
the Blind, the North Carolina Schools for the Deaf, the Fort Bragg and Camp
Lejeune military base schools, and the Cherokee Indian reservation schools
are not included
„
Data contained in this analysis of current expense expenditures were
obtained from the 1979-80 Annual Financial Reports submitted by the superin-tendents
of the 144 LEA's following the close of the fiscal year on June 50,
1980. In addition, the monies appropriated by the state (State Public
School Fund) and the actual value of textbooks shipped to the LEVs were in-cluded
in the calculations. As the State Public School Fund money for trans-portation
is allotted by county, it has been necessary to prorate a portion
to city LEA' So An average cost per mile is calculated for each county con-taining
city LEA' s„ This average cost is then distributed to each LEA. within
the county based on actual mileage. Items reported on the Annual Financial
Report, but excluded from current expenses are Adult Education, Summer School,
Community Services, Transfers and Refunds, Day Care activities, Vocational
Rehabilitation, and Work Study (non- vocational) . School bus replacement
costs (from State Public School Fund) have been removed from current expense
and placed in Capital Outlay (Purpose Code 9500).
1-50
The total 1979-80 expenditure for current operating expenses of the
public school system in North Carolina was $1,908,686,282.28. Of this
amount $1,200,140,954.51 or 62.8% was provided by the state; $247,339,816.28
or 13.0% came from federal funds; the remaining $461,205,511.49 or 24.2%
was contributed by local governments. Salaries and employee fringe bene-fits
represented 82.2% of total current expense expenditures. They also
accounted for 92.8% of state expenditures, 65.1% of federal expenditures,
and 64.1% of local expenditures. Expenditures per pupil in average daily
membership was $1,050.40 from state funds; $216.48 from federal funds;
$403.67 from local funds resulting in a total per pupil expenditure from
all sources of $1,670.55 for North Carolina in 1979-80.
Explanations and Definitions
Through a combined effort of the State Board of Education and the Local
Government Commission, a uniform chart of accounts was created for use by
all LEA's in reporting revenues and expenditures for school operations.
Thirteen LEA's voluntarily participated in a pilot program to test the newly
formulated chart of accounts during the 1976-77 fiscal year. All LEA's were
required to utilize the uniform chart of accounts for fiscal 1977-78. The
adoption and implementation of this uniform chart of accounts necessitated
several format changes in reporting the financial information in the Statis-tical
Profile, North Carolina Public Schools . Although identical in appear-ance
to preceding years, the content of the various tables and charts have
changed drastically with the 1977-78 data. The old categories of admin-istration,
instructional service, operation of plant, maintenance of plant,
fixed charges and auxiliary service have been replaced by salaries, employee
benefits, purchased services, supplies and materials, instructional equipment,
and other objects.
The method of calculating the per pupil expenditure has also been
slightly modified. Revenues and expenditures for the sale of breakfast
and lunch to students and adults are now included. These sales are shown
as local monies in both revenue and expenditure. Prior to 1977-78, all
per pupil calculations were based on average daily attendance. Average
daily membership has since been used to calculate per pupil expenditures
because most state funds are allocated on this basis and the majority of
costs are incurred whether or not a student is in attendance. The net
effect of this change will be a decrease in the per pupil expenditure but
will more accurately reflect the actual cost of educating an individual
student. Tables and charts presenting data for prior years have been
recalculated using average daily membership to make comparisons comparable.
1-51
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1-52
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1-53
Table 18
Distribution of the Dollar for Public Education
1979-80
For Every Dollar Spent in Public Elementary and Secondary
Schools in North Carolina, 1979-80
70 CENTS WENT TO SALARIES
1 CENT WENT TO
OTHER OBJECTS
1 CENT WENT TO
INSTRUCTIONAL
EQUIPMENT
11 CENTS WENT TO
SUPPLIES & MATERIALS
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EMPLOYEE BENEFITS
5 CENTS WENT TO
PURCHASED SERVICES
1-54
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1-67
School Food Services
Each local education agency in North Carolina provided school food
services to its students in 1979-80. The three basic food services
offered were lunch, breakfast, and milk programs. All of the 144 educa-tion
agencies last year offered the lunch programs; 143 offered the milk
program; 138 operated a breakfast program. All of the information pro-vided
here is for the 1979-80 school year.
. The total amount of federal reimbursement money from
the United States Department of Agriculture for the
1979-80 school year was $108,716,628.00. This money
was used for the breakfast, lunch, and milk programs
and for equipment.
. The total amount of state aid allocated for defraying
the costs of school food service supervision and manage-ment
for the 1979-80 school year was $5,872,620.00
. The number of schools serving breakfast in 1979-80 was
1,562; the number of schools serving lunch was 2,025.
. The average number of breakfasts served daily in
1979-80 was 220,822; the average number of lunches
was 875,464.
. The average cost per plate for breakfast in 1979-80
was $0.50; the average cost per plate for lunch was
$0.95.
Transportation
All transportation information is for the 1979-80 school year and
was provided by the Division of Transportation.
School Buses
12,298 school buses were in operation this school year.
19,715 bus trips were made each school day (one way)
.
Pupils Transported
. 741,188 pupils were transported to and from school each
day.
. 724,029 pupils were transported by school bus.
. 69 percent of the total public school ADA was trans-ported
to school.
1-68
. 73 percent of all transported pupils were of the elemen-tary
school level; 27 percent high school level.
. 58.9 pupils were transported by the average bus each day.
Miles
. Total annual mileage for all buses was 101,672,481.
. Buses traveled 564,847 miles daily.
. The average bus traveled 8,267 miles for the year;
45.9 miles each day; 14.3 miles per trip (one way)
.
Cost of School Transportation
. The total cost of school transportation was $65,108,557.71
including contract transportation and replacement buses.
. The total cost of contract transportation was $4,032,635.38.
. The total cost of State operated vehicles including bus
replacements was $61,075,922.33.
. The average cost of transportation by school bus including
bus replacements was:
$4,966.33 per bus for the school year
$27.59 per bus per day
$84.36 per pupil for the school year
$0.4686 per pupil per day
$0.6007 per bus mile of operation
1-69
RANKINGS WITHIN THE STATE
Several categories of information were chosen to be presented for
each local education agency by the rank of the LEA within the state. All
rankings are from highest amount or percent to lowest amount or percent.
The first four categories of information that have been ranked deal
with classroom teachers or professional staff reported on the 1980-81
Professional Personnel Budget. All of the data are by percent and are
based on full-time equivalents. The percent of classroom teachers with
a graduate certificate is based only on those positions coded as class-room
teachers. Positions such as guidance counselors, librarians, and
principals are not included in this count. However, the percent of pro-fessional
staff paid from local funds is based on a count of all profes-sional
personnel reported on the Professional Personnel Budget. The
percent of classroom teachers with maximum experience for pay purposes
is based only on actual classroom teacher positions. The percent of
classroom teachers with no prior experience is again based only on
classroom teacher positions.
The amount and ranking of pupil expenditures has been based on the
current expense expenditures by source of funds. Ranked here by source
of funds and total, the information is from the 1979-80 fiscal year and
is for the 144 local education agencies that operated during that year.
The final categories that have been ranked are per capita income by
county (1978) and total local revenue by county (1979) . The information
on per capita income is from the United States Department of Commerce.
Total local revenue by county comes from information provided by the
North Carolina Department of Revenue's Division of Tax Research, the
Local Government Commission, and the Department of Public Instruction.
Additional information on county revenues for 1978-79 is presented on
page 1-71. This table includes the average daily membership by county,
local revenue resources, and local expenditure for schools. The average
daily membership has been divided into these figures to get the per
pupil amount of local resources and the per pupil amount of expenditures.
The expenditures as a percent of total resources has also been calculated.
1-70
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