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mi Ma SMteJJDC North uaroima 3i«^-"»^. Statistical Profile N. C. Doc. Ml/ 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. 1-4 (N r- t- .o CD -1 -r IT) ID tn O o r> _ o - o O DO ,- (N T m u^ ,_ en ^} iy> [ \TI r* t rn ro m <— t- m m r- »— »— CM T— 1- 1-5 ^ - :o o in CO 5 o~» a r- r-o r-r- l r» r-r- ;-- r"- cr> c r- oc o r-m r- ' D r- - co a r- r-a> a I ~i :-. di N u, :J) -' i') HI I) m H Q 'a O 6 Tl M ^ ~J . rl H qH -J, '1 'J M CM © .Q O CO en in n ^* ^ CM ^ CM (N cn o o in i rsi CO r- *r ro m o T— m in in ,_ m r- CO ro o r^ cn ^, in CM p e'- ix> m ro in >o ID CO r- in «3* en en fN CO r- in o *T in CO & r> CO n <N r^ m CM in CM in 1 r- t r- in ro r- in in cn CO cn cn CM " «" «" r- in ,_ O p. 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U] 1 tl Oi H : 'CI H : <!l id 4 ~: c :n .1 ~H M -H i rn ~H +j •H -- ~; i u a -H Q) m r-H -: M ) "1 H : +J H -'. '1 i M O 4J 1-7 T *r o 00 r- o-> r» in a\ 00 -T 00 ,— c* in <x> r- (N 00 00 o P" in in m fN n *T in to CM i— t- «— ® 00 r- r- 1- <N «- t- O r- «- T- «- 0^ U1 91 tl C 3 •H P U) '<! 91 •n t> 91 in n, 0) Ui i/i m ti Cr> H C '0 •H c 11) m *5 ^ R 3l 31 "-H li >-H •a <n ~s +j H R « 91 u t; ~H at m -H R 4 11 w •H q +J •H U, III '.!i M U +J X Bq «0 J) 1 o3 u. r-H o 11 * q uq H I-E to © .O a z = VD t- i-f- 00 *- c- t- O i- f- o *— r- «- i— <— (M *— *— LH «— w- O '0 .-i -i « :i H 4J 10 n :i Tl > -'i (H o ;i -', i'i n 'i Sn •H 15 a H -- Ji 'ti r4 -q (5 Dl .1, ~H M M "I at i-H U •H -~ --: 'i U IS 'H Qi tl —1 -: ~J o '1 •H 15 +J •H >•', '1 !i M ;i +J :•: 1-9 CN «— r- r- <N t— t— CO CN *— *— T1 111 n t> q> M u, yj u, O m o Cn •H R 'O •H c <|J <n -M ~: q 31 M O 13 C) +J X tq Ul III I 'CI 3 ^ -H Cl 11 fc q ^J H 1-10 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 Average 2.7 9.1 5.2 3.8 2.7 2.4 2.6 5.6 5.9 11.7 13.6 8.4 3.9 6.1 1-11 g ID VD CM in CO ^ [« t VD **• r- CM r- o CM VD CO o VD VO in CM r^- CM CO VD CO o CO m in o m VD en r- B C" VD r- r~ o "* r» o CO "3* ^r o in CO en VD en cn CM ,— CM "" o o T— o o *"" m 1 r_ •^r CM r^ *"" CM in CO in m ,- CO r-- sr T- m r- a\ oo o VD en CO m r» f *" •^ ID VD r- <« ^r CO 00 m «~ cn r^ cn 00 co m en oo ,_ oo VO VD <3* en in o CO m in in m CO ,_ o ^r co O t — <* co cn r» o ^r o CM oo <=*• oo "*• T — 1— co CM CO CO *— *~ *"" *~ ,— *~ ,— *~ CO «~ CM T_ (N co (N en w cn in o CO •^r en •"a* ,_ in CM o en CO Cn VD o VD Cn CM o o o CM CM >* co oo in «* CO en r_ CO r~ *"" *~ CM T~ «~ CO CM CM CM CM VD -=r "* r- Cn CO o CM VD in o VD ^r m o in oo CM oo m CO CO o o o in r • CO CM CM CM o CM r^ oo ,— in m <* r^- r-~ o m VD VD r- co m VD o CM t m o oo co r~ •"d* •^ in o tTi o in in O x— 00 CO CO in en r^ en o <J\ CO o o ,_ VD m CM CO cn <=!• CO oo , en in in *r VD <* «* vo o CO o T— 1 o 00 oo *— *" in co ,— CO CO CO CO Cn o o CM o r» ,_ m in o in 00 CO en in n *~ -3" o o> o *~ CM o oo VD o ,_ *~ CM o ,_ CM r~ o CM r» CTi o o in r» 00 tS" CO in o m CM co «* co CO CO o VD o o m CM CO VD •" r" m •>* CO CM CO co o oo CM CO ** CM -a* •"3" CM VD r^ «- en CO en en "3" CO in CM in o 1~» <- o CM CM r- r~- T" CM VD CO CO in CO cm o oo in , CO CM CM r- Cn en (Ti t_ CM o t en r-cm r^ vo •>* CM m CM CM in CM - o CM CM r~- in in r~- 00 o CM 00 O cn oo O >* r-~ ^ CO m <- CM VD in CM ,- r~ r- r^ O r~ CO in VD «~ m en ^ r~ CO oo CO en 53" CO o oo VD vo <- o Cn t- co 00 CM 00 CO •>* CO en o CM in R o +J CO U >i o o O +J H U RO u CM en o CM CM M CM en CM T3 o w o & <D R c ij -P R o 0) H en M c^ W U H u •H il ^ 2 O <a iJ c M c £ o -R CJ s F Q) O R 1 ^3 >j 8 fi CD & M-l to •rH -P CO g 01 b R O R cq aJ H tn s: B> ra la S-l (0 ^ 5 CQ O ^ a 3 4 £ & k o C3 CD m CQ CQ CQ u 1-12 ^ O 1 o 01 10 CM *3" CN *f -T a> 00 o CN ID CN r- CO O 00 ^r ^r O 00 ^r r- ro r-~ ^ kO "5T n CO CO co kO CI 00 O (N 01 U3 m o CO CTi 10 00 O •* r» r-~ in lO r- kO <N T— m CM o <£> CN «tf CM n CO o Li •rr c co o Li in o .- co G\ m CN o ~. Li r- 1 ^ in ID c c- O CO «~ co lO CO *T ID n ** Li M- r- in CD Li CN 00 lO Li '^, in o ^_ O o < CN ro CN i >sr CO 10 LI Li Li r^- ro O CJl CI CM CN CO 00 CO Li CM Li r-~ CN cn ii ,— "" cm <~ "~ '~ t~ '— r" ii CM 01 o Li o CN r^ <T> 3? rO - ro m CO >sr 0> r» r» ro CTv r^ 00 X in Li CM CM CN ro CN «* Li T ii in >* T— 00 i£> o 30 m 1 CO CTl CN CM Li O CN CTi . CN o m 00 co o ro m n r- in ro ID CN CN ID n io O CN CTl CN =r o Li ,_ cc a; CN T o CTl "rr in Li CM o> ro r- in r^ ro o o CN * CM CN r- ro T -i r~ *~~ <* in cn ro Li X r~ lO ro CO r- O r-- in O , o CTi CN ro ^r ^D <£> CM o ii <— c <3" ' 11 ro <* O ii cy r_ Li Li i *? 00 cri CM lO o ro o d o r~ O CN T rO CTi ro Li O LD '- o *"" r»l U «* o <— CN r_ -D r_ CN o lO •" r^ •^" d X o CM CO o •d1 CN DO o O O co r- in Li o "3- ' CN CN m *~~ r- o ro r— ^r r— CM r" "— ^r o r^ CM m o _ o IX) o T r- n -r CN o <D "0 CN >^r o m ' ^r kO r~ •^r o co o -o -o CN r~- O m *" r^ ,— o is) r~ t ,_ IC \D o Li m CN o o ID r- "SJ" CO cr\ CM •^r *— -r X -1 ^r '~ CTl in in rr CM <* *~ o ro r» r_ ^ Li r- o j- in T lO Li r- r- r> o ID Li O Li VX) LD CN c: cm lO LD 30 o Li r- CO V£> CN 11 Li <- CM CM *~ cm r" *" r~ ^~ '"" "~ r_ r~ <- T ro «* Li t <rr Li CN o •T kD 00 11 ID o cn CM £3 m CN 3i rn CI rl r- 11 X) I ra T ro 1) in & i-l +J M c o 3 ~- X Q) t- ,— 1 C —i 3 c r 5 1 to -Q - t> q >J c '-J H V 4J -' rH "-, r-( % 4-J a " IP -: j :•: - o CJ q u c :-•. T3 +J : - "H <u i-i c: :i > H -r; CJ rH rcj Cm 4J tq C3 : rd c !StJ ^ r-i - (TJ f- rrj - - <- H ^H u u U U u u u u L» u u u 1-13 £ ,_ oo WD <* CT« •3" ^r WD 00 IT) r- CN CN o WD CN in r- LT) r- 00 wd CO lO <* 00 in O o <J\ CTi "* r- oo WD WD E *" r^ CN -d< CN ^r CN o WD "* o o "* 0M o •^r en CN t— CN <* 00 CN *"" 0O r— CN WD in •^r in «* OO 00 o in o CM co t- 00 CN oo o Cn en in t o r~ CT\ 'T en r^ CN «~ LO m •fl1 G\ oo r^ r^ r^ o r~~ o OO WD CN OM en 'a- WD «* r^ o CO in 00 oo CN o in oo WD ,_ CN CO CN ,_ r^ O o CN oo r» in in in WD CTi OO CP. CN cn en o r~ ,— ,— *~ *~ OO CN 0M r_ «~~ «" CN oo r_ r^ in o CT> r- CN 00 i* r^ CM WD CA r- o WD •^ Cn oo r- t CN <J\ O LD o 0M WD o •<3" OO r- 00 in r~ CM <- '"" *"" *~ *— oo 0O CN CN ,_ CN oo o 00 CN oo WD 00 Cn 00 in r^ ,_ <y\ in cn r~ CN 00 CO in o <3* CN WD in *~~ cn n 0M in OO o CN in r~- CN J_ oo LTI 00 OO O ,_ in 0M CN <y\ OM <y\ WD in in o oo r~- i> m O wd OM ^r CN 0O oo CN WD >* 3" o CN WD r^ o LT) LO ,_ r~ ,_ WD r— T_ CN r^ 00 CN WD WD oo WD in CN WD *~~ CO 1 o 1 T CN CN r~ *"" CN in *~~ l— "S* CN r" in LT) r» =r CO ,_ CN o CN WD ^" O r- OO 00 <7\ O OO ID *"" o 00 *" r" *"" ^3* O 00 oo CN CN *" r~ *& ,— "- in 00 o CN o 00 CN in WD •3* in T CO CO <y\ r~ 0O r» *tf CN o oo r" CN in CN T— CM ^ n T T *" in CN OM o cn WD in <N r^ o O WD O 0M •^ in r^ 00 o » en ^ oo co CM in 00 OO WD CN CN CN ^ CN in WD ^r in •^r 00 WD LTI 00 CN 0O o O (J\ cn 00 •^" WD ^ o n o r~- o (Nl in WD r^ 00 «* en WD CN CN r^ WD r^ <T\ WD <* 00 m oo ^ ^r C7\ CN OO "ST oo r^ ^r r^ CN r- in ^ r^ cr> en n r-» «~ 00 l> in O O m r^ CN OO oo in CM o en en CO ^j" <- LO o en a> <* ^ r^ co r- WD CN r^ 0O OO en WD CN § 0) MH OO CN cm WD q o 0) MMH> CN CN WD CN +J •H U o r^ CN o RO c •H CN 00 & +J o C tn 10 E Ju >H c -H rH +J 3 q os 03 o ±j H a; iJ M QJ +J tn H E c -c; H -Q rH c 2n H ~ X O •H >H M > X. 05 B in m M o H QJ d •H i— 1 R x: 3 o t) U) M o ft. u Q > t-q S > a, u C| ir> U Q ft. 01 -p 6 o C3 Q Q 3 3 S & £ r3 C3 1-14 ^ OS CN LD OS cn r- r~ >-o o~ r- <— ro cn r- ro cn rsi in ud *3" LD <n r- CO <3" O CN ^3< O co ^ o CN o"\ cc CN LO *— CO co r-m ro ro o CO V£> r~ co O ro ro CN CO CTi CO CN ro <d" ^r cn CO n o co ^r ro ro o as CN CN •^r ld CN CN ro in co co O «- m o CN O in vd vo ro as r- CN ro ro as o o as in ro co co r-r- oo o «* o o o co i— CN -§ i — « Q< -•<; ':: ~ R H 1 n ':' q '-: n 4-1 'J 3l '-j T ~4 — 1 M H H 1 H e> a: SB K, la c- ^ j r - 'O • M T3 "i Q] - u tl o < - c: '-J — : +J o ' H a: * o R SB SB SB 3 1-15 g <n LD 00 ^r ,_ ro r» <X> ro ,— oo oo in en ,_ ro CO CN r- CO >x> ,- <* r- ro 00 st ro oo ro o CN en ix> >X) r^ s *" ' " <X> IT) l— r- <x> en x> CN -=r oo ^r •^ r> ro oo «* CN *"" r~ CN m in *~~ 1 CN in "" CN ro CN <o * ro CN >X) r-o in T ,— t •^r ro r~ *3" in in CN CN CN en oo <x> r~- «~ CN "a" o in <- in UD in CN o r-~ in ro in o oo r> CN o en <* 00 o <X> ,_ CTi •*r >* ro 00 t ro m r^ in r~ O CTv ^r r» CN o 00 vo r» r- ro r» en 00 CN oo ro r^ *~ ro CN ,— ,— ,— CN T— ,— «~ o o CTv CTv en CN r- ,_ t (N oo ro en o CN CN r^ >* en ro <n CN <n >x> o CN ro ro ro o CN r- 00 CN T t ro r~ ,— *~ CN ,— ,— CN " ro r~ «~ "tf oo IX> in CTl ^r oo T r- CO oo co t o ro m T_ <* c» co *~ IX) CM in t ro T in CN - o CN ,— t T CN ,_ ,_ o CN CN in CN t r- 00 00 in r~- oo r- r~ *r r^ CO >X> VO o in *x> t m IX> >* ^r ro en ,— T CN in o CO 00 in <X> r- ro ,_ en r~ C£> , ro <D o in T_ o ^" us m CN ro m o *— r- o o CN r- O ^z o ,— ,_ CN T— co <X> o en r- •<3" i-» r» *r o o •>* ro T t oo 00 vo IT) "" r— CN en o CN ^ r~ o o CN O ^o o «~ •"" o o o en in m ro CT\ en r- ro ro en oo o o oo en r» en *r in O *~ - O o o ,— CN r~ <x> o o ro ,— *~ ro CN o ^ CN ro o en 1*- ro o ,_ T_ ro co r~- ro ro ro in T o ^r 'tf ^r "— T— r- CN o T— T— CN in CN r» Ol ^r t ,_ co *r o o en r-~ T in CN en in >x> 00 CN en ro l£> in co 00 00 ro CN CN en •^ r- CN r~- ro IX) ro r» <n ,- r-- "* <* r^ 00 CN r- C£> oo ro CN ^ r- «r CN in T o ro en CN CO "* co ro CN en O m t oo "3" oo en ^D ro CN vo O oo «- en in en IX) r~ CN oo <x> CN ro CN QJ M •H CN r- en <X> co CN ro o ro ro in CN "* o 3 CQ c 8 r-H I rH u s: 0) C B +j C C •-\ 0^ H 31 >j +J U CO r-3 O a % QJ -^ TS tn oi 01 H q 8 5 c CO <-* x: d) O to Si n oc o 9 § § •H .p a 8 8 •H -P 1 u o b b ha j i-S j 2 ^ s 2 s 2 1-16 1 in o r- L1 o 01 rn CO kO n o -g- CO 01 ai o Li 00 en oi kO r» ko kO OI X) CO LI o Li ^r rn kO r^- r> 00 CN ^_ cn oi CN CO O oi in CO g- 01 r~ o 01 Li cr> 01 CN oo Li d rn ^r o ^r en «- «- Li cr> a *- CN CN r- «~ m r- rn o r- CO 01 c- CO o U3 Li o oo O r~ m m «~ oi £ ^r CN CN r» CO rn £ Li CI <* CI LI VD r-» m £ O r- r* CO Li r- o o rn 01 r- o r- rn o kO ^r CN «- ro r» CO 10 O CN ,_ ro c^ co kO kO a kO CO O O o CM r" T_ ^~ CN *" CN <" *" '_ CN CN t- «* CN r- kO CN rn r-> ^r Li CN «* o CO o 'CO CI CN ,_ CN vo r~- Oi CN j_ ko 10 Li r-- ^c a\ r- r- CI CO 01 *~ CN «"" CN CN CN <— r" CN r— ,— fl kO CO [*« kO O r^ r~ O r- •Xi o kO r- 00 r- "3- 01 00 oo m r^ CO < — o o o CN ao in in Li ^r L1 r- CO m <- •"" CN *~ *~ <N kO r- o ** r» CO o O CN o VO O o o >i 01 \a cr> Li r-> CN Ci o m Li «tf 00 CO o Li CN Li CO r^ m kO kO ui 10 r- CO Li «a" CN o r» CN CO o o r- in es <- m kO CN «- «- o «- rn o o r^- r- o o L1 Li o ^r oi r- Li T o rn o «* >sr CO rn co CO «* Li r- o o in <* co m CO o *~ <r 5* CN T CO '— ^r CM '-r CI ^r VO CTi kO m CN T o f ko Li kD kO 01 Li CI Li «* k0 t ^ ,— CN in kD o o CO ** ' CN CTi CN •^r rn r- CN o kO r- ^r ,_ in in n ^ Li o kO r_ <d> ^r n "^ ^r «* >* CN t 10 m T C^J r~- Li * o LI Li m kD (N in vo CO o p- O o Li r- CO CN r^ CI <* kO ^ m CN kO in CO m CN in LI Li ^r vr CO m CO in kO r^ oi o O o oi o CI CO ,- CO CN VD o kO o r-~ en r~ CC' o Ol o CTi CX CO o r- 01 CO CI CO Li r~- r~- X C^J r" m « m i- 01 ID OO <« CO ^r o Li ex, Li o o ^r •^ ^ •^ CN li cn O in CN m r- Li m CN kO o c T ro Li »* M" 1 cu S-l C H -H > a aj P 00 fl O i-H " G fc> ^ TJ 6 D +j : a. -Q C c J H3 ,- o -J, C H H c .) i rH Q) . o K 5 H - c ^ +J j X 3 M ^ W 5 [fl 5 !-J m U <:, C ,^- ^ +J rJ H Eh r3 •: u 5 S Hi On C ft C CM H d s u 1-17 'a 3 W q , 1 LD in r~- m ^ CO CN ,— r~- <* •^r WD 00 CN WD CTi m m CI r- in r^ r^ r^ in in m CO in WD ^r O *3" WD "31 <«• H O d1 CN o o r- WD in ro o ro ^r WD CN CTi ro CM CM *"" O r^ ro *— ,— ' ro ro ro CO CN ro 5— ro CN ^r ^T CN CI r~ r^ <y\ o >* «- CN oo ,- in T o ^ ro o co CN *- <3* CO "Sl" CN r-~ WD ro ro in WD ro •^t CN r- CN oo "fl- r- WD CO O r^ oo CI CN r- ro ** m O ro in 00 ,_ og o O 1 ai CN r- WD o ^r WD CN WD r- r- OJ r- ^r •^ in CN WD «sT r^ ^r ro ro CTv 00 CN ,— oi oo cn r^ o ro o in WD C\ CI in r» in o ro in o CT\ r~- o WD ro CN in CN OJ CN CN *— CN *~ "~ •" *~ ro ,— T— r" oo CO oo <T\ in CN O WD cr WD oo a\ ro ro o CN CI WD CO m CO o ro 00 o m WD *r o m •"T ^r CN <3- oo ' CO ro o o CO 00 oo ro in p. WD co CN r- ro T— o WD r-r- ro o WD in WD CN o WD ^r CN in CN o ro ro CI CO <n in o 00 r^ CI CN WD ,_ o ro CN o oo 00 O in CN WD in *"" o CN ro CN CN o T— cr> r_ WD o in ro O o ^~ o en o WD ro ,_ ro CO ^ ro WD ro x oo in CI r^ LD o r~ o p_ CN CN r~ o T— 00 ,— ro ' ro CN o T— CN lo CO \o ^r wd CO O 01 ci o CTi ^_ m ^r r~- r^ "3* CTi -=T o o o r_ r_ 1 CN o 1 t* r~ WD (N ro ' r~ CN <N oo at 00 CTl ro CN O in in cn WD m 00 m WD m 00 CN ro WD ro in m WD in CN ro CN o ro WD '— WD ro CN CN ro o ro ST <* -^ WD CO WD CO CM m m m WD 00 CN ro t— * — o WD r^ in WD CN CN WD r^ >* r^ ro 00 in ** <" r~ r_ n ro r- ro Oi CN ro <- CI CO m WD r^ ^ CN r~- t CN r~- CN O CN r-~ 00 CN CI ro r- CTi oo o ro m >ef WD 00 r~ ro CN WD r- r^ r-» CN CO •*r ^r a\ CI ro CN CN o m r-ro ro q o to Cn C in 01 o m Rm ro 0) ro 31 *r -a* •*r CN CN 0) CN CN +j -i "H rfl -H in 'O M q (h 3 q •H 3 u q lH gj o M Q. 11 x: o fc> -Q () o T3 ro E H <s> a, - 10 to (0 4-1 C +j r3 S M *l 5 q H "a •H H O q >i CJ ISl H e tJ 01 'a H JS -H (U 01 H -I r-\ ^5 a <0 3 QJ +j .y a 03 <U f0 £ 5 M -P ^ M M fc, K) 04 t0 g Cq S a: :< Ul p O O «j: CO u y tt s tn u CO 4-> CO CO 1-18 sj oo CN (^ m >* ,_ r- ,— CO o r» r- CC' rn CO LO m CTl en ^r in r- <J0 00 IX) r- m U3 r- UD ^r in <o m o OJ m 1J0 y "~ " o en o- -~r o m r~ o CC ^r ^r m t o r- CO CN o CN 5— o ro o o ^ VO OJ -r LT) ^ _ " »* ^r LO ro n ^r CTl •^r r~ LO co - co r~ 'O OJ ao m CO ^r kO r» ro CN ^r <- m ro oo f <* CTl lO on rn m >-r t - OJ >3- Li ro co co ,_ OJ GO CTl ,_ o- m OJ t— LD ro rn CO kD X' r~ >* CO O ro (Ti in LO o o o OO 00 OJ CO cr r-~ rt a^i m in r-- ro CO 00 ro en uo r*- LO ^r o O CO r~- r. O m o CN O CTl <^r OJ UD oo CO o ~r o oo rn OJ 00 CO co o r^ to- T ^~ CN CN OJ *" oo r" <— <~ r_ m o , o 00 OJ CN oo, ^_ CO CO o o oo O r- CN co ,_ 00 ^r CN «* CO IC r^ ^D ^r CO o r» ^c <* CO «tf r~ l_ rn OJ ^~ m o CN ^T 00 oo CO CO o o m o •-r LO o o «3" CO >o- ^r en - r- OJ CO *~ O uo r- r- ^r o o ro \o ro o LO o 'CO o r*> ,_ ^O r- o m LO UD CC m a j_ *? <£> ro m CC or VO ro m ' CN LO "31 o OJ O o LO CO «* m O o ,_ r- ro m- ^ "5T ,_ CTl OT in LO CO- y- CO' m T CO in o oj -r OJ O r— x> OJ l— o "* o r— OJ o o '~ o OJ or r- o OO co m o un r~ co LO r- cr> CO, o Q CN t o -! ro oo rn CN DO o CN ^r oo *" r~ OJ CO ' ' o ro ,_ ro ro CTi Cn r- UD 'CO CTl «* o <* LO r- o T en LO ro m CN m co ID rn UD OJ rn T rn LO o; CO CJ a ^ ro vT m ro fM co co rn CO lO CO CTl <* OJ O! kO ^D r- ro O <N *~~ o r- T o «* lO LO ^r in in LO CN ^r ^r oo ^T kO in rn uo r» r- r-» LO rn vr t- in r- ^r r; co un O! CO r- m o o CN - oo r- en o co LO C7^ en 1^3 <- or VD en o r- oj o ,_ OJ O) r- ,_ ,_ CO lO OJ ^r O LO O r-~ uo K o Lfl ro in CTl rn OJ ^r o~ -r >=r OJ ro '~j "* •H ^ > C M ^ -^ OJ y -0 w cc +J r-l rH r rj o. g J H >1 rH '~H CC T' "c- m r- >i -'-' o to o — c: a> C H G ~H *. o H a a ~H H Fi S-J o 'J O ^ - ^ •c :: u &i Cq i-j H •H % v; M X +J e> rH H S < : ^ & £ "i - (0 c1 m ri H H rZ H E"1 — > is " ci "* >H >H C/j 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 -p co m co •^r ^3* co in ** cti vd CO o^ «rr m cr r- •^T VD o <3< *— in vo <— r- CM O CM CM C CN CM O CN in in vc o S-i CM CM CM CM CM o oj Pn P Sh o <— «- o vo *o Tj- CO CM CO CO VD o cr cr. "3* CO VO CN 1 m oo co <— CO CTi r~- vo ^r r-COO CN CN «* co a> in VD cn o n in cn "sr CTi CM CM 00 <— o MOO o CTl vc CO 3 r~- <— co ^r in m vo r- CN «— CM 3" r^ ^r O 2 r~ <~~ 1 ' r~- £ co r- in r- ^ r- CO VD CTi co m co CT ^3> CO CO VD VD ,— o r^ co r- cm o «— r- CM CO Cn CN r- in co CN o CTi o r- ^r m Llinr- CM <— CO O i- rir-in r^ LP. VO vo CT> CTi cm co cn <Tl CO CN vo CO * S-j Ol oo <— «cr in r- CN CO co "rj* r-~ CN r- CO CO CO CTi 5 m r- TT «"" T_ CO CO ,— *- CO o GJ tt o ^r co o co o o o in o in «— CO -rf VD CN r~- ,_ pq -P •53" CN VO m cn ^r in I s- in m r-- cn <* O CO CT. 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CO O •it Sh 3 m m o n m co (Or-^f cn co m r- »- CN r^ 00 00 CN 5 "3* <— VD CM CN '"" CO •H 10 o t3 o ID ID tM COCO i- CN CTl t- ^r cti co cr. cm «— CO CTi CO CO c -p Oro^f Mnco i-ON TJ< tJ< CTi CN cm in >* r^ co m <n w •H CM TJ" VO -^ CO CO CO i- «* VD VD CM t— CO >a< ,— CN oo § Jg VO VO <_ <— in m r- r^ r- ^r 10 * CM QJ i> •M .M COr- Ol CO ID * m CT> <rj- vo «— r^ o <- »- t~~ o~> T VD 4J o cm in r^ ^" 0> ^f CM CO vo co ^r r^ t— in vo m o CO <C (0 CO t— CTi <cr in CO CO T— ( — i— * — CO CN vo CTi S r- 1 pa <— *~ 1- r- «- CN CO c 13 c to ro c O ro -H •H -H co cm in C7\ CO CM t— co ^r CO O CO t— r- CN CTi CN CO O ^ M >C VO VO o o •=3" O CN VO QJ C CO 2 n to 3 CO q CO 13 CO co e> Eh CO CO CO CO Q4 C c w CO C C CO c to •HO K HO J rH -P a 2 -H O fX •H O •H QJ •H (X rH 4-> O Pi rH -P O rH -P 2 • rH -P 1^ 1 O co o <o h CO O crt O O rfl m O n3 m H ETTC aro Sta O ra CO EO ro W JS Scdh -CPO 52 Sh H-' CO CO CO 2 Eh i to s M U 1 CO M U 1 >H Eh Uh Eh U U 1 h> U 1 CO U 1 1 "a CO Eh Mh M l+H CO VM VIH >H * J3 1 u p 5 ? ^ e gSP'ft'g g +j r co P C3 Sh -P -P gC P O 3 p > Eh 2 O H m tu XJ rH ^ u hj r co co x: o rH j -p r to £ * O H INSTI Nor Out Tot PRIVA M S-l -P -P 5 fcj Sh -P -P K SCI 100 Nor Out Tot £h Q c Co ECh0O25£ PP gs s e 8 1 M rH g i i * 1-26 0V> OM o oo f*i m CO "^ "3* ct\ in ^r ON «3 00 on ^ in r» ^ l£> ^O 00 CO ON in "* *— r~- IJD r- CN CN O CN CN O CN CN O in m ^O CN CN CN CN OM O ON <— \£> IT) •^r on m oo oo m O ID-* cn r- uo OO V£> V£> r- <3" Ch UO 00 r- MDt- <- O O 00 CN O OO CN O in r- r~ 1 CM CM CM 0M OM OM 00 o 00 inojn OO ON «d* "* en in t— CO 00 cn r^ in "d" o m 2 r^ • • • • • • • • • • • • • • • • • ON M ON «* 00 <— r-~ m t— r- O O 00 CN O OO CN O m r» CO Ej CN CM CN CN CN o <C r~ a oP KO r- r- r-~ ^ 00 CO LO on om r-- 00 O OO *— r- ^r r- LO \ — *r r^ <y\ T CN T— r- m <— o o o OO 00 o OO CN O in r» 00 CN] CM CN CN CN CO i£> CN r^ lo t on m LO CM 00 OO O 00 cn co ** ** r~ OO ON r- ^r en «3" CN <— r- ao <— O O O oo oo o 00 CN O in r- CO CN CN CN CN CN o r- Eh* CO 2 y CO CO M E O (0 h co BS CO - co M G Eh C pbH-h4Jo c -H 4-1 Ph-H 111 U -H 0) H iH -P B rH -P CO P O CO M O ti O CO [J O CO CO O CO |S H M 4-J Eh TO CO En H 4-) CO ccj CO <Ji U -P cd CO a 3 co H 4J co cd co <C M co u i 2 U 1 [J CJ 1 p U 1 O 4-i CO U 1 D Eh 2 4-i m m e> 4-1 EJ 4-1 M 5P c.5? 3 5? a u 4J «5 P §5? (x E~* (X SH 4-1 O >H 4-> O 5H 4-) CO U 4-1 s £ U 2 h- 1 Om 2O O3 M2ZOO3 8gc3 g ScS WD2003 ^ M E-j s CO CO n ^ Q si >} 1 Q U £ HH 1 g £ | § H •5 a 5& £ w H s M U a CM s Eh a o 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 0<P co m LO o o o in o o O a-i f«1 o 00 o o a «* o o CD +J ID tn o o o o o o o CM o VJD y\ o o c LO o o e (a <£> LO lO in CM LO ^T CO ^C ft K a O -P P 3 cu o 5Cu CO ^r cm o o o in o c o r^ o m en o o c O CO, o o LO r^ ro CM ** cr- CM CO >ioo O < — fO 1 i-t QffiD r^ CD t- * T3 -P C C CD 0J r^ 0"\ o o o 00 o o c .30 o o ro co o o o UD o o +J £ kO co l£> CO O OO X rH OJ tu rH ou a rH . rH Q O -— rO co ov >> a D X 1 -- r^ r^ cc- m co co CO o ro r- o ^r T ^cr LO ^r a> O) LO r^ o q oo\ a 2 co r- +j CO r- OO r^ kO CD 'CO r- LO c^ 0? 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O n 0^ CO, ^f U3 ^r CO CO Lf) T o lO ro C^ LO CM IX) o tr LO CO CTi CTI CTi in o or CN •h x: r-i r^ O m o o co >* OJ CN O] r^ rn CN t CM H CO P r- 2 o o EL rH i * Q C — T3 O O o\P co CD £ -H — c P O -P LO o kO <tf rg «* ro CO ^r o rr r- CO cn LO CN \D 2 co c cd B CD -P co rj ro [~- ri n LO CTl ^r M" co LO CT\ OT L.O ^-r CTl CO t, •H JC -P crj r» r- r» r^ r~ ro- r- r- r~- 'O r~ lO r~ l£ kD r- r- l£) 1£I oo r~- 0) -P Cr GJ tC Cm CO -H C£ 00 K E C cfl -p rH u-i o co O CD C SZ -P >£> r^ ^D CTi 10 ro r^ o o in LO OJ <D <* co CO in O P U fO O CM LO CT CM ro o CO CTl ro CO co r~ CO o CN CO r- in H Q CO 3 co CO in CN ro ro n CN co ^r ^r <sT ^r r^ LO CN oo r- ^r P ,Q T3 Cn CO e x: r« >- S-, 3 CT p EC 2 -H O •H H! 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LD CO m o CO o CD CO o in cc ro CC o tg co c g ^ .-, ^ -£ ai o o r- CO CD LD ^r o 00 3- CO CTi r-- o =T CO •-r CM CO CO •H £. -P to co r- r- cc r- r^ I s- r- I s- co CO I s- I s- CD I s- co m r- CD I s- (^ CO -p tr G K 05 d ^ .— 1 O G , •£ ti m o CD t in CM CT! co CO co CD -=r cn r^- CT\ S-i o to o r- 00 I s- CM r- co s ! CO m CO o O CM CM CO LO CM I s- CO Q CO 3 CO CM LD r^ r" CM t~ CM CO r~ CM 00 CM CD ^r CM co ^r ,_ OT in p x: to <- 23-cHvUi O -u R o Cn r 'H to >— 1 c "a 1 cu -H 31 TS CJ M R +j M 3 q H 3 ^ R fl O "0 M Oi <n x O Z> -Q o T) f3 ^3 C, C C r: CJ to a, LT (/) W 03 ^ C M § ^ ^ <c CD o ^ CI c C H 'O H u o R > CJ n — i •c. en •H E t> •H QJ 'a •H M G CO H r— 1 ^H •Q c >•, -^ w (/) is s <B 3 <u -w ^ T3 5 01 IB x: t CO J r-H aJ -H M << o 1*4 t-1 ft, to g Kl ft; 1 to o 8 CO (3 -p CO ^ Q CO P 1-34 fO O CO o*P 3 x; i ~ C O CTv CI) c en r-- -P 1 ted A [Ugh ts 19 Ra E-> n3 p S> Estim gular Dropo umber a 0! Z j (N ?H T— QJ X 3 U -p a> c; co c o jQ CO H H (DK) c S x; o s i croH o (— O M H XI rH i— <-> H K O Ooi W Sr-sDi B ip 3 m Q * Q C — - 'COO* © x: -h -— Ej 4-> O -P | i w §^ M H x: -P rg E-- -p tp <u cx co CO-H K w W ffi "" 00 CN C U~> r- IT, CN CO m CJ> in CO CN 00 CT. O CN CO ra l£3 DO CN CO o en ra CN CTi in 30 en CO CO in m T ** in o o in kO CM CT1 -• o> X m O ro OJ - CN o r- r-« o r- OJ CN CO r- DO 30 C) r- 3 in r cm C 1 in CN O o in CN •T en ^> ra CN DO CN CO CN ID > r CTl no <* CN n CO r- 00 m CN oo c CHOC d S ^ o CD CD P. -H 5 P S C CO Eh H D IT m a rr ci; : ' P (!) (u p Ci ~ i- - "~ p m •P i 2 >1 u p :-< 1-35 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 o cm cm LD T 3- in CM cn r~ cn co- CO ^o wo in cn VD cm cr m co WO o cn r^ CO o r- LO ID c o LO CO kD ^r cm <— CM CM t— CN ro CM m <tf CN OO r~ r- T— CM Cn CM go oo O LO CO o CO 00 CM o LO r~ r- wo m CO WO WO r^ CO cr cn CM WO CM 00 O CO 00 cn r^ m cn WO * CM <— CM 00 <— CO CM CM co LO "* OO wo r- ' — CM co a? co m o <3- r- in CTi r- ^r CM CM 00 kO 00 O0 COO wo :o CO 00 m CO OO r- cn r- * 00 r- ^r OO T— CM CM <— CM CM oo CO ^r "d< co wo 'WO r- CM r-- WO coo co 00 r- kC CM CO kO co CO kO co m CM 00 r~» kO «* CJ CO r~~ o cn wo CM LO kO CO oo CO «* r~- m 00 WO >* CM e— CM CM CM CM CM CM CO ^r CO co r^ wo r- CM WO wo O lo en CO CO cn f» O c LO LO CO m o WO CM 00 -3< «tf in CO kC cn LO WD CO r^ ^r oo CO sj m OO WO <Ti WO ^r CM T— CM ro r— CM CM CM co "^r CO co r- wo < CM LT> o c *f LO in o CO CO ** in co 0- oo t in OO m CO o r» "3" < — 00 r- CO ^3" CM co < — CO n <T o CO OO m co r- «3« CM v— CM CM < — CM CM CM >cr ^r oo OO r^ m < CM *? kO lo en <«r sr CM LO CM f -or CO LO CO r~- 00 -3" «* <3- oo o CO CO kO CO CTl r^ ^r r~- ^r OO LO o 00 co r^ 3- CM < m CM t CM CM CM ^o ^r rn oo wo LO CM CM ro CM o ID en WD kO r- ^O r-0 S\ p» X CM <tf OJ r- cn 00 VD r- WO m CO kD cn o CO r— o r~- >«r kD o 00 r~ CO CO r» ^r CM *— ^4 CM r— CO CM C^ *-r ^r or ro r- in t— CM CM CM in r- -r CO kO OO O0 kD CO LO CM CO WO •00 wr ro 00 WO 00 kO m 00 cn O kO O oo vo co r*» LO LO CO wo CO r- T CN T— CM oj CM no CM n ro ^r >* co r- LO <— CM -or L-l CO CO ro CM LO wo o o 'WO m o oo co or Cn c CO r- kO O kD CM O •JD "3" m kC oo CO o co r- LO o> r— co CM i "0 OO CO ^r -rr ^r CO r^ LO CM 00 o M >1 <Di M QJ H M to H J < CJ •H O c -P H O t> 01 T3 W u i-S ~ U -0. 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LO CO co> CM oo CJ> < — in or CO in OJ T CO m m ' — ^J LO m CO <* i-jo • : 3 H 01 C qo oH H o QJ 3 4J C c iH S ^H ' - ij -u i-\ Ifl m O a CJ o a: 1) LT no [fl H q o C CO r-H £: ro a> +J CO q Q) O H c 8 H or 4-J S O' o [ •P ^ X3 CO o ft; 03 o o >o o H .^ C3 g H .Q - d 1-41 T— n t) o> c L'J n ro r; r. t- H o LTi in in CTi ^r CM ^r r- CO en ^r r- sr 00 CO ^r co "0 cn VD in ^r en CM CM O CO in o CO CO CO o CO r-cn CM Cn rsj CM r- CM CO CO vc CO F- CM in r^ Cn •3* r- LD co m o cn in vc CM CO in O0 m cn LO CM CM 00 o VO 00 r~ CO CO CO ts en en LD ^r co "nI* r~ CM LO ON 00 CM o CM CO r- CM PJ CO ^ CO r- CM m r» 00 LP. k£S 00 in CO r^ CO 00 m r^ cn ^r CM "5T 00 CM r- 00 r- CO CO m U3 o <3" O in CO ^r m CO «* CO cn n CM 00 CM T CM CM CO <^> CO r- CM LO ID r- cm ^ cn ^3 CM iO in o r- cn 00 •^ CM CM 00 co <* r~ r- <J\ CO ««r O ** o <o 00 CO ^r CO r- Cn cm cm CO C\J CO T— CM CM T— CO <D CO r~ CM T ID ^o in cm cn in VD LP, CO en ^r O 00 in CM <c CO cn 00 r~ ^D m CO ^ «* «tf 00 CM 00 "3< •* o o VD cn <— C\! 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CO 4-> is M kl r3 3 !-: U3 o 01 U u -P f-\ g 0) O S S-J m 5 a> CJ H £ H O O ft ft ft a. ft ft ^~ — i 1-42 o ,_ IX) (N o CN CN <x> CM LO CC' cr. t_ •or uo r~ OO WD oo «* co CN CO CO CO r- o m CO CC LO r~ o LO ycj co CM T— CM CN «— CN 00 <-— LT -cr ^~ co n t— •or * CTi "^ <X> OQ o CN o CO OJ vr> CTl r> C r- LO On) o 00 <* CO CC cc r- CO cc CT o CC r- r- LO CN o in CO oo CM CM *— CN 00 1 LO. m ^~ CO 'T ' — LO >* CO CO CM CO oo "* t on d LO LO o CO t r- Co ^r CO m en co U3 co r- O r*» OJ VD o CO co OO r~ 00 co *— CM T— CM CN r- CM oo t— LD ^r i — CO CO T— ^cr «* r~ r^ CO OJ «* P~ <D O en CO CsJ 30 oo ^r or oo c o 00 CM r» co CO r^ co r- o 1X1 CO m LO ao in X3 OJ CN r^ CO <— CM CN OJ <— CN r- < LO CO i co oo « T «3" <o CM CN (X' CM IX! n o> CO o "vf r^ -co >cc IX) CM r- CO r- 00 cm CO o r- CO r- IX) o oo CO 00 CO r-~ o O T m CO T CN V— O-J CN <— CN co ^~ LO oo ^— CO ^r <— •or ^r in co ex IX) o CO CM r^ ^ LO 00 -or oo CO CM 0> CD CO o cc :o CO ^r LO CTl b «3> m ^r CO t— CM r-~) OJ *— Ci r- 1 — LO "nP CN CO "^ < <* ^r *3< LD to LD in rn d o> LD co IXJ ^0 CO r- CN •o- CO VO CO 00 C\| «* CO -• a> r- "0 n- r- ^0 LO O r- ^j CM W3 CO r— CN OJ CN 1 — r : p> <— m <* e- m ^r *— 'T ^T 00 CM CO T o LO CJ LO 'O LO r~ o CN in LO m co CO in CO en CN CO r- o 'O o- ro 00 C0> co CM o CO T CN ro C-J T— CN CO V- S3 -r ^ CO ^0 ^~ -cr m CM CTl CN oo oo -O C-J CN a> c-j >o CO o 1X3 CO r- CO "vT X) o 'XI o o x r- m CO Ti -cr o O CO CO CO CM CO t— O) <— m oo c- OJ oo *— in T C-J OO •or c- -T in o U5 a o T IXJ O m CO LO r^ CO O in CO in oo o o CO- r-» lo r» n "0 o LO C7i 'O CJ T CM o CO u CN C j CO q r, CO CN : •"• a on _•< CN MM (Ti 31 -7 <* ro t -r in c 4J M 3 .: H 3 ^ c M o m o, O £ o l> -Q O rJ T3 E OJ '- : J. " w w i'! (^ a § s J •-J S : 1 t) M u :> q >i CO TH V '•< j - --H -H : CO H ^^ H -c. o '-• iT3 3 C (J >* "o •i <u <Q .r: g, |-H +J H |-H u fc. ! ~C to u Cq a; - r i +J cd cc O o O u s O s o '0 —! 4-J do 1-4. o 00 CO o r^ X) co o r~ 00 ON IX) IX) IX) ON m ON r- o r~ on >X> CM en *r in "3" CN ON T OO r^ [-» <X) co IX) CN ro t on CN r^ *T O CN oo CN in r~ ro CN in 00 CN IX) ON IX> ro r» <3- o in CO in r^ CO CN t ro o ON in ro co 00 ro co >X) ON m m >X) r» o co o ON •^r o ON CN r- <* ta< 00 ON CN o r^ ro CN r^ ro VX) IX) oo LD CN IX) in IX) -a" oo >x; t CN <o in co ro co ro in 00 00 cn on (N ^ ^r ** CN ON r^ r- CN r- O in O in en cn r^ •=T t ro CN CN IX) 00 ro CN r-ro m IX) r^ ^r r- ro IX) r» CN o kO ro r- o oo oo ** r- r-- r~ oo 10 * CO * — ^ i— m CN! O •*r vo o CN <* IX) r^ CN 0N in on CM r~ *T ^r ro co CN in r~ ro ro ro IX) IX) 00 CM oo CN o ^r o CN ^T CO o O oo o r- IX) r~ 00 r^ CO r- t m IX) -^ O IX) r- CO >X> * — «X> •^r r- >* ON r ON CN IX) <3* CN CN 00 CN in r- ro o ro CN IX) in 00 ro ir> CN en m CN ON ON o CN ON ON 'T CO o oo r^ ** o in *» CTl in r^ m r^ CTl IX) o ^r IX> in oo T ON CN IX) n CN 00 r-- ro in p~ ro ON ro CN VX) ^r (M 00 r- o ^r CN IX) CN ON 0N in in 00 ro oo 00 00 vo LD oo in ro in m ON CTi o IX) o o oo o ON K— CN VD 1 ro CN * CN CN oo ro >X) 00 ro ro ro >x> ro CO >x> in ON CN CN ro CN r-- <* ON ON <* r^ •^, vo CO 00 IX) iTi o C"i •^r O m IX) o co o in 00 oo ON CN i*» TT CN CN CN CN ON ro IX) 00 ro r^ 00 IX) IX) (N r*i >X> on CN CN oo in ON CN IX) ro 00 co o r- 00 r~- ^r * ON m VX> IX) •^ ON O o t — ro r- in co r^ ON o ON CN >x> •^ ^r CN CN ro ON ro IX) r- ro •^r ro ON ,_ o o ON en CO vT CO CN O O CN ON oo oo oo O ro 00 co r^ o ON m en r^ 00 0O CN in r-- oo oo IX) r^ ON on * — * — CN >x> * — T •3" CN CN ro ON ro in r- ro x — m 31 •H ft) H CO c o ON IX) < n: > <U 3 Q H R +J ,-H r-i O &> CO 05 J H c >1 •-\ >-< c c Cr> T3 w c .5 >i a: 3 c 0) Q) c R Q) Q •M 3 CJ -H CJ o CJ M H 13 S £ M O O O <D U s: CO CO M w CO o &q s: s £ •H s: 1 3 y CO e> •H i-H < Cfl H D > s s S s 2 2 s X >< in 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 a> § •j 1 ' £ fl o m m m _, ^ CO m CO _ US K rs c UJ cr r. Uj z IT- c- UJ rsj rv c pn o 1 X m m rs. rr> o c CL o u * 9 o rsj UJ Os (SJ m o- us rs. a o- ur Uj o Uj O o 0" cr CC 0" CD r- Uj C us CC o- o -3 (Si US OS r^ Uj co rsj rrs z <0 us CC X aj rsi [- ^ UJ -J- cr J cr O CO UJ CC Us rj- o o si rsj >r OS rsj uj •» cf Uj OS gj> O O «3 r~ -0 US rsj •C CC » \r cr CO or. X2 s uj ur m <r o- rsj CO J cr rsi cr sT o CO CO Us rsj CO ^ CM __, <r o- rsj rsj us < -r o sf us CSJ o UJ <r CO rjs M CO rrs ur X " rsj rsj 2 sj- - c- UJ - -1" CC m us 5 CO CO X i/i UJ p. r- m IT cc rsj m to r- ^ m c UJ 0" -»• ^ m CO Uj CO O *o us -J- OS o- CO o Uj C7- CC o us cr CO «t so f^ o o m ro [P m sC o rs X rsj CO *" ur -r —1 so 0- 0> CO o M CO 0> o- O r^ m m o> US rri <r .! sf CO r» UJ * uj us rsi rsi rsj rrs m CO o CO uj rsj o 0- CO us cr >» -»• o r\l OS o US rsj rsi CO us rsi rsj rsj " ~* ,_ •o m rg rs CO ^ r~ _j . < ru US o- rsj US m o u PS) o •t us > v/1 Q2 •J* UJ o- CD -r UJ 4- CC -i* •c UJ IT 13 -0 a US CSJ CC 0> ru r^ uj CO m Uj " 1_) u IM cr rsj ^ "" -* — m <r u^ rsj uj -r ur rr >3> ur a _1 o rsj US O- c- 0- ns O m n- UJ a a *! O rs. J- o O r* - . 0> o- rA d t> po UD us rsj us CC a o u. rsj m CO UJ fO us O r. ur o CO CM rsj Us * cr CO cc „. US N s0 -o <js o -r us r*s Uj US Uj cr -r <x ~r o US -r fsj CC «r rsj CO uj 0- o z Csl «* or. ^- rsj ur rri z «t c CC z X l/S „ us -C _, 1 i z O D <x > < or. z o 1 X I > or z •< u l_J o X O o —j K <r z *i sj 0. UJ ar w < UJ c < c 3 or. MC *£ X z «5 Z) un u LL i/i <i a. X <I o c <r z LL < o o >- i_j Z jit > z z a: > < O z Z c •< < i_) <t <t o < <f <j0 < a at cr < sj O. QC U < o ex > < O- 0_ z a z o or s_) o c o <_) d <r I _3 X z (X O y a Q 3 o i/* > a u. X > X «3 o a. CO < LL a. => a < a a. •< «* " i/> a O a - ' LJ t_ ^ U 1/3 °° "* 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 CO 13 CO I-O J-1 M o CO CO CO ID o O CM *r r- o O o ~g P- o •*" vo Cn o in CM m in en in o in <TJ cn r- O o Li r- O r^ cn r- OJ e ^ rsj " "i Up u T> r^ O CN *T CO CO r^ CO in CO CO rrj n ["* in cr. <N 'X) § o3 <T m r- o co- H U s ,_, ro CN CO m (N o co ID cn r- KO *s - l-i 1 r^ CM ^£> ft is c/> co- VD P- o CO „, in o ^r o cn CO 00 ai in o o B ro *T in CO o CO ,_T <T cn o co-co o CO ^ m °! o r- cm o O CO e> in co cn o in m o CO «~ r^ m CO o> m CN ,_, ,— <r 1T\ CO cm en <& 3 8 r^ o ro m CT\ CO *~ CN CO «- r^ in <e> o o o m ^ o CO n CN cn CM CM *" *" o en CO- to- ^ CN M> i£> ^T t en (N o CO m O (N r" ^r ^: r^ O r~ O r- OJ ^r o CN ao 'J CO r^ m en m J-l 10 a o in CO r- r*- s 3 CO r- r^ *£> o CN «- r- CO (N co CN :< CO r» n o m r^ ,_ . T ^r >X> en CO- 3-: r-» CO CO o §. CO o CN in o ^T CN • i-: 4 r- "* T ,— IT) m <£> r- «^> cn o CO in ro t IT) cn en CO to 4J S ^r U3 o in r^ <r en "8 in ^T Cn en CO CO ^r n m ,y en CN CO o ^r r\i r- ^ u> S en O CO c^ w co CO *T UD CO CO in in o m ^r l£> o CO ^r CO ^r in T o r*- in CO *f Cn en a) +j o V£> CT» m w? o to r- r- ^T CO 4J (N CO <N CO ,_ CO „" o in in VD *~ \D o cn ^ T CO- 1 CO -M •H 4-t CO 0) o c CO aH ft 3 CD s ro s 1 CO 4-> 8 to c 8 aO w m o 8 -8 Ul 4J S1 En OJ CO 0) o o -H >i (TJ g o (1) ^ U Cj | 4-> 'fD &< H s 0] s: u r, 3 3 c 8 0) CO CO H & CO ^ (S 1-52 a & r~ r- r- r~ I s- r- r- I s- I s-o — r i m ™ L.O ^Q r^ :o o r- r^ r- r~ I s- r- r- I s- >H t- a\ r r- r r r J 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 12 CENTS WENT TO EMPLOYEE BENEFITS 5 CENTS WENT TO PURCHASED SERVICES 1-54 0) .o o LLI <* rf co , _j i^. ^,: :. : :. : >;v.'::-':':-'. ;:-;'.-'': : '.:::: o CO h° lu to • o co iVv/^v>»I'.*'**Vc."*: :V: ,Vi"*: oS O co C/J i- X1 """ 1 c 3 -' (N S3 i< "®^::®y& O) u. 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I 1-66 <b e n CO & & 3 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. 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