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^ ; /02:S 19^0 STATISTICAL M. 2 8 J980 ^^^^^^ o m rNORTH CAROLINA PUBLIC SCHOOLS -1960 ERRATA EXie to a reporting error in a local education agency's Financial Report, the rankings of some local and total per pupil ejq^enditures appearing in Section II of this publication are in error. Where costs ^A^re not prohibitive corrections were made, primarily in Part I in the state s'jnmary financial information. However, corrections to the rankings of LEA per pupil ej<penditures for local and total expenditures required extensive revisions of the already printed pages. To obtain the correct rankings for local es^Jenditures per pupil, those LEA's who rank from 2 to 27 should reduce their rank by one (i.e., 2nd becortes 1st, 3rd becomes 2nd, etc.) ; the same correction should be made for total expenditures per pupil for those LEA's ^^to rank fran 5 to 101 (i.e., 5th becorres 4th, etc.). Digitized by the Internet Archive in 2011 with funding from State Library of North Carolina http://www.archive.org/details/statisticalprofi1980nort Statistical Profile North Carolina Public Schools Division of Statistical Services Controller's Office Department of Public Education March, 1980 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 sixth 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 vrould 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 INTRODUCTiai PART I. STATISTICAL PROFILE ~ NORTH CAROLINA PUBLIC SCHOOLS: STATE SUMMARY PUPIL INPORMATIOa I--] Pupil Accounting 1-2 Enrollment 1-2 Average Daily Monbership I-3 Average Daily Attendance I-3 Membership Last Day, Promotions, and Non-Promotions I-4 Non-Promotion Rate by Grade 1-11 Extended School Day Programs 1-21 Projected Average Daily Membership 1-24 Exceptional Pupils Report 1-24 Piipil Membership by Race/Ethnic Origin 1-24 High School Graduates 1-25 1979 High School Graduates Intentions 1-25 Estimated Annual High School Dropout Rates . . . 1-29 Projections of High School Graduates l-29 Eleventh Grade COiipetency Test Results , 1-46 NORTH CAROLINA PUBLIC SCHOOL PERSONNEL 1-47 North Carolina Public School Personnel Summary . . . 1-47 Experience Status of Instructional Personnel .... 1-49 Certificate Holdings of Instructional Personnel . . 1-49 Personnel Receiving Local Salary Supplements .... 1-50 Pupil/ Instructional Staff Ratio 1-50 Teacher Profile 1-52 FINAtrciAL mpORMATION I-53 Analysis of Current Expense Expenditures 1-53 Explanations and Definitions I-54 School Food Services 1-69 Transportation 1-69 RATJKINGS raTHIN THE STATE 1-71 COURSE MET'IBERSHIP SUMMARY 1-78 PART II: STATISTICAL PROFILE ~ NORTH CAROLINA PUBLIC SCHOOLS: EDUCATIQ^ DISTRICTS AND LOCAL EDUCATION! AGENCIES DEFINITIONS OF TERT^INOLOGY USED IN STATISTICAL TABLES PRESENTED BY LOCAL EDUCATION AGENCIES I 1-1 Northeast Education District , 11-6 Southeast Education District [ 11-10 Central Education District ,. ^ .!!.' 11-14 South Central Education District !.'.*! 11-18 North Central Education District , . , . . . . , 11-22 Southvvest Education District o '.'.'. 11-26 Northwest Education District . c ....,....„„ ° [ i ] 11-30 Western Education District * 11-34 Mamance , , ! . " 11-38 Burlington '. . 11-42 Alexander '[ 11-46 Alleghany .....][ 11-50 Anson ,_, 11-54 Ashe . . . = ; ; ; lI-58 Avery . . . _ „ II_62 Beaufort II_66 Washington City .... 11-70 Bertie .'!.'.' 11-74 Bladen 11-78 Brunswick 11-82 Buncombe 11-86 Asheville 11-90 Burke 11-94 Cabarrus .... 11-98 Concord ,^ * 11-102 Kannapolis 11-106 Caldwell 11-110 Camden » . . o . o » . . „ 11-114 Carteret o . , 11-118 Caswell ^ 11-122 Catawba . - 11-126 Hickor>^ !!!.*!!! 11-150 ^Jewton 11-154 Chatham c . „ 11-138 Cherokee .....;.., ,. 11-142 Chovran ^ . . , 11-146 Clay ....[,'.'.[ 11-150 Cleveland „ . „ , . . , : . . . , . 11-154 Kings Mountain « 000 11-158 Shelby . , ...II 11-162 Columbus . . , , . . . o 11-166 IVhiteville 11-170 Craven . . „ 11-174 New Bern 11-178 Cumberland 11-182 Fayetteville o . . . . 11-186 Currituck .... . ^ 1 1-190 Dare -_ . . . 11-194 Davidson ..00. ........ 11-198 Lexington ,, . , 11-202 Thomasville . . ,:, , 11-206 Davie ^ 11.210 Duplin ,.,..,. 11-214 Durham 11-218 Durham City 11-222 Edgecombe ........ 11-226 Tarboro 11-230 Fors^h ..'.'.'.'.'.][ 11-234 Franklin ^ 11-238 Franklinton , , . , 11-242 Gaston ,...'.!.' 11-246 Gates ^ 11-250 Graliam ^ 11-254 Granville , 11-258 Greene , ....''.'. 11-262 Guilford n-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 _ . ii-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 ..... 11-346 Kinston , ........ 11-350 Lincoln . . , , 11-354 ^fecon , , 11-358 Madison ,...=.. 11-362 Martin , 11-366 McDowell o . . . . . 11-370 Mecklenburg . . , 11-374 Mitchell 11-378 Montgomery „ . o 11-382 f'foore 11-386 Nash , 11-390 Rocky Nfount . . 11-394 New Hanover ...,.=......, o ... . 11-398 Northampton ................... , 11-402 Onslow ^ . ^ 11-406 Orange o ...,...., » 11-410 Chapel Hill Pamlico , . Pasquotank Pender . . Perquimans Person . . Pitt . . 3 Greenville Polk . . . Tryon . . Randolph Asheboro Richmond Robeson . Fairmont Lumberton Maxton . Red Springs Saint Pauls Rockingham Eden . . _ Madison-Mayoi Reidsville Rowan . . Salisbury . Rutherford Sampson , . Clinton . . Scotland . Stanly . , Albemarle . Stokes . „ Surrv . . , Elkin . . . Mount Airy Swain . . . Transylvania Tyrrell . . Union . . . I'vfonroe . . Vance . . . Wake . . . Warren . . Washington Watauga . . Way-ne . . . Goldsboro . Wilkes , . Wilson . . Yadkin . , Yancev . . dan 11-414 11-418 11-422 11-426 11-430 11-434 11-438 11-442 11-446 11-450 11-454 11-458 11-462 11-466 11-470 11-474 11-478 11-482 11-486 11-490 11-494 11-498 11-502 11-506 11-510 11-514 11-518 11-522 11-526 11-530 11-534 11-538 11-542 11-546 11-550 11-554 11-558 11=562 11-566 11-570 11-574 11-578 11-582 11-586 11-590 11-594 11-598 11-602 11-606 11-610 11-614 List of Tables Table 1 Final Enrollmsnt by Grade, 1969-70/1978-79 1-5 Table 2 Final Average Daily Meartership By Grade, 1969-70/ 1978-79 1-6 Table 3 Final Average Daily Attendance By Grade, 1969-70/ 1978-79 1-7 Table 4 Membership Last Day By Grade, 1969-70/1978-79 ... 1-8 Table 5 Promotions By Grade, 1969-70/1978-79 1-9 Table 6 Non-Promotions By Grade, 1969-70/1978-79 1-10 Table 7 Non-Promotion Rate By Grade, 1974-75/1978-79 .... 1-11 Table 8 Non-Promotion Rate By Grade, 1978-79 1-12 Table 9 Extended School Day Enrollment, 1979-80 1-22 Table 10 1979 High School Graduates Intentions 1-27 Table 1 1 Intentions of High School Graduates - A Five Year History, 1975/1979 1-28 Table 12 Estimated Annual High School Dropout Rate, 1978-79 1-30 Table 13 Projection of Public High School Graduates, 1980/1989 1-37 Table 14 North Carolina Public School Personnel Summary, 1979-80 1-48 Table 15 Teacher Profile 1-52 Table 16 Current Expense Ejqjenditures By Source of Funds, 1978-79 1-55 Table 17 Coiiparison of Per Pupil Expenditures, 1969-70/ 1978-79 1-56 Table 18 Distribution of the EXDllar for Public Education, 1978-79 1-57 Table 19 Comparison of Per Pupil Expenditures By Source of Funds, 1973-74/1978-79 1-58 Table 20 Revenue, 1978-79 1-59 Table 21 Current Expense Expenditures By Source of Funds, 1978-79 1-62 Table 22 Capital Outlay Expenditures By Source of Funds, 1978-79 1-68 Table 23 Local Revenue and Expenditure for Public Education, 1977-78 1-72 Table 24 Course Membership Sunmary, 1979-80 1-78 Part I. State Summary PUPIL INFORMATION Presented here in state summar)- 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 infomiation 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 1979-80 eleventh-grade competency tests results are also presented. 1-1 Pupil Accounting Pupil accounting data are some of the most useful and valuable tools of education available to administrators on the local and state levels and to the public in general. There are six terms in use to describe the scope of pupil accounting: enrollment (ENROLL), average daily membership (AIM) , average daily attendance (ADA) , membership last day (NILD) , promo-tions (PROM) , and non-promotions (N-P) . Confusion often exists when at-tempting to describe exactly what is meant by each of these terms. Many people mistakenly think that enrollment shows the actual number of pupils presently in a school system. Enrollment is the cumulative total of all pupils that have attended or are now attending public school during a school year of 180 days; enrollment does not reflect transfers or with-drawals. Average daily membership is the result obtained by dividing the aggregate number of students who remain on the class roll during a re-porting period by the number of days in the reporting period. Average daily attendance differs from MM in that it is the aggregate number of students actually in attendance during a reporting period divided by the number of days iii the period, as opposed to the number of students on the class roll as represented by ATM. The three remaining terms, membership last day, promotions, and non-promotions are applicable only at the close of the academic year. Membership last day (MLD) is the number of students actually on the class rolls the last day of school. These students are either promoted or not promoted; thus promotions plus non-promotions must by definition equal membership last day. Uses 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. Following are more 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 any transfers 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 an in-flated figure as compared to the actual number of students who remain in schocl. On the following page, enrollment is presented with and without kinder-garten 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 fluctuated in those years. Using only grades 1-12, enrollment declined steadily for an overall decrease of 7.38% for the ten-year period. 1-2 School Final Enrollment % Final Enrollirent Year Including Kindergarten Change Without Kindergarten 1969-70 1,217,024 -0.30 1970-71 1,208,021 -0.74 1971-72 1,197,797 -0.85 1972-73 1,185,424 -1.03 1973-74 1,205,017 +1.65 1,173,097 1974-75 1,207,460 +0.20 1,158,913 1975-76 1,214,506 +0.58 1,154,721 1976-77 1,233,877 +1.59 1,148,796 1977-78 1,224,495 -0.76 1,143,017 1978-79 1,207,104 -1.42 1,127,236 Change -1.04 -1.21 -0.36 -0.51 -0.50 -1.38 Average Daily Membership Average daily membership (A»l) is the result obtained by dividing the number of days in a given school term into the aggregate number of students on the class roll as of a given date (membership). 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 mem-bership figures for the best continuous three of the first four months of school. Average daily membership is presented below with and without kinder-garten 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 fluctuated in those years. Using only grades 1-12, ADM declined steadily for an overall decrease of 7.84% for the ten-year period. School Final ADM % Final ADM % Year Including Kindergarten Change Without Kindergarten Change 1969-70 1,171,240 -0.53 1970-71 1,163,811 -0.63 1971-72 1,151,778 -1.03 1972-73 1,138,429 -1.16 1973-74 1,153,335 +1.31 1,124,142 -1.25 1974-75 1,160,363 +0.61 1,114,864 -0.83 1975-76 1,167,014 +0.57 1,108, "773 -0.55 1976-77 1,183,191 +1.39 1,102,559 -0.56 1977-78 1,174,302 -0.75 1,096,520 -0.55 1978-79 1,155,501 -1.60 1,079,392 -1.56 Average Daily Attendance Average daily attendance (ADA) is the result obtained when the aggre-gate of all students who were actually present when school was in session during the reporting period is divided by the actual number of days in the 1-3 reporting period. The reporting periods in North Carolina are nine months of twenty days each for an academic year of 180 daySo 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 fluctuated in those years. Using only grades 1-12, ADA declined 8.43% for the ten-year period. Final ADA Final ADA School Including % Without % Year Kindergarten Change Kindergarten Change 1969-70 1,104,295 -0.68 1970-71 1,094,361 -0.90 1971-72 1,082,650 -1.07 1972-73 1,070,300 -1.14 1973-74 1,076,739 +0.60 1,050,027 -1.89 1974-75 1,084,862 +0.75 1,043,000 -0.67 1975-76 1,091,614 +0.62 1,037,701 -0.51 1976-77 1,101,391 +0.94 1,028,140 -0.92 1977-78 1,095,128 -0.61 1,023,477 -0.45 1978-79 1,081,803 -1.22 1,011,164 -1.20 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 during an 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. Membership last day figures are more meaningful when compared with promo-tions and non-promotions than when considered singularly. Presented below is a table showing membership last day, promotions, and non-promotions for the ten-year period 1969-70 through 1978-79 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. This increase in the rate of non-promotions over the last five years perhaps indicates a general tightening of non-promotion policies. School % Non- Year MLD Promotions Non-Promotions % Promoted Promoted 1969-70 1,158,466 1,099,371 -59,095 94„90 5.10 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 96o36 3.64 *1974-75 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 9:„56 7.44 '^Figures include kindergarten. 1-4 o O o o o o* o o o ^0 o s ^ Ol r- K r-- o•^ r~ o o 2" C CO o o Pj^ s 3 sD •«:r .-I ^ -o o c ^ :;3 ^ vo f-i ^ rH ^ r-in .—I r^ ^ ^ 00 rt m =T CT^ VD iH + r-a. 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Ol s s s 5 to CO - o" o o o en Ol Ol OC -o 1 to o to" oo ID vo to s o O OO r-~ ^ 5 in CM o o 00 00 en £ to to £ 5! s o o o o o Ol o oo 2 oo Ol Ol 00 oo 00 oo s cr. - o o o to Ol Ol to Ol" 00 to sO sO CJl CO :^ ro 00 o r- oo 00 1^ o - p- p r- ^ to r~- s ON 1^ CTl o Ol Ol i r- t~- sO Ol 00 CTi s "^ 1-i. .CO \o —< r^ a-. o CTi r- o vO CTi ^ CJi o^ o o ^ en CTi 1-9 p^ (O -;> o d n >- cr. •— .-. crv vD 3 r^ ^ O^ \0 O O o^ cn u^ ^ rj- CO ^o o^ --"in Cl O -H o^ vD CTi •— -O ^O ^ <Z3 cn o^ cTi ac o ^ O O --H •-• o ^ r- r- r- r- r^ CTl C^ <Ti CTi o^ 1-10 Non-Promotion Rate by Grade Statewide non-promotion rates over a five-year period and non-promo-tion rates by local education agency for the 1978-79 school year are pre-sented in Table 7 and Table 8. School organization appears to have a direct bearing on the non-pro-motion patterns in most local education agencies. The beginning grade level in each school shows clear evidence of being the most troublesome to pupils. Overall, the highest non-promotion rates occur at the tenth, ninth and first grade levels. Since promotion policies var>' among local education agencies, care should be exercised in making comparisons of non-promotion rates, parti-cularly at the secondary level, Nlany 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 may indicate in many cases the failure of a single course rather than the entire or overall course load for that grade level. Table 7 NON-PR»DTION RATE BY GRADE, 1974-75 - 1978-79 Year K 1 3 4 5 6 7 8 9 10 11 12 TOT.U 1974-75 0.6 6.9 3.2 1.9 0.9 0.8 0_8 2.3 2.7 7.2 11.5 7,6 3.2 4.0 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 49 10.3 12.8 sa 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 Average 2.1 8.5 4.7 3.2 2.3 2.0 2,1 4.7 5.0 10,3 13.2 8.2 3.7 5.5 1-11 00 ^ in r- in ro cr. r- 1^ ^ in CTl CM CTv rH o CM rH ro >^ r- IJD (N 1^ <N 00 ix> (NJ 00 (N rH 'd' VO o rH I^ VD CO -H iH 00 00 r^ ro o> no H (N in o 'S' in ro rH H f-i in 1^ o o ro O in H H ro rH ^ H 00 H rg ro r-H n n o 00 ifl o o o a> iH 00 o •^ 00 O r~- ro 1^ o PO in o 0^ ro VD VD rH H ^ ro H 00 rH ro 00 ro O -a* o in M- ro (N 1^ ^ CM CO CO ro l^ in H M- CM o in o\ ro "^ CO tH H o rH in H CM (N CTi H (N in rH cyi .-H <T. CO r~ r^ (T\ CO 1J3 <o ro cn CM VJD P~ ro o^ 'd" ID vo i^ rH cr> iH H CN H o c^ rH U3 CM CO H O in CO iH O OM CO <D CJ^ o ro WD CM 00 r^ CTi C7^ 00 H IJD in r~- H ^ •a* ro o O o (Nl r^ o CM H rH rH ro o rH oH CM t£> CT. CTi iH o O H rH ^ o r^ rr ro CO rH ^ ro O ro ^ en o OH rH .H ro o o H ro CM IJD CM H [^ 00 o a\ o r^ (N ON ^ CTi 00 o in ro in 00 ro H H ^ in in o OJ O (N •a- o (Ti 'S" ro CM r^ r^ OM in in r~ 00 o (N CO ^ ix> o CN 00 rM in o o CN in n ro ro o in H O (^ o <Ti UD CM H 00 in ro ^ CTi ro l^ o <y\ O^ in "^ UD O •^ '^ '^ in rH r^ o ro in •^ o tN o H ro o 1^ o rH tH rH CM in rM o O ID r-- o a" o O in CM 1X> a\ H 00 CO CO a* (N in ro VD o rH rH O ^ H * CM rH ro ro I^ KD M- -^ o 00 o ro ^ CO 00 CO CM W3 O O H H in o CT> 1X1 in in ^ (Nl rH O 00 ^ in H rH CM ro CO ya '^f in .H 1^ 1^ ^ ro ID 00 CO H CO rH ro H CM 00 H 0> r-in o^ CO rH lO in in cyi «• 00 o rH r~ >JD in H [^ in oH •^ cr. iH ID o CO o o r- VD in (N CTi o vo ^ 00 n 'l' ro -H o H o ro o o vo O CN H iH CM vo 00 > 0) u i .1 1 >i S t 5 ^ ^ 1 1 1 0) rH -u U <D m c rH CQ CQ HH •rH > 1 CQ u § 8 1-12 in ro CTv r-H ro rsi •—l-^r-^LDOrooo^ooco CNfN)rHLnOnLnrHiH(N r^ >xi 00 cTi ld n nr-i^roinofsiLniHix).—I •-^ •-{ ,-\ in CT^ a^ 'O (N n ro CT> a~i 00 OD 1J3 kD ro n r-vD(NcocoLnroro oootMcoLn-^oco 00 (N LD LD (N a^ 0-] LD ro ro 00 CO <Ti CO 00 CN tN (N O O CO CM "a" LD (N 1^ LD U3 CO 1^ tn CM (M (N (N c-Ti ^j< t—I ro n r^ r~- CO (^ o CriCT\yDCOCOrHr-l-<3>voOOOOO ^(NrorsiLD'a'Lnor^rsirMO ro iX) CO lT) LD OJ c> CO (N o r^ CM CO (N) CM CO in CO CO cN in a> ^D I—I (M CM -* CO in cTi o r-~ in CO CO -^ ,H 1 c u u ^ r- fl) iH y 1^ ^ CD 1 o R) 5 B K "^ (C fii 8 d 6 >i Cfl > 5 (D -P (1) H x; 8 g 1-13 g I^ CT\ O I^ (N n •'S' O UD ^ in H o to ro (y\ ro IT) (N in r^ .-H r^ ^ 0C3 r^ ^ VO CD C^4 CTi r-~ ro '3' 1 r-l r-l r-l H H H ON r~ CM o (NJ cr. ^ C^ H kO in ^ to CN to H =r (N • • • • • • • • • ro r^ CM •a" ro n H in CN -H VD •^ (N (N H ro to cr. r^ o^ ro .H ^ in H ^ 00 to r- "^ to to '3' (N "- o CM n CM in in ro rH rH in VO HH •=3' cr. (N H ro H CTi CO rtl iH CO o in in 00 00 00 •^ VD <X> (N r^ H CO r~- •^ 0> O • • r^ no (T. * rH •^ to 1^ H r^ CT^ ro r- C H OJ r- CM ro i-{ rH H H H ro CN CN H H <y\ 5T o r- T CTi i^ «3 (N (Tl ro CN CM ro CM in H a^ • • • • • a • • • • r^ CM ^ r^ (Ti ro c I^ in in CM 00 CO CM ro •^ H CM CM .-1 CM H H H H H ro CM H ro O O IX) ^ O H CT> ^ in r~- rH ^ r^ H I^ ^ CO 00 • • • • • • • a^ iH r~ en (N CO CM 00 ^ o CNJ 00 fH ^ rH in .H ^ r-H i-l H H iH CN CO CM ^ CTl r^ CM "S" O r- in 0^ [^ ro O ro 00 ro r^ • • • • • • CO T r- 00 H ^ rsi H CM H H to to H ro in H -H H H H rH H CN n o 00 r^ o r- CO O kO o to CO C^ r^ CO CM to IJD • • • • • • • i^ CO r-H ro ^ H CM CM \D ro C in ^ H ro r-1 r- .-H -H r- r^ r-i CT. CT^ r- o CM O 1^ 00 00 in ^ o CO ro u-i • • • • • • • • CX3 ^ <N O 1^ CD n ro '^ n o in ro in CM H CM —1 H in CJ^ r^ o KO r- <Ti n ^ CN cr\ ^ to CO ro to 00 '^ O (^ ,-1 rH H CM ro in rH r-t r^ r-~ ro to H to n CO ^o ^o 00 (N CN 00 CM 00 o * r~ to to <y\ r-ro • • • • • • • • • • • • * ,H •^ 'a* rH G\ CM •^ CO CO ro 00 r^ (N in CD CM 00 .H H ro VD .H in n n a> CM in r~- r-- H r^ CO to to CM (N • • • • • • • • • • • O =r in in CO CT\ ro 00 00 ^ in o in 1^ ro ^ .H iH H H r~- o r- CM m ^ H n o CN CJ^ •^ o en CTl r- CO *" ro i^ t^ <-D ro 00 vo o^ in to CJ^ CD ri o^ to CO ro rH .H .-H .H H .H rH H H in in 00 '3' =r ^ O r~- o in r~- 00 00 CO cy> iH CTi CD CU CD 1 CM .H H > ^ ^ ro rn HH 1 o 0) HH > ro "d" to CN o O to CN 0) r3 +J O c tn cn £ ^ U •5 c CQ 4-J 0) 5 8 c •H i .5 g _g g B 5 ^ S 5 ?i •H 'C X o Oi fo ^ 8 U >. ^ > CD Q m M 0) •H q; p •H rH c, H J U) § CO 2 'p fa > ij > Q. Vj Q CP tH s^ S-i u ^ ^ s 1T3 Q S ^ s e i! 1-14 ^ c p r-1 3 en ^ > 3 t3 to S-( S-j O o o o 1-15 ^ o O^ 'S' CO in in <Ti CN ^ ^ ro ^ CTi 00 O •^ [^ in in cn 1^ •^ r- in •^ r~- (T. tr 'S' "^ O ro y .-t iH H rH n o M .H 00 o CN O ro VO r~ o OJ o r^ o^ CM • • • ' CM o CM rsi rH d ^ CM H o] a" >* (N o d" Ol 00 <ri in ro •^ ro CN) O ^ <Tv •^ ^ vo CO in in '~ CN ^M ro 1— r-- vo ro rH rH ^ in CN CN ro H in o rH ro O in in ro iH ^ O rH O 1.0 H O ^ <o CO Ol o • • • • T — VD d CM in 1J3 r~ 00 * H H IX) CO OJ Ol X) r^ n iH iH iH rH ro rH ro rH H cr> CTi <Ti CO in .H in in OJ r^ 00 (Ti in <y\ Ol kO a-. • • • • • "* n in CO a> .H CO CTi o 'J' H tn >X) rH cr> CN (N rH .H rH rH ro H Ol H r^ CT^ -H o .H CM <N r-- in CJ> in ro [^ H rr H 00 • • • 1^ 1T> (N o^ ro in CN 00 o rH 0^ \o ro CN r^ in CN (N o o in CO ro O rH CO 1X3 r- IX) in r^ [^ r- • • ^ O =r a> o .H ^3 ro vT T a^ o^ IX) ro O OJ .H (N rH rH H rH H i-i r-l O in in o li) iH r~- rH ^ r~- <N r^ CO VX) <y\ vo • • • • • CO (N o ,-{ CN ^a- a^ H o CO H rH .H d CO o "^ r-l .-1 in o CO ^ H rH CM ^D CJ^ fS •^ d" i^ in • • • • ro 1^ r^ ro rH (N r^ 1>J 00 .H CN IX) rH H rH CN d in o ^ o O in ro H ^ ^ H VD ^D in in O o in ro • • • ro CM (N .H (N ^ CM d (N CN ro 00 H H 'S" d ro CN iH in (N OJ in CM ^ in •^ (N o> a> cr^ r- ro ro ro • • • • • • • r^ ro ro (N rH in •^ in CNI ro a> oH OJ ro Ol r~- ro o in <-i ro 'a* rsi CM OJ 00 o 00 CTl ^ ro a> CO !N • • • • • • 00 o^ in (N r-H <T. ro in IJD in VD H (N CN rH o •-t ^ in o in O ^ CM o ro iH I^ OJ O '* O IX) ,-i 1-i CO r^ r-H rH C3^ HH CN UD ro H CT> H <o 00 <a IX) H IX) rn •^ •^ •^ p- O 1^ ro CM CT\ a> ro r- in CTi ^ i< CT\ CM O <-\ (U rH iH H > cn (N OJ n-\ H •H > O r\i c =!• in 3 IX) 8 CN ^ o ro H rH .-H QJ <D c B T} C c rH M !h +J o U •g cn H o c O § V V, g 5 CO cn C) cn cn c CO 5 1^ 1 § cn •H Ti •H ^ ^ >1 a: M to 1-0 H H ^ 1 ^ 1-16 North Carolina State Lrtxary Raieigh i 00 VD in o in in in in r-~ rH iH CO 00 in oo (T. r- m r- 00 1^ 00 00 o t^ CTi VX) CO o 00 o in y <-K rH .H rH (M o in o n <X5 CT^ IX) in in in O t^ 'S" IX) .H r^ in ro r^ in 'a* r~- 00 in 00 lO 5" o a" in r- rH rH Ln a> o r-1 <ri o> (N r- r^ o^ cr> 00 in CO 00 rH ,— i-H •^ o •^ IX) oo r-H OM r- r^ oo T \o rsi o ^ r-t ^ rA rH •-\ 1— OJ iH ^^l rH rH O o OD c 00 .-H (Ni \o XI ^ iH ^ CO I^ '^ o M3 CO in 'S' IX) •^ CNI r-t [^ 00 uo rvj VD VX) r^ rH a^ .H ^ iH r-H CM OM -H .H O^J <-\ .H rH rH rvj (N a- ^ (T. (M CM 00 CTs 0^ .H (N oo 00 a^ o • • • • r^ .-H ^ o CO "a- oo 1X5 oo ^ CTi O in IX) in in -H 1— nH .-H I-H rsi ,H (N iH CN r^ in oo tH -H 00 VD 00 ,H oo 00 .H 00 rH VD ,H 00 • o ^ a- * CO r^ rsi a> r^ r^ OM kO f^j <* CM o .H <-\ ,—1 rH rH <N rH rH ro a^ CO OD 00 00 o in 00 iH .H O 00 rH rH (T. r^ • • • oo in (N * I^ in a\ in 00 -H .H OO •^ in CM 00 rH r- «* C^ o r^ CTN o o 00 o> O in OO (N >X) O r^ ^ • • • • • n O n CM rH o ^ t^ 00 in rH "S- in 00 rH O CN ^ 00 o^ ^ n i^ (N in 00 in (N o (N o O a^ 'S" -H iH in (N ^ "a- \D ^ r- o CO ^o <X) rH CM iH (N •vp o> CO in o ;r o T (M 00 =3' in CM O vo M* • • Ln o <M VD (>] r-j 00 1X5 in 00 rH 00 VX) rH O oo ^D o 1^ 'a* CO rH r~- 1— fo CTi 00 00 i^ 'T 00 rH rn • • • • • • • IX) .H in in ^ 00 ^ 'a- ^ ^ o G^ vo o> \D •^ o cr\ n o •^ in in CT^ o r^ 'S' in o r~- .H 00 CNJ • • • r- o o i-H 1^ IX) in in in p^ (^ iH in 00 (^l 1^ IX) kO ro CO o "a- o 00 "^ in in 00 r^ 00 CO * 00 CO ro cr. CC in o 00 in .—1 00 in o o 00 00 (N .— .H I-H r-H .H rH rH rH rH o (M 'S" CO 00 CM vo oo X) ^ o a- r~ 00 CO C7^ in i-H CO CM rn 00 c <N CM ^d* (N iH .H IX) •^ iH 00 (M CP r— >1 3 S-l o s H .H t U) c (1) § k ^ 0) «, H O U ^ c a r-H u +J (1) x: o •X. :y iH ^ •H ^ 0) ^3 ^ ?^ J o +j c w tx :« !-( en R IS) c Jh S-l 0) H Q (T3 o o B !-i f3 m n) (1) '^ =^ "" ^ " O cu cu Oi &. cu 1-17 eo o 1 ai r~- o 00 ro ^ rH IX) ro ro VD 1^ ro [^ 1X> in CN ^ i^D ro VD ^ OO o H 00 CN 'S- r-^ in r^ in p i-i H H H CN f\i o O .— CN H (Ti ro 'T O H r^ CN in o rg • • • '^ M" in CM C3 (N •^ CM CN H ^ O CN H CM in d CM (M nH rH •"a" O (^ 00 in in r^ H in 00 1^ o '" r- (M r~- rH =3- in OH oH H CN H o CN ^ r-^ VD in 04 r- [^ i-H ^ r^ (M 1^ VD O CN 00 a^ ro O •^ in o • • • • • ^~ r-^ LD U3 in VO rH H rH 00 CN) (N 00 (N CTi ro r-^ rvj H 00 •<3" ro ID W3 n o rH >^ CNI CTi 00 H r~- in r^ 1X> H <T\ • • • • • 00 00 ro tN (Ti cr\ <o in in 1X3 CD r^ rH 00 r\i (^ fH rH .— H CM -a- (N H H H tn rH iH o ro H =T CN CTi in r^ ro o H H vx) 00 • • r- VD i/i o VD r^ v^ r- 00 r~- CD IX) 00 in CD H CM m CN o rH rg r- IX) IX) r^ •^ 00 o o r- O O r- • • • (N ,H r-~ <N in cr> 00 00 IX) 'a* in ro ro ro r^ ro iH H H H H o^ 00 tN rH r-H in •a- cr. ro 1X5 o o o CN ro ro vi) • • • • • rg rH I— ^^J in CM rH 1X5 in H o o o C5 ro ^ rH H rN "d" o o CN r- U3 (T\ t^ in •^ o 00 in O O in • • • • • • •^ rH o o CN CN ro 00 rH H d o <T\ o ro ro rH H r- CO ro ro <M r^ 00 o H VO o r- VO 1X> IX) r- -^ • • • o O rH CM ^ ^ H 00 H ro C3 H in (N ro H .-1 m r- yD 00 o o •^ in ^ CTi •* CTr O o CM O O • • « • • • r- ro VD CNI in 'S' in t^ ^ »a< ro 00 r- IX) 'ir IX) 1— rH .-1 CM •^ <D ro =r CN H (Ti 00 r- o CN o in CM • • • • • • • • • • • • 00 ^ LD "* in in 00 CN in r^ -d" "d* ^ ««< 00 t^ .-1 H H (N CTi .-1 r\i r-- •=r in ^ IX) H o ^ r- 00 a\ in -I CNJ oj fN CO ro ^ ro r- o CN ro in 00 r^ cr, (M .-1 rH .H H rH H H H H H rH CO <D O r~- r^ O a> H 0^ o O O 00 <y\ in CN « • • • • • o in o CN ro o ix> ^ •'3' in O O H o IX) IX) .-) 0) rH c CO su U) •H a -P c 2 rH 3 § C > ^ s -a U d; a. m Xl o c G a, s C s Hi B Ul CU tj' Ul 0) O rH OJ o c ^n c H ^ 4J 0) ^ u % ^^ _g tn ro 3 1 % -p 0) "S J -P o rH H (— O fc J s a 0^ u s •H O •H s o 0^ a, a K K 1-18 eo g CTi cr> o o ro in o ro CO in CO iH o r\j CTi r^ 1X1 VD IX) ^D ^ o in r^ IT in un «T X) r-- H H r^ "* in O-y ro r^ r- H CT) rv) 00 o CO (Ti o (N • • • • • • • • *" m n \£> o ro T in rH r^ ro o o in rH 3" .-H in in a^ rsi in ro 1X> X) g* "IT in -H ro ro <- r— T CTN CN in ro ^ r^ r\j CM in in CN ^ in ^ ro IX) o^ 1X3 IX) ro iH a^ CO ^ CO o CN o r-- O • • • • • • • • • • " in r^ (^ rsi .H [^ ro CM ^ CM ^ r^ ro rH ro VD o rH in r^ ro o ro rM o IX) CO ro r-- CO rH in o O-y • • • • • • • • • o 00 vo CT\ CTi a^ r- (^ ro ro rH •a- rH a* r-H nH iH iH .H rH rH rH rH CO rH ro 1^ O-i kO <x> CO r~ ro in .H ro a^ CT^ CO • • • • • * • ro CO C^ ro 'a' in in T CO r^ OJ rH ro -H rH in a^ (N CO ro ^3* iH in (Tt 00 rv] in 1^ 00 rH (^ • • • • • • • o vo CTi ro r-~ O r- CM CO r^ X) CTi in ro .H nH CO in (N r^ CO <j\ CN X) T r^ ro CN X5 ^ V£) • • • • • • • • r^ i-i ^ CN ro o <N CN o iH r\l 'T rH r- in CM r^ IX) (T\ in ^ rH VO r^ T X) ro ^^J r- in in • • • • • • • • • • n rM i^ CN fN o tN rH rH nH in CN rH in IX) r^ in o ^ IX) ^ ro in r-t in ^ in O CM CO T • • • • • • • ^ ro ^ ro rsi o r^ •a- iH CM ro M r^ ai m ro IX) r^ o a^ 1X> ro O rH rM vo CO in en • • • • • • • • CO m -a- * ro rsi 00 in ro CN IX) rH o in r~ in 00 a\ rH 00 IX) oj in CTi IX) rj O X) <T. x> Oi • • • • • • • • • i-H in d r-- in ro ^ in rg in isD o in in rH 1— iH rH in a^ ro ro >x> r^ r\i X) CO o r^ X) in X) o '~ •^ r^ CO iH o iH 1^ 1X> <X) .H c^^ CN o rH rH r-l •H M rH rH rH rH rH rH « o in O rsi <D o ro rH ro CO CO r- a> rH «* in ro O IX) ro iH CTi r^j (Ti f-\ CN rH in ro X) 0) ^ H i-H H ^ ^ r- .H 5| fB > cn i^ c y "i F .5 +j > rH -O H in o c >i cp U) •^ >1 p3^ H i rH 0) en •H rH -H Q dj >l M C cn a s (T3 en 5 U2 .H O 8 en cn ^ cn u cn rH ^ cn § ^ 1-19 00 o n i CT> •^ 03 CN (N m "a* 1X1 ^ rH o r- o >* n •5J' vr) r^ CO 00 d r-- m in r~- in ^ ro ro r~ p r-H rH 1^ r~- .H o rH in n n CN CO >D m in cn CT. fN • • • • • ^~ CO n •=r rH -H 1^ CM H d in CM CN in ro rH m C^ 00 OD n o in ^3 (M ^ ^ H VD CN 00 00 "" LD CO CO H rH rH in CO in ri rH "^ in ID in ocj ID o O (N CO 00 in o r-~ CO c^ vo CO 00 CM O • • • • • • ^ f — o cr\ rH 00 CO ^D o rH o o^ CM CT' 00 1J3 H iH H CM CM rH H rH H ro UD 1^ n CNJ i^ CN (N q< .H ya CM 00 H fS (Ti • • • • r^ CM 1^ kD H lo CO n a> CN c^ CTi 1^ H m .H (N rH H rH CM rH H H CN rH rH rH O O^ 00 'T 1^ 00 O CO •^ CN (N in CN IX) o CO • • • • • • • * • • • • t ID (N O in CO o <N H KD "a" H ID O H r- CN iH rH O (N 00 CM o in CM 00 in UD r-- ^ in CO in r^ • • • • • • • • • • • • • (>J rn o o r~ ro r- rH ^ CO rH KD o O r-~ r-{ iH H rH ro CO ,-t o^ ys 00 o 00 CTi C7^ ^O o o n 00 i£> • • • • • • • • • • • CO <N r-H rg CM ^ in rH (N n rH t^ o rH* ro n tN •^ 00 Csl O o 00 in o H f^ 1^ o O in • • • • • • • IT) m in iH CM '^ rn H OJ CN rH o o O •^ iH OJ ^ a^ CO <N r- o in 00 rH O o CN 'S' CM ^ • • • • • • • • • • • CO ro "a" n n n n o 'T •^ CN .H O n T rH n o r- in ro CO in rH in •g< CM I^ 00 rH r- d • • • • • • • IX> "* r- n ^ rH ro rH <N 00 CN o CM CN in CM (N o a-i rH o <y\ 'S- a> in o CN o \D CN KD (M « • • • • • • • • CTl ^ rn 'T KO m 00 (N in <J\ n M* CN CN IX) CTl ID CTi o^ 00 CM (N r- ^ CO <Ti ID in rH (N 1X> o in r-~ a\ rH rH oH rn r- rH rH in CTi in in d rH 1^ •<a< n CO 00 o US in in <j\ ^ (N r- <y^ in H iH ro 00 OJ r- CO H H H rn O d d H ^ a Q 5 1 nH o tp fC U) fn § c § 0) C •5 3 0) rH CO CD c O -5 i .3 c S 1 0) x: n3 i3 (T3 8 H •H 0} rH •H i i f^ D > S S S s S s s X >i CO 1-20 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 \\fhile 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 employmient. The table beginning on page 1-22 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. 1-21 Table 9 EXTENDED SCHOOL DAY ENROLLMENT THIRD NDNTH, 1979-80 LEA 9th 10th 11th 12 th TOTAL Alamance 14 23 13 8 58 Burlington 22 17 7 9 55 Alexander 15 20 26 23 84 Avery 4 5 11 4 24 Bladen 19 35 17 14 85 Brunswick 14 6 10 10 40 Asheville 38 41 32 34 145 Burke 16 12 16 9 53 Caldwell 20 26 15 18 79 Caswell 5 10 5 9 29 Catawba 32 52 52 62 198 Hickory 17 15 19 11 62 Chowan 37 29 22 14 102 Kings Mountain 13 11 13 10 47 Shelby 33 25 17 8 83 Columbus 21 31 24 15 91 Whiteville 12 16 1 7 36 New Bern 49 37 32 30 148 Cumberland 30 40 34 44 148 Fayetteville 8 21 26 30 85 Currituck 17 13 16 4 50 Dare 23 14 15 11 63 Davidson 42 22 41 26 131 Thomasville 2 14 7 9 32 Duplin 31 31 13 33 108 Durham 6 7 6 30 49 Durham City 67 65 32 14 178 Forsyth 188 139 103 76 506 Gaston 38 102 37 35 212 1-22 Table 9 EXTENDED SCHOOL DAY ENROLLMENT, THIRD MONTH, 1979-80 continued LEA 9th 10th 11th 12th TOTAL Greensboro 74 125 34 44 277 High Point 49 51 25 18 143 Halifax 21 13 22 13 69 Hoke 12 9 9 3 33 Iredell 2 11 3 20 36 Statesville 14 11 10 5 40 Lee 41 37 24 31 133 McDowell 23 13 20 56 Mecklenburg 91 74 39 38 242 Nfontgomery 14 15 3 12 44 Moore 10 10 7 21 48 New Hanover 178 63 58 299 Onslow 53 52 65 56 226 Pender 11 5 22 18 56 Pitt 16 17 13 7 53 Greenville 62 28 24 29 145 Richmond 5 7 3 3 18 Robeson 27 38 28 21 114 Rockingham 2 4 6 4 16 Sampson 9 7 2 5 23 Clinton 10 9 10 5 34 Surry 11 12 12 15 50 Union 48 45 42 68 203 Vance 9 46 7 13 75 Wake 148 87 66 301 Washington i:' 6 8 18 49 Watauga 8 11 10 13 42 Wayne 29 45 47 47 168 Goldsboro 18 14 13 11 56 Wilkes 10 33 24 49 116 Wilson 13 8 7 6 34 TOTAL 1519 1971 1344 1344 6178 1-23 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. K 3 4 6 8 EXCP 9 10 11 2 EXCP TOTAL 1 1980 81 73 071 83 531 82 918 86 212 92 036 90 998 87 483 88 833 89 514 5 757 91 981 90 802 80 993 72 054 825 1,117 008 1981 82 70 064 81 771 80 618 82 164 85 848 92 144 91 630 90 032 88 178 5 757 90 720 86 433 76 740 73 008 825 1,095 932 1982 83 75 029 78 409 78 921 79 883 81 820 85 941 92 797 94 334 89 384 5 757 89 274 85 179 73 053 69 154 825 1,079 760 1983 34 73 002 83 930 75 671 78 206 79 550 81 907 86 550 95 511 93 646 5 757 90 489 83 918 72 047 65 823 825 1,066 832 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 for Civil Rights of the Department of Health, Education, and Welfare 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 re-ported 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 groups have changed since 1975. 1-24 Pupil Membership by Race/Ethnic Origin American Black Asian Spanish Sur- Indian American American Named American Others Total 1971-72 14,404 350,367 790 622 814,895 1,181,078 1972-73 14,497 347,877 1200 1091 807,430 1,172,095 1973-74 14,938 347,235 1611 1168 804,369 1,169,321 1974-75 15,295 345,216 2276 1865 805,379 1,170,031 American Indian/ Asian/ Alaskan Pacific Native Black Islander Hispanic IVhite Total 1975-76 15,380 348,393 2090 1479 815,480 1,182,822 1976-77 15,399 351,747 2178 1704 822,741 1,193,769 1977-78 16,644 351,931 2994 1891 813,627 1,187,087 1978-79 16,693 349,185 2981 1881 798,808 1,169,548 1979-80 16,789 545,417 3823 2160 786,372 1,154,561 High School Graduates 1 979 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. Computation of graduates' intentions are made in each of 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 Graduate activities are shown by sex and race and by those remaining in North Carolina and those going to other states for post- secondary education. The table on page 1-27 is the state summary of 1979 graduates' inten-tions. The percentage of 1979 high school graduates planning to attend post-secondary institutions increased in 1979 by 0.5%. Of the total 1-25 number o£ graduates, 60. 01 are planning to continue their education. The percentage of graduates planning to attend senior colleges increased slightly from 1978. The percentage of female graduates planning to further their education in post- secondary institutions was 64,9%, up from 1978; the greatest in-crease was in those planning to attend public senior institutions. Male graduates planning to attend post- secondary institutions totaled 54.7%, up slightly over 1978. The greatest increase was in those planning to enter public senior institutions. Following the tables on the 1979 graduates' intentions is a table of a five-year history of graduating classes. Information provided from the tables on graduates can be used for comparisons of previous classes by sex, race, and post-graduate plans. High school graduates' intentions listed by LEA is included in Part II of this publication. Significant highlights of the 1979 high school graduates' intentions including those gradioating from 1978 summer school are listed below: 72,464 students graduated from public high schools during 1979, an increase of 1,511 students over the number grad-uated in 1978. 60.0 percent of the 1979 graduates intend to continue their education above the secondary level. 32.5 percent of the graduates are planning to enter senior colleges. 24.3 percent of the graduates are planning to enter junior colleges, community colleges and technical institutes. 3.2 percent of the graduates intend to enter private trade, business, and nursing schools. 5.3 percent of the graduates plan to enlist in the military service > 27.1 percent of the graduates indicated they will seek em-ployment. Intentions could not be obtained for 7.6 percent of the graduates. A total of 34,914 males and 37,550 females graduated in 1979; 71.4 per-cent of the graduates were White, 27.0 percent were Black, and 1.6 percent were Hispanics, American Indians, Alaskan natives, or Pacific Islanders. 1-26 *"~~ +-1 VO 1-0 rH CTl LO ^ CO LO to o ^ o r^ LO PI to ^H o o K1 ^H LO LO >—1 [^ C O T-H PJ o to PJ o to LO t^ r^ CD >H fNl (^J PO PsI CM O 4 ""* g S- K^ 00 T-H CTl vD LP, CT^ O CTl 00 O 00 o ^ -^ o LO PJ ^ Oj .-( OC O 00 O CT. o t-^ to 00 r-- LO to LO CO o o PJ VO ^ ^H C Csl rsi ^H to o to «* 00 PJ >— CT^ to PJ OO vD LO =t § r~- ^ CO ^ T—1 LO LO LO i-H Psl ^ PJ to ctT LO rsi Z ^ r-H ^ ^ ^ r-- J hC K1 ^O >—1 to ^ g- to t^ LO LO o 00 LO to LO CTl •^ j- < 'S- C ^ 00 CO ^O sC CT. 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CT. ^H o o c to <5 'JZ c^ 03 c: t—' rt 03 LO 03 ^ C UJ LO C c ^ C •HO a: HO J 2 -H o c: •HO UJ •H O c: ^ -M c ^ ^ _J 1-H I—( -M O ^ -H 2 • ^ .P -I o ty: o rt ^ cr: O rt O O 03 ^ O OJ H-. U O 03 < ^ 2 ^ +-» 2 2 ^ +-> LJ -2^ 'h +^ 2 D u03 OO b t ^ !-, .p LO H >- •*- H ZOrtt/: ajOcfloo 03 CO :3 « 2 cti CO F— o UJ HH U 1 ^ HH U I >- CJ 1 PQ U r 2 H H (/) f-^ u-l H ^ >+H H K-i '+^ 00 "4^ •• '-H ^ a^ b * P -i:: o rH tu g5?^P^ 'x\ jc o ^ U3- m jz o>—1 Q^ •K U-3 U H +-> 1 03 H P Tj 1 03 2 tj •M 1 03 ^ -P 1 C^ <^ CO ^ >-H l-H V< 4-1 4-1 < ST I Nor CXit Tot MMU ^_) W-P-l-'<UJ J-.-1-l-Mi-LJ Q ^ •(-> !-> O O D O H O n^ Q < J H O 3 O > ujobo>Jo3oQ J B § P P3 CD 2 O H HH H 2 O H -1 -1 2 O H < =: 2 O H _1 p-i ^ cr. ? 2 ?^ 2 C Cii O 2 u — ^ ~-* Ci -H '_) i-o' a. U H c/1 ^ E o . ^^ 1-27 ^ en uo r~- LP, .— O \D ^ ro (N) o (Ni r~. u-j i~^ rj o to a> Ti-t-~ LO T— >—I 00 to to rM o rsi r^ Lo to rj o to 00 LO r-. LD T— to o to to to o i-H I-~. rt to (Nl O le ^ CTl LO r-- Ln I— d un Cxi to ^ r^ O to O to to to o H (U a:; r-! +j U o ro w !-. +-I -J ctS y: J U i o <+-< U J= o ^-> I Di !-H 4-1 O O 3 1-1 2 o txi oo M-to rg o t^ ^H vO to to o 1-28 Estimated Annual High School Dropout Rates An estimated 8.0°o of North Carolina's high school pupils (or approxi-mately 29,341 students) dropped out of school during the 1978-79 school year. The figures are estimated from information supplied to the Department of Public Education by local school principals throughout the state. Be-cause 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. IVhile 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. 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 esti-mated 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. Projections of High School Graduates Based on tlie past year's historical data, the relationship between the average daily rrierubership of a particular grade and the next grade is determined. The method of projecting graduates assumes that this rela-tionship betaveen tlie grades' memberships and the nuinber of graduates wJ-11 hold tnie until graduation. The trend in graduate projections is different from LEA to LEA, dictated by ';he 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. 1-29 oV (N CN (N o o o '^r O O o CM 00 o H (Nl o o o 00 O o 0) • • • -P <n rH O o o o CO o o CD fNl •=r d OO CO o o o CO o C5 § s •a- r^ '~D •^ ^ •* in ^a* uo ^ . en Cli tn r~- r- o o o o o o O UO r~ o 1X> o o o o o o O Ln ^ r- n OO OJ 'S' '=r H >ir- O fH H 03 1 U Q oo Q r^ ^ 'd en * 0) M *) T3 C C OJ 0) S o <^ co o o o OJ o o O 00 H o in 00 o o o r~- o o -P r-1 fN VD rs) kD CO >X) (^ CO co X ^ .H r-H CM rH w o ^w .-H rH x; tn Sp (0 U r^ ^ fN o ID o CO (N t^ CO o rH r^ ^ g* cn CO cn OM uo rH 00 CD D W 1 01 • • • • • • • • • • • • • • • C CO -P CO i^ a^ 00 I^ 00 O^ vo r^ 00 VD O 00 CO a\ r^ 00 o o cn CD 5 x: r- tT3 rH H H H f5 CPtn K •H ,H 'O p: CU U) -p >-j-p M S TO 13 0) ID o o tn o en in ro oo '3" cn 00 [^ "a" u in rH cn cn CD O ^ 00 ^ •^ n nH 00 O (j\ OO 00 in -3" CO O 00 CO IX) cn ^ in -p & o 3 ro rH r-l r-i rH iH rH rH (N »£> rH >* CN rH 00 tN Km o u z a: Q -p c in OJ .H VD o in 00 r- ^ l^ o in O in in 00 r- .H CO CD CO S tn in ON U3 rH c^ D r^ (M oo IX) 00 =T H 'O' uo 00 cn CN r- tn r-iH r-^ I^ (N in ^ U3 VX) ^ CO in oo IJD o ^ r^ 00 rH cr\ cn CD cn '3- 00 Q 'H 1 x; o o 00 ^ CN -H .H .H ,-H rH H rvi OvJ i^ H •^ <» rH oo tN H o d en I CO W .H rH %sg^ -P O -H cfP oP m w 4-1 ^ O-v o 1^ in r- .H in 00 CO O o in lo iH r^j uo r^ iH vT CO ^ S c • ^ • • • • • • • • • • • • •H x: CD Q) rsj in rH iH ro eg CM [^ rH CM CO IX) o CO 1X5 uo =!• 00 cn H 00 4-) CP4J 4-1 r- i^ r- r~- r^ r^ r^ t^ r^ r^ r-- <o (^ IX) U3 r^ r-- IX) CD r- CD Ul -H 0) rO w K a a i-H mow O -C (D r- en n .H 00 1^ "^ cr> OO <D •^ <o r~ uo cn CO 00 in cn o tn U 4-1 n eg <X) ro rH o •a- CM CO •^ r^i r^ CM H cn r- CN ^ o cn 00 u in <a CO in <M .H oo <r\ .-H OO (N 00 M- 'd" •^ ^ r^ in CN 00 r- •^ m 3 ». 5 £! 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-P c c 0) 01 o iH i-H o O in o o iH o o o H o o in iXi O o o o U 00 in (N cn 'S' CO H rH .— rH H o ^w .—1 8 ^ .H x; o^ ov CO n en CM r- CO ro CO VD en CO o "g* CN CN rsi CTi O H o ^T ra o 1^ " • • • 3 UD 1 0) G CO +3 S x: t^ rtj CO CO CO rH .—1 r-- CO CO r- CO r-- 00 tn 1^ r-^ cn r^ r~- HH CO CN H 1^ < CnCT> a •H ,-1 oj w tiiiiat gular opout umber in n IXI r~- (N UD CM en o in ^ CM iJD CN o CN 00 cn ^ m H CM in •^ CO iH 0-) ^ n ro ,-H r^ CO CN i^ o r- r-- oo CO cr\ rri 1— CM ro rH >-f rH tH CO n rH CN H H w 0) in u a 5 2 -p c £ a^ r-l r-i r~ <T\ in CO CM rH CM (Nl rH en 00 CO U3 VD ^ 'S" ^ H VO in CO V£> rsi 00 o 00 r~- .— .—1 o iH ^ isD r^ n H CO o O-i r-~ r^ r-- vo r- fi 7^ i. ^ o a\ r^ g* ^ in in in ^3" 00 ^ ^ o CN 'a' cn H CN r^ O x: Q o 00 •H o G <ri r-l ro ro .H rH rH rH a* H CO <N CN CM CN E w U .-f .-1 K o CL) X^ O ^^ -P U -H oV3 CTl r- 00 m CTi ro 00 0-. o m '=r ^ o in n en r^ in H O CO CN CO -P ^- £ G 1^ 1— H o <D <N 1^ o in ^ CM in r- in "3" a> ^ "^ O CN o r- x; Q) (U -p tP-P -P 0) -H (U m VD r^ r~ y3 r^ r- I^ [^ r^ r^ r^ ^ r- r- ^ i^ r- VO 1^ VD i^ W ffi Cd K H M-i U) x; (P O -P r^ in ^ i^ CO <D in vo ro CM n r- CO OJ n CM CM cn ^^ ^ H S-l CO fO r~- ro CO in (T\ r~ en rH CO en ^D cn •^ ro o a^ o CN ^O ^ n 5 x: T3 o (Nl yD VD r-\ CO .H CM CM .-1 (N <y\ CM U3 "^ CM * ^ rH ^ £ !ji fO r^ 3 -H S^ CT^ 2 K O rH ^ § t 0) c S tfl rH >i 0) Q o -P O rH £ rH T3 H s u C +J u d r^ r- H H S-l c 2 Q Q 9 .5 G B a, CO "& c 8H > CO H O 3 1 >1 i CO 1 x: S Ul >i S •H 0) 13 H c H 0) CO •H H H ^ Q) ^ 1 rH s £ ij 1 -P* CO ^ g s 1 CO 5 S CO rH u -P 8 CO 1 CO ^ S CO 1-35 :3 CO d •H re P 6 c M o ffi u oV . ^ ro o O o o o iH o en o o CO in rH rH 00 o o o a^ o> d CD CD o o 00 CD CN o CD CO r^ 00 en 'ir O CD CD 00 § s ^ (N CD CD CD in in in "a- in in O +J & 8 * o O O o o -H O CD O O r~- o r^ rH 00 en O o rH CN rn CD 00 CO en fN rH [^ T in >ir- O CN OO rH en fO 1 U QpoQ in 0) .H * T3 -P C C (1) gj -'-' 5 (M o o O o o en O in OO O 00 r~ en rH 'S' 00 O o CO X -^ 00 c^ o 00 rH oc 00 (N r- cm 00 W .H ro <-\ CD rH CN .H ,H o .H rH w iH 8 -- iH x; <n ovj rd U r^ " r^ ro (Ti r^ CO 1^ 1^ V o rH rH ex> CO in in i^ oo ^ o O P 0} 1 0) • • • C CO +J 00 in VD in CTs CD (Ti cn r- r- CD in CD in CD <T\ 0C5 r- 0C3 OO -§ Cpo> (2 iH •H ,H CD to -P S-j -P M CM o^ O CN ^ 00 iH CNJ en en o ^ CM rH en CT\ in OJ o rH •H 3 8. 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(Ti iH CN in in n CM CO O (M ro rH CN ro -H ro VD ro iH .H .H iH M" vo rH r~- tn O -* <X) r-- ro CTl rH 00 r- CN in 00 00 CO CM 00 in CN ro ro rH 'S" in O o rH o CX5 ^ r-cr. rH CM in in ^ CM ro O CM ro rH ro ro rH ro VO ro .H ,H rH o ro O <j\ rH V£> CM CTl CM r- CO CN rH VO IX) r- VO •^ 00 r~ in cy. o vo «3 n 'a- 00 in \i) ro M- c\ rH 00 .H cr> rH (N in VJD r) CM ro rH CN ro rH ro ro d" VD ^ 1— >1 +J rH u 1 .H .H rH H w -H •H rH i o Qi rH ra > rH 0) § 1 s 0) K 8 O 5-1 •3 c C9 x: ^^ (D u ffi r^ o Di to •H & (1) & o u -p U x: o 4J rH § Xi i-J 13 Ul -P •^ +j i en K ^ V^ W u R m s S-i u -4-) o Hs s to 2 O2 cS o Oi IT5 ^& •H 1-42 T) c 1i Q 3 _ a^ n o 00 r- 00 IX) CN in IX) CT^ r- '^ CO CN 00 o CN 00 r^ rr iH rH o in n -H o 00 00 IX) t^ (N ^ CM ^ a\ r~- tN <o r- nH n .H CN CN rH CN CTi -H in ,-t 00 (N 00 CTi 'S' ^ CTi rg [^ (N m r^ cn o IX) IX) ro IX) CO CO •^ rH fO (^ 00 (N a\ rH o t^ r~~ r- <T\ CM CM in m t^ CN in <X> iH CN rH ^ CN CN r-{ rH c^ r-^ in iH r~- 00 <T> ^ 00 .H O O ^ CN ^ [^ ro ^ 0^ o-i ro CM CO 00 n 0^ iH o 00 n CO CO CTi IX) CO IX) CN rH (N in CTi IX) (N in IX) .H CM CN (N rH CN CO t-\ in ^ <o ^ .-H •^ O IX> CO ro (^ ,-\ CN ^ 1^ CO in ^ CO IX) 00 00 T 00 .-1 m O-i rH r~- rH (Ti IX) IX) in o a^ ro r- CT\ ix> CN in 'X) ,-\ (M rH <M CN •-< CN 00 rH in ,H in =!< o a^ (N o o ^ o rH CN rH o> (T\ IX) o ro o oo CT^ •^ CO <X) IX) IX) nH oo ON G\ C3> IX) r~ •^ o '^ CO CTN vo (N in IX) -H (N CN CM ,-{ CN 00 rH in r-l 'a^ OJ .H 00 rH CO o iH CO r^ 00 00 00 (^ IX) ro IX) o CO CT^ T (Ti >X) CM ro iH ro CO O^ a^ IX) ro "T ro ro in <y\ VO CM in r- rH (N CN (N iH (N CO rH in iH ro CT\ ^ ^ in n in iH in rH =!• r- ro 0^ CO r^ 'g* 00 00 00 =T IX) in ^ in ro ^ C3^ as •-< 1X5 in IX) (^ in rH <Ti IX) (N in r^ .H <N f^ CN iH CN OO rH IX) iH <N n 00 .H VO n a\ •"d" IX) in CN i^ OO IX) CN o^ CO o CO o^ m ro CO OJ c^ ro r- o 0^ o as r- IX) in r^ (N cn r^ (N IX) r~ .H (N ,-\ n CN rH (N CO rH IX) iH iH r-~ 00 n^ 0^ a> r^ * •^ vx) r- 1^ CO VD CO CTi VO O^ CO o^ •^ r- r~ 1^ CO ro CTi CO o (N in in 00 (N r^ c. a\ IX) (N in r- rH CN| .H ro CN rH CN O^ rH in iH O * ro (N ro o o ro -H ro a^ rH CTi IX) CO in rH o^ 00 r- in IX) CO iH c^ (N IX) rH 00 ro CO (T\ IX) ^ o CO CTi <X) (N VD r- .H CN rH ro CN rH CN 00 (N in rH cn 1 QJ c •5 !h tn r-\ >1 a -P s rH § iH H H n t ^ B T5 Q u O. (TJ x: > O r- U e r- p W CU CJ) U) W m UH o .H o Q o G 'Q •5 c •H T3 r^ M >1 o sz fl •H g • 0) Ti •H c rH 0) rH ^ Q ^ 2. ^ (13 ij -P CO ^ s g S 5 03 -p &o •H o o 9 S CX Cii cc a cc 1-43 o (0 CT\ iH ^ in r- [^ in -a' <-\ o o Ol ro o CO 1X3 M* CO CO IX) 00 CN 1X3 rH <N ro i^ CM •^ rH -^ ,-i IX) r- CT\ in CTl n rH 'S- 'S" rH in in ^ ,-\ CM r^ rH ^ CN rH .H ro 00 00 ^ 00 o <X) <y\ (Ti ro CO o rH r-t o rH ro 1X3 in 00 r^ o r^ ^ o r- in IX) o ro ro ro CTl 1X3 CO r^ X3 a> PO CM ro •V rH •^ in <-\ rH (N .1X3 rH ^ ro ,-\ r-l ro r^ •>r CO 00 a\ rH o rH cr> o •-\ i-\ ro OJ ^ «* ro <J\ CO (N r- r-- r- rH CM 'S" * o CN ro ro IX) 1X3 00 ro ro CTl n r^ m ro <-i ^ in rH rH OJ 1X3 r-^ ^ oo ,-i rH n ^S3 o l-\ CT> 00 t~~ O <-{ 1X3 1X3 (^ r^ CO ro in a^ <Ti ^ 00 r~- 00 OJ (T, o >* •^ IX) <-\ rH ^ ro •^ in ro CN 1X3 CTl n •-{ n ro rH -^ in r-^ ^ CN 1X3 ^ ^ r-i ,-i iH ro lO UD CO r~ o CN 1X> CN <n ^ <a 1^ CN •^ o in 'd' 00 00 0^ <-\ 1^ <-{ O ro <-\ 1X5 CN rr in ro r^ 1X3 <-i ro I^ a^ n (N n >3< •-f >«• in rH <-{ CM 1X3 ,-t ^ r-l rH i-H i-n -=r CO O ^ cn (M O-v r^ in in rr in ro o in CO CO CM CO o 00 n rH rH o CN in "a* <-i in ro ^ 1X3 •-t 00 O a> "^r rH ro T rH ^ in ^ rH OJ 1X3 rH ^ o r^i nH ro n a> U3 un r- CM 00 OJ ro CO rH r-f ^O CO ro o CO ro CO (N <ri 00 r- CM o >* IX) ro CN <y\ •^ VO 1X3 kO O O (T. "* rH ro ro rH •^ in •-* rH OJ IX) •-\ ^ i-i Ol iH ro CN) CT^ O CN <T\ 1^ in •-i <T\ CN r^ in in o a^ o O CTl CO n rH o ^ fNl rH IX) 1X3 -a" CN CTl in rH 1X3 1X3 •^ O cyi '* (N T •^ <-^ •<S" in rH ,-i OJ 1^ ,-{ ^ ^ CN .H ro rH rH IT) rH in <-t in 'd' rH 00 ,-i o rH <n in 1X3 r-{ CO CO CO O^ ro rH ^ ro ro CO in o cr\ in in r^ ^ in o c^. •^ rH ro •* rH •^ in rH t-{ CN 1X3 <-{ •=r ^ CN iH ro o o in CO ro a> r- (T\ r- rH •^ (Ti r- CO CN r- r^ O CO CO ra 00 M- CN <y\ •=r r- -a* ro IX) in CO r- ro CM ro (T> ^ CN ro ^ r-\ ro in ,-^ rH CN 1X3 ,-i =r T CN rH 1 T3 CD s i Q) ro C P .g -P <-\ f-\ O O -S fo >i m en c >i •-\ u c ,-\ ,-\ (j dJ >i ^ 3 .g U) Q) C c 0) (U o rH u 4J 8 4-) ^ t rH w S !h u .3 c s § 0) w w W w m to H f< D > s 1s 1-44 CO ? :3 ZZ c u •H CO u C X o o l-H ^x i-H n rH (^ o r^ (N (Ti CO O LD O CO (N WD o^ VO OJ fM 00 (M U3 r^ r^^ -H n ^ 00 nH r~- ^3 r-{ ^ in 00 .—1 X) (N 00 r^j r- 1X> r~ <N rM CT^ CN >^ r^ 00 iH (N 00 rH ivD CTl .-H o I^ ^ 00 r-H O in in OD o in CO .-H CM n a\ 00 SO 00 00 .H rH O^ 'T in 00 [^ CO •T LD 00 CM rH o <o o> rsi in r-~ O^ eg 00 o ro in 00 no rH 1— .-1 o .-H O 1^ CM ix> 00 00 O 00 .-1 rH r^ 00 eg rH vo r~- —o^ CN 00 en "^ r- r^ ro ,—1 c3 03 a B Cn 13 05 C r- >i Pi D QJ .H <D O •^ 01 5 & 8 ^ nJ fT3 to •H •H TO g s g g -;:» >< >i 1-45 Eleventh Grade Competency Test Results The Corrpetency Testing Program was legislated in the 1977 General Assembly through House Bill 204; this law provided for corrpetency 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 Conpetency 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 conpetency tests is a requirenent 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 inproving 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. Anong the results of the 1979 Conpetency Testing Program for the Class of 1981, approximately 92 percent of the public school eleventh-grade students passed the reading corrpetency test; 89 percent of this group passed the mathematics conpetency test. The results of the read-ing and mathematics conpetency 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. Their publication, "Report of Student Performance, Class of 1980 and Class of 1981", is available upon request. 1-46 NORTH CAROLINA PUBLIC SCHOOL PERSONNEL Public school personnel information presented in this publication is derived from five basic sources » Personnel by position and by sex and race is collected for the Equal Employment Opportunity Commission of the U S. Department of Health, Education, and Welfare each year and is re-ported as of October 1 of the school year. These forms require the re-porting of all employees of the public school system, both at the school level and the administrative unit level. Data on the experience status of instructional personnel is taken from the Professional Personnel Activity Report that is completed by all school level professional personnel and central office staff with teaching assignments at the end of the first school month. The source of funds of instructional personnel comes from the Professional Personnel Budget (408) submitted by each local education agency at the beginning of the school year; the source of funds for non-instructional personnel is reported on a supplement to the Equal Emploment Opportunity Survey by the LEA's. Information on instructional personnel from the Professional Personnel Budget File is cross-matched with the teacher certification file to provide a breakdown of the certificate hold-ings of instructional personnel. Personnel receiving local salary supple-ments is reported each fall on the Public School Survey by the superinten-dents of the administrative school units. The pupil/instructional staff ratio is calculated by using first month average daily membership and the number of teachers reported on the Professional Personnel Budget. 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 1-48 is a summary of all full-time personnel employed by all of the local education agencies in the state by their activity assign-ment, source of funds, sex, and race/ethnic origin. The information on professional positions by source of funds comes from the Professional Personnel Budget file. This file is created from the Professional Personnel Budgets submitted by each LEA at the beginning of the school year; any changes that occur in professional positions are reported and posted to the file. Source of funds for non-professional or non- instructional positions was reported separately on a supplement to the Elementary-Secondar>' Staff Information Survey (EEO-5). The Elementary- Secondary Staff Information Survey is a joint annual requirement of the Equal Emploxment Opportunity Commission, the Office for Civil Rights, and the National Center for Education Statistics. On this form, all personnel must be reported by their activity assignment, sex, and race/ ethnic origin. A separate report is required for each school; in addition, a summary report of all personnel employed by the LEA must also be filed. Full-time and part-time personnel are reported separately. This year the in-formation on the Professional Personnel Budget file, the supplements to the Elementary- Secondary Staff Information Survey, and the Elementary- Secondary Staff Information LEA summary reports have been combined to produce this table on public school personnel by position, by source of funds, sex, and race. The same information for each LEA can be found in Part II of this publication. 1-47 u in o IX) "S" CTi 1X5 IX) IX) ^ ro CN ^ CO ^ IX) OO o\ 00 "d" CD CN ^ — 'il' <Ti r- f CN CM CM IX) cn <Tl r~- g 5 CO CM CM o o «— so ID CM 00 ^ ^O n r~- T tN r-- 'a' CM 1X3 r- U3 CM r~- CN CN ^ en 00 (7^ r- 1^ r^ in r- t — <y\ ^ ro 00 00 in O CO VO 00 u o m CN 1^ o t— ro 00 T ^ (^ IX) O CM OM < — M to CQ 1X1 'd" -' •<«• 00 CO \ o^ r- ro CTl <D •^ (M IX) cr> CT^ ,_ O r- •^ 'T 00 1X3 IX) in 8 QJ (Nl CN ^ (M n CO n 1X3 o (N OO CM IX) 00 o 1X3 00 OO r- +J r- *£> (N in o ^D T X (N 1X3 t^ O CN OO in IX) r- CM in ^ •H ^ V ^ ^ ^ ^ ^ ^ w ^ •k ^ i '" 00 CN ^ "^ *" '" (N rsi =r CT^ "" 5 (1) co CO CTl "O" n a\ 00 00 o O IX) ^ X3 ^ in 00 o 00 iH o (N o CM VD 1X3 "a* ^ CO X3 O (N (N O r- in in 1X3 i <N (N "" CM CM n^ o^ in O CM O OO in 00 ro IX) Cm CM C3D Xw (N CO ro CO ^ r- in (-M <J^ ,_ CT> in ^_ ,_ O (N o OO en <U rsi O f^ cr\ oo ro 0^ o 00 00 ro 1X3 CTl in (3^ CJ^ "* in CD r-l ^ 00 CN 1J3 r~- CM a> 'S* 00 •^ CN '" ^ o •^ CM g "- CM CO ^ r^) CN o en r~- r~- ^ n in ro (N C5^ r- PO ^ CN \D OO CM ^ ^ i-H n CM "* 1 in in X) in (N •^ CTi r^ CN r- cn iX> (T\ o ro 5 00 o m 00 o 0-1 00 in CM o CO ^ OO ^ 00 o in O ^ g CN o O in T — CN OvJ r- in r-- CM T~ n (N X— ^ — ^ •): '" 1 ^ LD (N V— 00 •a- r— CTi r~ (C 03 (N ^ V — o CO CM OO ' U C IX) CM ro O O O CO > -H ^ ^ Q 4-> in g r- (Nl CT^ ^D 00 r- 00 (Ti <T. in I^ I-- CO ^ CO ^_ o in in rH <,D (N n o 00 a> IX) •=T "a" CO o r- ^ o m in CD fci rO (N r~ n CM in CO 00 in 00 00 "d" 00 O U ^ ^ w •> ^ ^ 3 (N ^~ '" CN CN *~* 'd' CN D iH S 1T3 ro ^ — 00 f>0 in 1X3 in 1X3 in in ^ 00 ^ — OM in 1 — 00 U ^ — VO CN t •^ (N in CM OO OO T "T r^ < ' 0) r— CT^ ^ ^ — VD X CM X) in -s CM •^ CTi Pm in r- r- ,_ in ^ 1X> o 00 00 ^ O CJ1 in 00 cr\ i^ in CM d) (N rg n CTi •^ 00 in o rvj CTi 1 <y\ r- 1X3 1X> IX) 00 OM -P ^ o ro 1^ ro in CM CM T CO 'S- CM OO OO (Ti 1X3 ^ (TJ 4J CN 'a' 'T in f f — 1 — t — og ^ (N cn rv) '" r^ 1 CT 1 % •H W 1 .^.g 1 1 la "to fH 2 C !-i •H cn 1 o c rH o •d <u U cj x: cn cn -H o 1 cn rH en M S CP c cn c u to •in Ti CO -P H QJ 5-1 cn M r: ^ ^ fl ro •H C •H rC .H cn (0 cn cn .H < 4-1 tn cn cn U 0) -P cn 16 f^ c Im •M >j 0) U S-i rH S-I 1 u lO ^ c cn 0) O CM flj M-l ^ M-l c ^ fo &- x: CU -P 0) U (U cn Q) o "--.M-l cn M Z M ^s Q Ti cn 5-1 to D CO o 1 >ix: x: cn x: H en (0 +J m •^ § CO to u H C5 ti U) i-H -P (0 -P c ^^ >i u to o Cn §ii § O O \-p |g u ^ p-t M M ro cfl (0 § 0) §g U (0 ra 0) iH to (U O U H iH CO cn M CO CO a tH -P QJ O Q) o ,-H •rH -P a, J-l O to i ^ u ^ sl •H ^1 •H -p -p C tn a E-t H § O 3 to ,-1 CO Q) •H o •-t U Q) t^ .^s o cn ^ Ul » c S-( x; 3 U u ^ x: B •H to •H nH U o •5 -H U) H cn £ S CD g TJ u J^ 3 cn o CD y-i u S-I -H > .-1 B f-' Q iM n3 m iH cn M -* O 8 8 -P o •H >1 X3 cn C 0} 55 CO o iH tcj u •H Sii j-< S (T3 Sa 5 cn •H -H O -H CD 0) M CO Oi o. H S-i CO v^ o u cu J > u > O CO H E-i U -P CO CO ^ I 1-48 Experience Status of Instructional Personnel The experience status of instructional personnel is collected on the Professional Personnel Activity Report completed by school level profes-sional personnel and LEA central office staff with teaching assignments at the end of the first school month each year. These personnel include principals, assistant principals, classroom teachers, kindergarten teachers, special education teachers, itinerant teachers, librarians/audio-visual staff, guidance counselors, and other school- level instructional staff. Of those personnel teaching this year, 90.41 are employed in the same LEA as they were last year; 3.8% of those teaching are employed in public education for the first time. Of the remaining personnel, 2.11 returned after one or more years absence from public education; 2.6% were employed in education in another LEA last year; and 1.1% were employed in education in another state last year. Certificate Holdings of Instructional Personnel The list of certificated school- level personnel submitted annually by each school unit on the 408-A budget worksheets and 408-B change worksheets (Professional Personnel Budget forms] is cross-matched with the certifica-tion file of the Division of Teacher Certification to determine the certi-ficate level and rating of each employee. From this process comes a list of certificate holdings and ratings of instructional personnel by local education agency and state totals. The personnel reported by certificate holdings are elementaiy and high school teachers, elementary and high school principals, supervisors of instruction (central office personnel), vocational, trainable child, and driver education teachers. Elementary and high school teachers include assistant principals, classroom teachers, kindergarten teachers, special education teachers, counselors, and librarians/audio-visual staff. The various types of certificates are based on educational attainment. A principal's certificate requires that the certificate holder has earned a principal's certificate degree. The graduate certificate holder must have a graduate degree; the bachelor's certificate (A-certificate) requires a bachelor's degree. Holders of a B-certificate must have earned ninety semes-ter hours without a degree or a degree without teacher training. Other certi-ficates include the C-certificate (holders must have earned between sixty and eighty-nine semester hours) , and the Non-standard certificate (holders have no degree or college credit or those who are waiting for their credits to be approved by the State of North Carolina). Certificate Holdings of Instructional Personnel Principal's Certificate 1,990 Bachelor's Certificate 48,156 Graduate Certificate 16,316 Others 746 TOTAL 67,208 1-49 Certificato Holdings of Instructional Personnel 3.0% HOLOA PMNOPAL'S CERHFICATE 1.1% HOLD LESS THAN A BACHELOR'S CERTFICATE Personnel Receiving Local Salary Supplements The superintendents of the local education agencies reported the number of classroom teachers and other certificated personnel in their LEA receiving local salary supplements on the Public School Survey in the fall of 1979. The figures for this item are reported only on the individual unit summaries in the second section of this report. The information reported by LEA in-cludes certificated personnel at the school and unit level who are receiving local supplements. 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 Monthl)^ Reports and the count of instructional personnel from the Professional Personnel Budget forms. A ratio is computed for elementary grades, secondary grades, and for the local education agency as a whole. The elementary personnel included for the elementary ratio are assistant principals, regular classroom teachers, kindergarten teachers, librarians/audio- visual staff, special education teachers and counselors. Secondary personnel used for the ratio include assistant principals, regular classroom teachers, vocational teachers, special education teachers, librarians/audio-visual staff, and counselors. These ratios should not be considered a simple classroom teacher ratio as the personnel included in these counts go beyond the immediate classroom level. 1-50 \1 School Elementary Secondary Total Year Ratio to One Ratio to One Ratio 1974-75 20.6 18.8 20.0 1975-76 20.9 18.7 20.2 1976-77 20.8 18.5 20.0 1977-78 20.2 18.0 19.5 1978-79 19.4 16.7 18.5 1979-80* 18.8 16.0 17.9 *This is the first year that figures have included trainable mentally handicapped students and teachers; they are in-cluded in elementary only. 1-51 Table 15 TEACHER PROFILE SUBJECT AREA f FBIALE i ' MALE 1 TOTAL 1 / *<? /T / liMfW Iff i. A B c D E F G H I J English 7475 84.8% 29. St is. 5* 1337 15.2% 8.9% 3.3% 8812 21.8% Math 3660 66.1 14.4 9.1 1875 33.9 12.4 4.6 5535 13.7 Science 2393 54.0 9.4 5.9 2041 46.0 13.5 5.0 4434 11.0 Social Studies 2467 53.0 9.7 6.1 2185 47.0 14.5 5.4 4652 11.5 RDreign Languages 1061 82.2 4.2 2.6 229 17. B 1.5 0.6 1290 3.2 Cultural Arts 1216 57.7 4.8 3.0 890 42.3 5.9 2.2 2106 5.2 Physical Education 1230 35.6 4.9 3.0 2225 64.4 14.8 5.5 3455 8.5 vocational Education 3438 54.8 13.6 8.5 2832 45.2 18.8 7.0 6270 15.5 Block* 2398 64. 7 9.5 5.9 1308 35.3 8.7 3.2 3706 9.2 Miscella-neous 22 13.1 0.1 0.0 146 86.9 1.0 C.4 168 0.4 lOTAL 25360 62. 7% - - 15068 37.3% - - 40428 100. 0% *Block courses are science may be tau' two or more courses taught durin ght in a ninety minute block of time period usually exceeding Teacher Profile Table 15 is a profile of teachers by subject area v^o 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 vA^ich he or she teaches . The total number of teachers of a given subject is displayed in column I. For instance, there are 8,812 English teachers. The breakdown of these teachers by sex is given in columns A and E. Thus 7,475 of the English teachers are female and 1,337 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, 84.8% of English teachers are female and 15-2% are male. Entries in column C give the percentage of female teachers teaching a given subject. For the first row, ve see that 29.5% of female teachers are teaching English. The same information for the male teachers is given in column G; thus, 8.9% of the male teachers are teaching English. The entry in column D displays the percentage of all teachers v\^o are female and teaching a given subject; in the first row again, of all teachers, 18.5% are female teaching English. Similar information for male teachers is given in column H; the percentage of all teachers \riho are male and teaching English is 3.3%. 1-52 FINANCIAL INFORMATION, 1978 - 1979 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, 1978 - 1979 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 145 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 ser*/ice) 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 tlie 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 o Data contained in this analysis of current expense expenditures were obtained from the 1978-79 Annual Financial Reports submitted by the superin-tendents of the 145 LEA's following the close of the fiscal year on June 30, 1979. In addition, the monies appropriated by the state (State Public School Fund) and the actual value of textbooks shipped to the LEA's 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, Work Study (non-vocational), and the Trainable Mentally Handi-capped Program. School bus replacement costs (from State Public School Fund) 1-53 have been removed from current expense and placed in Capital Outlay (Pur-pose Code 9300). The total 1978-79 expenditure for current operating expenses of the public school system in North Carolina was $1,706,965,158.94. Of this amount $1,080,900,505.55 or 63.3% was provided by the state; $222,641,578.04 or 13.1% came from federal funds; the remaining $403,423,075.35 or 23.6% was contributed by local governments. Salaries and enployee fringe bene-fits represented 82.5% of total current expense expenditures. They also accounted for 93.1% of state expenditures, 60.1% of federal expenditures, and 66.3% of local expenditures. Expenditures per pupil in average daily membership was $935.44 from state funds; $192.68 from federal funds; $349.13 from local funds resulting in a total per pupil expenditure from all sources of $1,477.25 for North Carolina in 1978-79. This represents an increase of $164.16 per pupil over the preceding year. 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 145 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 necessi-tated several format changes in reporting the financial information in the Statistical Profile, North Carolina Public Schools . Although identical in appearance to preceding years, the content of the various tables and charts have drastically changed effective with the 1977-78 data. The old categories of administration, 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 procedure 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 been used to calculate per pupil expenditures since most state funds are allocated on this basis and the majority of costs are in-curred 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 accurate-ly 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. 1-54 CO C7* T-vD ^X) o r-r- u3 r- ld ^ o 1- CT\ r- o o r- o 1- r~ f*i CO CO o "^ CO m cr> CO r^ cr> o o CO fO ^ <- r- »- o O r- CO T- 1-55 (j\ O >— 1 LO ^ C3 'S- vD (NJ O ^ (NJ KD 03 • • • • • • O I^ I~^ 00 cn 00 cn o O "^l- ro o ^ <— 1 I— 1 i-i 1—1 ^H (NJ (Nl CNl CM ^HoH 1— I rt oo t-- (Nl (Nl M3 hO (NJ CM CNl ^— P- >H • • • • t O O rsi ^ LO ^ (NJ ^0 hO (~o (NJ ro '—1 I— 1 1— 1 1—1 r-t T-H 1—1 r— 1 § 'd UJ Cm OJ r-^ CTi OO •^ 00 LO 00 * vO ro +-i • • • • • • rt Ol r-~ vO O 00 r^ ^ VO to ro CO \0 ^ ^O ^ o vO vO vO vO VO t-^ Ln t-H 1—1 t^ 00 00 |NJ cn IT) 1—1 vO rsi O vO tn cn CNl LO o CN 03 • o • • • +-) 'd- NO vO 1—1 'S- vO LO VO tn r~- O LO (Nl I~^ ^ LO (M K1 (Nl 1—1 r~~ 1 H Ln ^ vD t~^ 00 cn O 1—1 1—1 to r— 1 •^ w y 1 o C/) r— 1 i~^ o (NJ 'd- (NJ o (NJ (Nl vO ro 03 o ^d- O o ro r^ CT^ CNl ^ r— fe U • o • • eq O r~ 00 CN] 'd- cn cn vO o r- cn J en o CNl '^ LO oo O bO I— 1 ^ P I— 1 1—1 1—1 I— 1 tH CNl CNl to m HH gw p- 1—1 en ^ OO o ^ Kl o CNl oo C» t^ 03 i^ ^ \0 (NJ r-- O K> \0 vD o t— 1 (NJ LO r~- ^ vO cn CD (Nl J ^3 t-^ cn o o o r^ tn "* vO (^ Oh 3 1—1 1—1 1— ( 1—1 1—1 i-< i-< r-l Cm Di p:^ Dh ^ ^H 1—1 [-^ CTl LO O 00 LO ^ 00 ^ l-O K1 (Nl (NJ O cn 'S-o tn ^H (Nl r-- vO (Nl r^ •^ LO 0^ oo rsi LO CTi oo VO cn •^ to to hO •* ^ ^ LO vO vO r~- oo cn o * * * « * a tH CNJ K) * LO VD r-^ oo cn 03 0) t~^ t-~- t--- r~~ r^ r^ t--. r- t--- t--- en o ^ (Nl hO ^ LO vO 1 t oo >- vO I^ r~- t~^ r^ r-- r-- r-~ r~ r-- cn CTl cn cn cn CTi CTl cn CT, tn r-H T— 1 1—1 1—1 '"' 1— ( 1—1 r— 1 r-t (D ^ -U 0) ^3 E 13 0) q Oi q -H m CJ> i-H rv 3 I u 00 --H rN (D cn cj i-S di W ^ (U •q M U 3u ^ -H 1 q (o 0) (N Dj 0-1 >i •-H (1) 1-56 Table 18 Distribution of the Dollar for Public Education 1978-79 For Every Dollar Spent in Public Elementary and Secondary Schools in North Carolina, 1978-79 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 1-57 dm8J«qiu«M AiiBQ •Sbmav u| ||dnd J«d 8JB||0G 1-58 u o ^ -— 1 o U-; ^ O rg LO ^^) -1 m •J2 cr. 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( q: LT un <I c t/1 < M ir < to- UO < 1/1 < ^ k- to < o l/l UJ -1 UJ •-• t/1 u. » 3 to to UJ » 13 to UJ ^- l/l to UJ *- ^ > UJ ^- Q. h- o « o a: » h- o a O UJ p- <-) a (-< ^ o oc UJ ^ o K o OC o oc a. o^ I c^ l/> 3 U. > > ^ o u. > ^- H u_ > ^ u. > ^ u. > ^- to > 1- z t/^ a 2r of < oc U-' a •« ^ oo > Ui q: < _j uo Ui a: < to > OL <5 _J oc <r c z u^ i: «5 z y «T z UJ x «T z ! tt z o UJ r 1/1 U- z u. Z CJ ir. ty. z z (E t^ c CD o a: tj c CL UJ a i^ o lli c -5 o -) i_> Q -) a 1/1 Q z */; o u^ a. 1/ tc z UJ CC UJ (C u. to UJ to a UJ UJ 1/^ UJ on u. LU w tn UJ o C o UJ UI (/I u. 1_> c > UJ u. to UJ c < UJ UJ (/I U' o UJ tL to Uj 1/1 >- < 2 <i 3 < oc a tJ < o u to ^ ec c I O a I _j O c o I _] or Of H- a c I _i i a: a c I _J a: Q^ c I ^ a: c oc X _i UJ 00 <i ^ o — < o a. z < a »— Oj < < ^ u a H- UJ l/» <i J Q. UJ h- < ^ o Q. oc < U Q. o a cr or a a CL a X I" 0. a I a o: Q. X to o. Qi CL CI a a Of <i 3" ID CJ <j =J ? ^ y "^ ^ z H- a. «y T o 15 Z u. < r r) •— <r y 3 z <* =; 3 1/ Q. 0. z Q- c o U- a tjT O u. a. o u. £ t/O < Q. V I •c < ^ M z h- ^ < o c c C C o o o o c c o C c o c- o c o c c- o lO o e o C o to O o O O c c c o o o O o o o o c o c c o o o o o O o o o c o o o o o c O o e c cr -) ^ P^ r^ ^ r*i •r ^ Pv, m •* IT c ^ C\i n •«• If^ >0 ^ <N- pn •» -c — rg n * IT ^ p^ J- 1-66 c — ^ as > •» <e zr IV .4 uj o 1- « in < IM h- Lu cr — .»• O >- . > • 1/1 . M u- -^ •a- 1- .o in o a IT a IT z ISJ z O z z — C LU Q Q-O- 11. Q. > 1-67 tXx E <y, CM w tu t^ >- 00 © < W r- -3 U en HCO o5io^ 1-68 School Food Services Each local education agency in North Carolina provided school food services to its students in 1978-79. The three basic food services offered were lunch, breakfast, and milk programs. All of the 145 educa-tion agencies last year offered the lunch and milk programs to the stu-dents; 132 of the agencies operated a breakfast program All of the information provided here is for the 1978-79 school year. . The total amount of federal reimbursement money from the United States Department of Agriculture for the 1978-79 school year was $92,331,694.51. 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 1978-79 school year was $5,592,270.00. . The number of schools serving breakfast in 1978-79 was 1,367; the number of schools serving lunch was 1,916, . The average number of breakfasts served daily in 1978-79 was 198,472; the average number of lunches was 856,376. . The average cost per plate for breakfast in 1978-79 was $0.42; the average cost per plate for lunch was $0.89. Transportation All transportation information is for the 1978-79 school year and ivas provided by the Division of Transportation. School Buses 12,129 school buses were in operation this school year^ 19,366 bus trips were made each school day (one way). Pupils Transported 742,734 pupils were transported to and from school each day. 725,204 pupils were transported by school bus. 17,530 pupils or 2.4 percent of pupils transported were transported by contract and other means. 72 percent of the total public school A.D.A. was trans-ported to school . 1-69 73 percent of all transported pupils were of the ele-mentary school level - 27 percent high school level. 60 pupils were transported by the average bus each day. Miles • Total annual mileage for all buses was 100,693,617. Buses traveled 556,318 miles daily. . The average bus traveled 8,302 miles for the year traveled 45.9 miles each day traveled 14.3 miles per trip (one way) Cost of School Transportation . The total cost of school transportation was $ 59, 543, 968 „ 07 including contract transportation and replacement buses, . The total cost of contract transportation was $3,080,766.26. . The total cost of State operated vehicles including bus re-placements was $56,463,201.81. . The average cost of transportation by school bus including bus replacements was: $4,655.22 per bus for the school year $ 25.72 per bus per day $ 77.86 per pupil for the school year $ .4302 per pupil per day $ .5607 per bus mile of operation 1-70 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 per-cent. The first four categories of information that have been ranked deal with classroom teachers or professional staff reported on the 1979-80 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. Maximum experience can be determined by the certificate rating of each individual. The maximum experience in years is determined by the different certificate categories. The percent of classroom teachers with no prior experience is again based only on classroom teacher positions , No prior experience is determined by a certificate rating of 0, the rating which indicates the first year of employment. 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 1978-79 fiscal year and is for the 145 local education agencies that operated during that year. The final categories that have been ranked are per capita income by county (1977) and total local revenue by county (1978). The information on per capita income is from the United States Department of Commerce. Total local revenue by county comes from the North Carolina Department of Revenue's Division of Tax Research. Additional information on county revenues for 1977-78 is presented on page 1-72. This table includes the average dai^ly membership by county, local revenue resources, and local ex-penditure 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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