^ ;
/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.
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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
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North Carolina State Lrtxary
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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
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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
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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
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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
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1-55
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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
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1-58
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1-59
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1-62
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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. The expenditures as a percent of total re-sources
has also been calculated.
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