Statistical profile

              Statistical Prof
North Carolina Public Schools
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STATISTICAL PROFILE-NORTH
CAROLINA PUBLIC SCHOOLS
Division of Management Information Systems
Controller's Office
Department of Public Education
April, 1978
COVER: BRUCE CLARK, PHOTOGRAPHER
KATHY WARD, ARTIST
INTRODUCTION
The Statistical Profile is a general summary of quantitative
data descriptive of North Carolina's educational system. This is
the fourth edition of the publication initiated in 1975.
The major purpose of this publication is to provide qeneral
statistical information to the public, professional educators, and
the General Assembly. This profile provides information on pupils,
oublic school finances, instructional and non-instructional personnel
and other public school data in state-wide summary form and in detail
for each local education aqency.
The publication would not have been possible without the full
support and dedicated efforts of public school administrators, prin-cipals,
and teachers alike. Their patience and efforts in making
this information available is gratefully acknowledged.
1 1
1
CONTENTS
INTRODUCTION iii
PART I. STATISTICAL PROFILE -- NORTH CAROLINA PUBLIC
SCHOOLS: STATE SUMMARY
PUPIL INFORMATION 1-1
Puoil Accounting 1-2
Enrollment 1-2
Average Daily Membership 1-3
Average Daily Attendance 1-3
Membership Last Day, Promotions, and
Non-Promotions 1-4
Non-Promotion Rate By Grade . 1—11
Extended School Day Proorams 1-13
Projected Average Daily Membership 1-21
Non-Public School Enrollment 1-21
Exceotional Pupils Reoort 1-21
Pupil Membership by Race/Ethnic Oriqin 1-2?
High School Graduates' Intentions 1-2?
Estimated Average Annual High School Dropout Rate . 1-26
Requirements for Graduation from High School .... 1-35
Projections of High School Graduates 1-35
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL 1-42
North Carolina Public School Personnel Summary . . . 1-42
Experience Status of Instructional Personnel .... 1-44
Certificate Holdings of Instructional Personnel . . 1-44
Personnel Receiving Local Salary Supplements .... 1-45
Pupil/Teacher Ratio 1-45
FINANCIAL INFORMATION 1-47
Analysis of Current Expense Disbursements 1-47
School Food Services 1-65
Transportation 1-65
RANKINGS WITHIN THE STATE 1-67
COURSE MEMBERSHIP SUMMARY 1-73
PART II. STATISTICAL PROFILE — NORTH CAROLINA PUBLIC
SCHOOLS: LOCAL EDUCATION AGENCIES
DEFINITIONS OF TERMINOLOGY USED IN STATISTICAL TABLES
PRESENTED BY LOCAL EDUCATION AGENCIES II-l
Digitized by the Internet Archive
in 2011 with funding from
State Library of North Carolina
http://www.archive.org/details/statisticalprofi1978nort
Alamance 1 1-6
Burlington 11-10
Alexander 11-14
Alleghany 1 1-18
Anson 11-22
Ashe II-26
Avery 11-30
Beaufort 1 1-34
Washington City 11-38
Bertie 11-42
Bladen 11-46
Brunswick 11-50
Buncombe 11-54
Asheville 11-58
Burke 1 1-62
Cabarrus 11-66
Concord 11-70
Kannapolis 11-74
Caldwell 1 1-78
Camden 11-82
Carteret 11-86
Caswell 11-90
Catawba 11-94
Hickory 11-98
Newton 11-102
Chatham 11-106
Cherokee 11-110
Chowan 11-114
Clay 11-118
Cleveland 11-122
Kings Mountain 11-126
Shelby 11-130
Columbus 11-134
Whiteville 11-138
Craven 11-142
New Bern 11-146
Cumberland 11-150
Fayetteville 11-154
Currituck 11-158
Dare 11-162
Davidson 11-166
Lexington 11-170
Thomasville 11-174
Davie 11-178
Duplin 11-182
Durham 11-186
Durham City 11-190
Edgecombe 11-194
Tarboro 11-198
Forsyth 11-202
Franklin 11-206
Franklinton 11-210
Gaston 11-214
Gates 11-218
braham 11-222
Granville .'.*!.'
11-226
5
r
f?"
e •
'.'.'.'.'.'.
11-230
Guilford 11-234
Greensboro
"
n-238
High Point ...... 11-242
Hal^ax .' 11-246
Roanoke Rapids 11-250
Weldon ."!.*! 11-254
Harnett 11-258
Haywood 1 1-262
Henderson 11-266
Hendersonville '.'.'. 11-270
Hertford ] 11-274
ti°ke
..'.'.'.'.'.'.
11-278
H^e • 11-282
Iredell 11-286
Mooresville 11-290
Statesvllle '.'.'. 11-294
Jackson 11-298
Johnston 11-302
Jones ..'.'.'. 11-306
Lee 11-310
Lenoir 11-314
Kinston .' H-318
Lincoln 11-322
"ac ° n !."!!!.'!!! n-326
Madison 11-330
Martin 11-334
McDowell
_ H-338
Mecklenburg 11-342
Mitchell ........ 11-346
Montgomery
1 1-350
Moore .' 11-354
J
as
t
• 11-358
Rocky Mount 11-362
New Hanover
"
1 1-366
Northampton '.'.'. 11-370
Onslow ...... 11-374
?r
ang
f H-378
^apel Hill n _ 382
Pamlico n_ 386
Pasquotank 11-390
Pender ......... II-394
Perquimans 11-398
£
erson '.
' '. '.'.'.'.'.'. '. 11-402
;
nt • • 11-406
Greenville 11-410
Polk 11-414
J
r^n
. • H-418
Kandolph 11-422
IX
Asheboro 11-426
Richmond 11-430
Robeson 11-434
Fairmont 11-438
Lumberton 11-442
Maxton 11-446
Red Springs 11-450
Saint Pauls 11-454
Rockingham 11-458
Eden 11-462
Madison-Mayodan 11-465
Reidsville 11-^70
Rowan 11-474
Salisbury 11-478
Rutherford 11-482
Sampson 11-486
Clinton 11-490
Scotland 11-494
Stanly 11-498
Albemarle 11-502
Stokes 11-506
Surry 11-510
Elkin 11-514
Mount Airy 11-518
Swain 11-522
Transylvania 11-526
Tyrrell 11-530
Union 11-534
Monroe 11-538
Vance 11-542
Wake 11-546
Warren 11-550
Washington 11-554
Watauga 11-558
Wayne 11-562
Goldsboro 11-566
Wilkes 11-570
Wilson 11-574
Yadkin 11-578
Yancey 11-582
XI
LIST OF TABLES
Table 1 Final Enrollment By Grade, 1967-68/1976-77 1-5
Table 2 Final Average Daily Membership By Grade, 1967-68/1976-77 ... 1-6
Table 3 Final Average Daily Attendance By Grade, 1967-68/1976-77 ... 1-7
Table 4 Membership Last Day By Grade, 1967-68/1976-77 1-8
Table 5 Promotions By Grade, 1967-68/1976-77 1-9
Table 6 Non-Promotions By Grade, 1967-68/1976-77 1-10
Table 7 Non-Promotion Rate By Grade, 1972-73/1976-77 1-11
Table 8 Non-Promotion Rate By Grade, 1976-77 1-12
Table 9 Extended School Day Enrollment, 1977-78 1-19
Table 10 1977 High School Graduates Intentions 1-24
Table 11 Intentions of High School Graduates - A Five Year
History, 1973/1977 1-25
Table 12 Estimated High School Dropout Rate 1976-77 1-27
Table 13 Projection of High School Graduates, 1978-1987 1-36
Table 14 North Carolina Public School Personnel Summary,
1977-78 1-43
Table 15 Current Expense Disbursements By Source of Funds
1976-77 1-51
Table 16 Comparison of Per Pupil Expenditures, 1967-68/1976-77 .... 1-52
Table 17 Distribution of the Dollar for Public Education,
1976-77 1-53
Table 18 Comparison of Per Pupil Expenditures by Source of
Funds, 1972-73/1976-77 1-54
Table 19 Current Expense Receipts, 1976-77 1-55
Table 20 Current Expense Disbursements, 1976-77 1-56
Table 21 Reconci
1
itation of Line Iten Budget Codes, 1976-77 1-60
Table 22 Capital Outlay Receipts, 1976-77 1-62
Table 23 Capital Outlay Disbursements, 1976-77 1-63
Table 24 Local Revenue and Expenditures for Public Education,
1975-76 1-68
Table 25 Course Membership Summary, 1977-78 1-74
STATISTICAL PROFILE-NORTH
CAROLINA PUBLIC SCHOOLS
PART I: STATE SUMMARY
PUPIL INFORMATION
Presented here in state summary form, and later in 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 general 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 (NP) are reported in addition
to the information above. These basic pupil accounting data are used in a
variety of allotment formulas to distribute 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 extensively in various phases of school planning.
Other types of pupil information are also reported to the state
department. Non-public school enrollment is reported annually during the
first school month to the Coordinator of Non-Public Schools. Data is also
received on exceptional pupils being served in the public schools as re-ported
on the Handicapped Children Receiving Special Education and Related
Services Report and the Public School Annual 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 planning 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 university
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 administrative unit,
requirements for graduation from high school, and projections of high school
graduates 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 (ADM), average daily attendance (ADA), membership
last day (MLD), promotions (PROM) and non-promotions (NP). Confusion
often exists when attempting 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 school days; enrollment does
not reflect transfers or withdrawals. Average daily membership is the
result obtained by dividing the aggregate number of students who remain
on the class roll during a reporting period by the number of days in the
reporting period. Average daily attendance differs from ADM in that it
is the aggregate number of students actually in attendance during a
reporting period divided by the number of days in the period, as opposed
to the number of students on the class roll as represented by ADM. 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 Dublic 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. 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 inflated
figure as compared to the actual number of students who remain in school.
Over the ten-year period from 1967-68 through 1976-77, enrollment has
fluctuated annually from an increase of 1.65 percent in 1973-74 to a
decrease of 1.03 percent in 1972-73. The overall trend for the ten-year
period shows an increase of 1.29 percent. The accompanying table illus-trates
the annual final enrollment figures with the percentage increase or
decrease for each year.
1-2
Percentage Increase or
School Year Final Enrollment Decrease Over Previous Year
1967-68 1,218,188 +0.83
1968-69 1,220,636 +0.20
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
*1 973-74 1,205,017 +1.65
*1974-75 1,207,460 +0.20
*1975-76 1,214,506 +0.58
*1 976-77 1,233,877 +1.59
*Figures include kindergarten
Average Daily Membership
Average daily membership (ADM) is the result obtained by dividing
the number of days in a given school term into the aggregate number of
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 aggre-gate
of all days of membership for the nine school months divided by the
actual number of days school was in session during the academic year. The
allocation of state funded teaching positions is made based upon the
average daily membership figures for the best continuous six of the first
seven months of school. Average daily membership for a ten-year period
beginning in 1967-68 and ending in 1976-77 has fluctuated from an annual
increase of 1.39 percent in 1976-77 to a decrease of 1.16 percent in
1972-73. For the entire ten-year period, ADM has increased .68 percent
as il lustrated below.
Percentage Increase or
School Year Final ADM Decrease Over Previous Year
1967-68 ,175,199 +0.68
1968-69 ,177,476 +0.19
1969-70 ,171,240 -0.53
1970-71 ,163,811 -0.63
1971-72 ,151,778 -1.03
1972-73 ,138,429 -1.16
*1973-74 ,153,335 +1.31
*1 974-75 ,160,363 +0.61
*1975-76 ,167,014 +0.57
*1976-77 ,183,191 +1.39
*Figures include kindergarten
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
1-3
during the reporting period is divided by the actual number of days in the
reporting period. The reporting periods in North Carolina are nine months
of twenty days each for an academic year of 130 days. Appropriate adjust-ments
are made when a school or administrative school unit does not operate
for the prescribed 180 days. Between 1966-67 and 1975-76, average daily
attendance has varied from an annual increase of 0.94 percent in 1976-77
to an annual decrease of 1.14 percent in 1972-73. The overall decrease for
the ten-year period was 1.20 percent as illustrated below.
Percentage Increase or
School Year Final ADA Decrease Over Previous Year
1967-68 1,115,298 +0.75
1968-69 1,111,844 -0.31
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
*1 973-74 1,076,739 +0.60
*1974-75 1,084,862 +0.75
*1975-76 1,091,614 +0.62
*1 976-77 1,101,891 +0.94
*Figures include kindergarten
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 com-pared
with promotions 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 1967-68 through 1976-77 with the
appropriate percentages for promotions and non-promotions. Promotions
have increased from 93.99 percent of MLD in 1967-68 to 96.36 percent in
1973-74. This trend prooably reflects a change in promotion and non-promotion
policies.
School % Non-
Year MLD Promotions Non-Promotions % Promoted Promoted
1967-68 ,164,858 1,094,801 70,057 93.99 6.01
1968-69 ,165,204 1,100,015 65,189 94.41 5.59
1969-70 ,158,466 1,099,371 59,095 94.90 5.10
1970-71 ,151,460 1,100,350 51,110 95.56 4.44
1971-72 ,139,936 1,096,841 43,095 96.22 3.78
1972-73 ,125,801 1,083,741 42,060 96.26 3.74
*1973-74 ,139,110 1,097,607 41,503 96.36 3.64
*1974-75 ,147,904 1,103,167 44,737 96.10 3.90
*1 975-76 ,152,790 1,103,478 49,312 95.72 4.28
*1 976-77 ,168,544 1,105,779 62,765 94.63 5.37
^Figures include kindergarten
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NON-PROMOTION RATES
Statewide non-promotion rates over a five year period and non-promotion
rates by local education agency for the 1976-77 school year
have been included in this publication for the first time. Overall,
non-promotion rates are increasing at every grade level, although wide
variations exist among local education agencies.
School organization appears to have a direct bearing on the non-promotion
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 vary among local education agencies,
care should be exercised in making comparisons of non-promotion rates,
particularly at the secondary level. Many schools require the comple-tion
of a fixed number of Carnegie units or of a required curriculum to
advance to the next grade level. Non-promotion of a qrade may indicate
in many cases the failure of a single course.
TABLE 7
NON-PROMOTION RATE BY GRADE, 1972-73 - 1976-77
1 2 3 4 5 6 7 8 9 10 11 12 Total
1972-73 7.5 3.3 1.9 1.0 0.7 0.7 2.2 2.5 6.8 9.6 6.3 2.7 3.6
1973-74 7.0 3.4 1.9 1.0 0.7 0.6 2.1 2.6 6.9 10.2 6.6 3.0 3.7
1974-75 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 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 8.6 4.7 3.0 2.1 1.6 1.8 4.5 4.9 10.3 12.8 8.1 3.8 5.3
Average 7.5 3.6 2.1 1.2 0.9 1.0 2.9 3.3 7.9 11.1 7.2 3.2 4.2
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1-17
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
Extended 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 individual's needs while he is on the job.
The Extended School Day Program, basically an individualized program,
permits and encourages students to participate in activities which are
relevant and meaningful and in which they can be successful. Instruction
has been designed to meet the needs of those persons who for economic,
psychological, academic, and various other reasons cannot respond in a
positive way to programs offered in the conventional manner and during
the regular daily/weekly program. The intent of this program is not to
compete with the existing school programs or to shorten the time required
for graduation. First priority in recruitment of students is for those
who have dropped out or are on the verge of dropping out. The extended
day setting offers the students flexible hours of operation, creative
curriculum design and application, activities relevant to their needs, and
the opportunity to work and go to school at the same time. Participation
in the program may also lead to graduation, provide for reentry into the
regular school day program, and provide for post-secondary activities or
employment.
The table beginning on page 1-19 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 page
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.
1-18
TABLE 9
EXTENDED SCHOOL DAY ENROLLMENT
THIRD MONTH, 1977-78
9th 10th 11th 12th Total
Alamance
Burlington
Alexander
Avery
Bladen
Brunswick
Asheville
Burke
Caldwell
Caswell
Catawba
Hickory
Kings Mountain
Shelby
Columbus
New Bern
Cumberland
Fayetteville
Currituck
Dare
Davidson
Thomasville
Dupl in
Durham
Durham City
Forsyth
Gaston
Greensboro
15 20 21 19 75
11 8 g 4 32
15 °9 25 20 80
11 10 4 10 35
42 18 18 72
10 11 -2 11 40
35 41 43 54 173
6 10 9 6 31
13 20 IS 22 73
4 14 12 25 55
13 32 61 64 170
13 16 24 53
1 10 5 13 29
5 7 6 7 25
14 21 16 15 66
15 10 5 5 3 5
26 56 30 34 146
11 10 14 35
50 27 25 11 113
?a 25 21 13 23
12 19 21 33 25
5 9 10 12 36
2 4 54 42 30 150
9 23 17 3 52
42 68 26 25 161
66 130 56 42 294
2 122 \5 ^1 210
70 144 76 °9 319
1-19
TABLE 9
(Conti nued)
EXTENDED SCHOOL DAY ENROLLMENT, THIRD MONTH , 1977-78, continued
9th 10th nth 12th Total
High Point 32 26 16 10 84
Hal ifax 5 12 3 10 30
Hoke 8 6 10 11 35
Iredell 5 15 11 17 48
Lee 18 28 25 25 96
Martin 10 16 7 15 48
McDowell 14 10 28 52
Mecklenburg 84 119 68 42 313
Moore 9 11 18 17 55
Nash 58 38 35 131
New Hanover 139 59 65 263
Onslow 32 38 34 35 139
Pender 12 23 19 32 86
Greenvil le 13 34 27 23 97
Richmond 5 7 11 7 30
Robeson 2 13 3 9 27
Maxton 11 9 10 8 38
Rockingham 4 8 13 8 33
Sampson 6 11 10 9 36
Clinton 14 13 14 25 66
Surry 6 7 5 10 28
Union 41 44 41 33 159
Vance 46 19 20 «5
Wake 35 116 85 89 325
Washington 18 7 4 9 38
Watauga 10 10 17 15 52
Wayne 19 25 17 15 76
Golds boro 37 24 21 24 106
Wilkes 6 34 30 42 112
Wilson 18 21 8 17 64
TOTAL 958 1,911 1 ,308 1 ,309 5,486
1-20
PROJECTED AVERAGE DAILY MEMBERSHIP
The method used in this projection of school average daily member-ship
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. Please note that the
projections do not include exceptional pupils. In an effort to obtain
stable ratios, a period of five years of historical data were used. The
projected information has proven valuable to all phases of school planning
both at the state and local level.
< 1
>
J 4 6 8 9 1 2 Total
1973 79 77 257 86 629 90 229 92 262 87 672 86 362 87 391 90 418 95 124 101 510 95 302 83 080 75 486 1,148 722
1979 -80 76 639 33 546 3- 075 39 623 92 123 87 = 3 = 86 919 39 412 89 916 95 854 °5 380 31 322 74 997 1,127 688
1930 31 74 000 82 127 81 076 S3 -93 89 464 92 322 33 416 33 965 S3 925 90 593 90 025 81 ,369 73 4 32 1,104 208
1981 82 73 883 78 595 79 697 30 531 83 359 39 649 92 945 90 503 88 435 89 612 85 022 76 ,780 73 436 1,082 497
NON-PUBLIC SCHOOL ENROLLMENT
Enrollment in non-public schools is reported here for the first
month of the 1977-78 school year. Non-public school enrollment has
increased from 36,820 students in 1970-71 to 54,942 in 1976-77. Infor-mation
on non-public school enrollment is reported to the Office of the
Coordinator of Non-Public Schools. Of the 145 local education agencies,
101 have non-public schools.
K 1 2 3 4 5 6 7 8 9 10 11 12 UNGR* Total
4494 5048 4621 4306 4037 3977 3890 3503 3590 3228 2766 2623 2390 6469 54942
*Students in ungraded classes.
EXCEPTIONAL PUPILS
Information on the number of exceptional pupils being served by
program is collected at two different times during the school year. The
Equal Educational Opportunities Plan was completed as of October 1, 1977.
On this form, pupils are reported by the program area in which they are
being served. The table below presents the results of this survey.
Pupils in Membership Being Served by Exceptional Children Programs
22927| 139 | 705 | 333 | 421 | 751 | 599 |36388l 121.587
1-21
PUPIL MEMBERSHIP BY RACE/ETHNIC ORIGIN
Information on pupils in membership by their race/ethnic origin is
collected by the Department of Public Education for the Office of Civil
Rights of the Department of Health, Education, and Welfare. Maintaining
this information annually is required to ensure compliance with Title VI
of the Civil Rights Act of 1964 and Title IX of the Education Amendments
of 1972. School membership is reported by race/ethnic origin as of the
end of the first school month. These figures should not be confused with
average daily membership. Please note that some of the race/ethnic groups
have changed in the last three years.
Pupil Membership by Race/Ethnic Origin
American Black Asian Sp anish 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
American
Indian or
Alaskan
345,216 2276
Asian or
Pacific
1865 805,379 1,170,031
Native Black Islander Hispanic White 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
HIGH SCHOOL GRADUATES
1977 High School Graduates' Intentions
Each year in July, the Department of Public Education, with the assistance
of high school principals and guidance counselors, collects and tabulates data
from each of the local education agencies on the intentions of current grad-uates
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
1-22
Graduate activities are shown by sex and race and by those remaining in
North Carolina and those going to other states for post-secondary edu-cation.
The table on page 1-24 is the state summary of 1977 graduates'
intentions. The percentage of 1977 high school graduates planning to
attend post-secondary institutions increased in 1977 by 0.1%. Of the
total number of graduates, 58.7% are planning to continue their education.
The percentage of graduates planning to attend senior colleges decreased
slightly from 1976, as did the percentage intending to enroll in trade
and business schools.
The percentage of female graduates planning to further their edu-cation
in post secondary institutions was 63.7%, up from 1976, while
the greatest increase was in those planning to attend community colleges
and technical institutions. Male graduates planning to attend post-secondary
institutions decreased by 0.6% over 1976; the greatest increase
was in those planning to enlist in the military services. The number of
graduates seeking employment after graduation was down by 0.2% from 1976.
Graduates entering the military service showed an increase of 0.3% over
1976.
Following the table on the 1977 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 1977 high school graduates' intentions including those
graduating from 1976 summer school are listed below:
71,146 students graduated from public high schools during 1977,
an increase of 648 or 1.0 percent more than the number graduated in
1976.
58.7 percent of the 1977 graduates intend to continue their edu-cation
above the secondary level.
31.4 percent of the graduates are planning to enter senior colleges.
24.2 percent of the graduates are planning to enter junior colleges,
community colleges and technical institutes.
3.1 percent of the graduates intend to enter private trade, business
and nursing schools.
5.7 percent of the graduates plan to enlist in the military service.
27.5 percent of the graduates indicated they will seek employment.
Intentions could not be obtained for 8.1 percent of the graduates.
A total of 34,210 males and 36,936 females graduated in 1977. 71.0
percent of the graduates were White, 27.7 percent were Black and 1.3 per-cent
were Hispanics, American Indians, Alaskan natives or Pacific Islanders.
1-23
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1-25
Estimated Annual High School Dropout Rates
An estimated 7.9% of North Carolina's high school pupils (or approx-imately
29,422 students) dropped out of school durinq the 1976-77 school
year. The figures are estimated from information supplied to the Depart-ment
of Public Education by local school principals throughout the state.
Because a significant number of students drop out during the summer months
when school is not in session, the annual dropout rate must be estimated.
Precise dropout statistics require an individual follow-up of students
leaving school prior to graduation to determine their educational status.
While some high schools conduct such follow-up studies, the vast majority
do not.
The estimates for individual school systems which are presented on
the following pages were obtained by first comparing the number of high
school graduates in the current year (1976-77) to the ninth grade enroll-ment
four years earlier in 1973-74. The difference in the two figures is
the unadjusted loss of students over the four year period.
Next, the average annual combined effects of in-and-out migration,
public and non-public school transfers, changes in non-promotion patterns,
student deaths and school system organizational changes are eliminated
from the loss rates. This is accomplished by comparing the changes in
the high school enrollment (grades 9-12) for each consecutive two year
period over the last four years with the historical dropout patterns and
the number of students who were non-promoted and returned to school the
following year.
Finally, the loss rates (which have now been adjusted to eliminate
all other causes of losses other than dropouts over the four year period)
are again adjusted to reflect increases or decreases in the current year's
(1976-77) total high school enrollment to obtain the estimated annual high
school dropout rate.
The statistical techniques used to calculate the estimated annual
high school dropout rates have been refined through the years, and we
are confident that the published figures closely approximate the actual
rates based upon the best information available to us prior to publication.
A more detailed explanation of the statistical formulas used in computing
the estimated dropout rates is available from the Division of Manaqement
Information Systems 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 oroqram.
These figures have not been included with the regular high school dropouts.
26
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1-28
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1-32
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1-34
REQUIREMENTS FOR GRADUATION FROM HIGH SCHOOL
High school graduation requirements presented in Carnegie units
are shown for each local education agency in Section II of this pub-lication.
A Carnegie unit is earned for successfully completing a
year's study of a subject in a secondary school. The qrade soan on
which the requirements are based is given along with the number of
units required by subject area. Requirements vary from unit to unit
as established by the local boards of education.
PROJECTIONS OF HIGH SCHOOL GRADUATES
Based on the past year's historical data, the relationship
between the average daily membership of a particular grade and the
next grade is determined. The method of projecting graduates assumes
that this relationship between the grades' memberships and the number
of graduates will hold true until graduation.
The trend in graduate projections is different from LEA to LEA,
dictated by the birth count, migration, oromotions, and drooout
patterns for the LEA. For the state as a whole, the total number
of graduates will be fairly stable for at least the next five years.
1-35
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1-39
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1-41
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 reported as of October 1 of the school year. These forms require
the reporting 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 per-sonnel
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 Employment 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 holdings of instructional personnel . Personnel re-ceiving
local salary supplements is reported each fall on the Public
School Survey by the superintendents of the administrative school units.
The pupil/teacher ratio is calculated by using first month averaae daily
membership and the number of teachers reported on the Professional Per-sonnel
Budget. Following is a more detailed description of the infor-mation
sources and data gathered from them.
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL SUMMARY
The table on page 1-43 is a summary of all full-time personnel
employed by all of the local education agencies in the state by their
activity assignment, 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-Secondary Staff Information Survey (EEO-5). The
Elementary-Secondary Staff Information Survey is a joint annual require-ment
of the Equal Employment 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 information 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
1-42
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1-43
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.
EXPERIENCE STATUS OF INSTRUCTION PERSONNEL
The experience status of instructional personnel is collected on
the Professional Personnel Activity Report completed by school level
professional personnel and LEA central office staff with teaching assign-ments
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 instruc-tional
staff. While information on teacher aides working in the class-room
was collected on the PPAR, the results are not included in this
summary. Of those personnel teaching this year, 90.9°' are employed in
the same LEA as they were last year; 4.3% of those teaching are employed
in public education for the first time. Of the remaining personnel, 1.8%
returned after one or more years absence from public education; 2.1% were
employed in education in another LEA last year; and 0.9% 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 work-sheets
(Professional Personnel Budget forms) is cross-matched with the
certification file of the Division of Teacher Certification to determine
the certificate 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 elementary 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, class-room
teachers, kindergarten teachers, special education teachers, coun-selors,
and librarians/audio-visual staff. The various types of certifi-cates
are based on educational attainment. A principal's certificate re-quires
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 semester hours without
a degree or a degree without teacher training. Other certificates include
the C-certificate (holders must have earned between sixty and eight-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 1,986 Bachelor's Certificate 47,349 Total
Graduate Certificate 14,271 Others 527 64,133
1-44
CERTIFICATE HOLDINGS OF INSTRUCTIONAL PERSONNEL
22.3% HOLD HOLD A
A GRADUATE PRINCIPALS
CERTIFICATE CERTIFICATE
atf^Jp
0.8% |^ HOLD LESS
THAN A
BACHELOR S
73.8% HOLD CERTIFICATE
A BACHELOR S
CERTIFICATE
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 1977. The figures for this item are reported only on the
individual unit summaries in the second section of this report. The in-formation
reported by unit includes certificated personnel at the school
and unit level who are receiving local supplements.
PUPIL/TEACHER RATIO
The pupil /teacher
average daily membershi
and the count of instru
Budget forms. A ratio
and for the local educa
included for the elemen
room teachers, kinderga
education teachers and
include assistant princ
special education teach
These ratios should not
the personnel included
level
.
ratio is calculated each year using the first month
p of pupils from the Principal's Monthly Reports
ctional personnel from the Professional Personnel
is computed for elementary grades, secondary grades,
tion agency as a whole. The elementary personnel
tary ratio are assistant principals, regular class-rten
teachers, librarians/audio-visual staff, special
counselors. Secondary personnel used for the ratio
ipals, regular classroom teachers, vocational teachers,
ers, librarians/audio-visual staff, and counselors,
be considered a simple classroom teacher ratio as
in these counts go beyond the immediate classroom
1-45
School Elementary Secondary Total
Year Ratio to One Ratio to One Ratio
197^-75 20.6 18.8 20.0
1975-76 20.9 13.7 20.2
1976-77 20.3 13.5 20.0
1977-78 20.2 18.0 19.5
1-46
FINANCIAL INFORMATION, 1976-77
Information chosen to be included in this section on finances
includes current expense disbursements by source of funds and per
pupil, school food service data, and statistics on public school
transportation. The current expense disbursements information is
obtained from the Annual Financial Report submitted by local super-intendents
at the close of each fiscal year. The Financial Report
is not an audit, but is an accurate accounting of receipts and dis-bursements
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 Disbursements 1976-77
Current expense disbursements by source of funds are calculated
annually by the Department of Public Education as a guide for local
school administrators, legislators and the general public. Current
expenditures include all disbursements except those for reoayment of
debt, capital outlay and interest paid on debts. Current expenditures
are shown for public kindergarten, elementary, secondary, and special
schools for exceptional children. The Governor Morehead School for
the Blind and the North Carolina Schools for the Deaf are not included.
Data contained in this analysis of current expense disbursements
were obtained from the 1976-77 Annual Financial Reports submitted by
the superintendents of the 145 LEA's following the close of the fiscal
year on June 30, 1977. In addition, the monies appropriated by the
state (State Public School Fund) and the actual value of textbooks
shipped to the LEA's were included in the calculations. Items reported
on the Annual Financial Report, but excluded for current expenses are
Headstart, Work Study, Non-reimbursable Summer School, Follow Through,
Neighborhood Youth Corps, Adult Education, PACE, Transfers and Refunds,
Community Services plus any expenditure deemed unnecessary for the
adequate education of a child luring the regular school term.
The total 1976-77 expenditure for current operatinq expenses of
the public school system in North Carolina was Si ,332,893,095.6?. Of
this amount, $384,058,413.3? or 66.
4
f
: was provided by the state;
$176,436,933.56 or 13. ?.% came from federal funds; while the remaininq
$272,397,738.74 or 20.4"' was contributed by local governments. Salaries
1-47
and fringe benefits represented 86.3% of all current expense expendi-tures.
They also accounted for 93.1% of state expenditures, 83.9% of
federal disbursements and 66.4% of local expenditures. Expenditures
per pupil in average daily attendance was $802.32 from state funds;
$160.12 from federal funds; $247.21 from local funds resulting in a
total per pupil expenditure from all sources of $1,209.65 for North
Carolina in 1976-77. This represents an increase of $102.87 per pupil
over the preceding year.
In local education agencies where Federal Impact and Forest
Reserve Funds were received, the total was initially included as a
local fund expenditure and later deducted from local monies and added
to federal funds; Impact and Reserve expenditures are not itemized
by object and function as are other federal monies.
Explanations and Definitions
The current expense expenditures have been classified into cat-egories
by object and function and include administration, instruc-tional
service, operation of plant, maintenance of plant, fixed
charges and auxiliary services. For the first time this year trans-portation
expenditures have been separated by city and county units
based upon the Summary of Transportation Cost reports submitted by
each school system. As a result, expenditures for Auxiliary Services
will increase in city units, with a corresponding decrease in county
units which contain a city school system. In an effort to provide
more accurate and meaningful data, expenditures (excluding fringe
benefits) for trainable mentally handicapped children, driver training
and safety education, kindergarten and additional instructional per-sonnel
and programs (physical education program (1-6), support per-sonnel,
instructional personnel, school psychologists, exceptional
children—materials and supplies, primary reading program, and
librarians) have been transferred to the instructional service category.
The expenditures for fringe benefits for the above programs have been
placed in the fixed charges category. As a result of these transfers,
all line items pertaining to instructional service and fixed charges are
now included in their appropriate categories. It should be noted that
the above transfers were made only for the calculation of per pupil
expenditures and are not reflected in the line item budget code totals .
As an additional guide in the use of this report, listed below are the
items included in each category.
Administration:
Salaries—superintendents, assistant superintendents, federal
directors, business managers, clerical assistants, property
and cost clerks, and other administrative staff.
Travel Expenses—superintendents , assistant superintendents,
business managers and federal directors.
1-48
Treasurer—salary, commission, bond.
Board of Education—per diem, travel.
Attendance Counselor—salary and travel.
Office Expenses.
Other administration costs— audits , attorney fees, replacement
and operation of vehicles, etc.
Instructional Service:
Salaries— teachers, librarians, guidance counselors, classified
principals, supervisors, vocational personnel.
Travel Expenses— supervisors, vocational personnel, etc.
Office Expenses— supervisors.
Instructional Supplies.
Instructional Costs— school and unit level.
Textbook Purchases.
Operation of Plant:
Wages: custodians.
Fuel.
Utilities—water, sewage, lights and power.
Telephone.
Supplies—cleaning and maintenance.
Other plant operation costs.
Maintenance of Plant:
Repairs— buildings and grounds (includes teacherages)
.
Repairs and replacements— furniture, equipment, heat, light, and
plumbing.
Salaries— maintenance personnel salaries.
Other maintenance costs.
Fixed Charges:
Insurance— buildings, equipment, workmen's compensation, surety
bonds.
Local contributions— retirement and social security.
Employees' Hospitalization and Disability.
Compensation to injured employees.
Payment for injuries to school children.
Tort claims.
Rent of buildings.
Auxiliary Service:
Transportation expenses.
Libraries operation and maintenance.
1-49
Textbooks—rentals, replacement, clerical support, etc.
Health clinics.
Recreation.
Lunchrooms.
Extraordinary expenditures.
Trainable Mentally Handicapped Children.
Driver Training and Safety Education
Kindergarten.
Additional instructional personnel: (physical education (K-6),
support personnel, instructional personnel, school psycholo-gist,
exceptional children—educational material and supplies,
primary reading program, and librarians.)
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1-64
SCHOOL FOOD SERVICES
Each local education agency in North Carolina provided school
food services to its students in 1976-77. The three basic food
services offered were lunch, breakfast, and milk programs. All of
the 145 education agencies last year offered the lunch and milk
programs to students; 103 of the agencies operated a breakfast
program. All of the information provided here is for the 1976-77
school year.
The total amount of federal reimbursement money from the
United States Department of Agriculture for the 1976-77
school year was $76,193,832.02.
The total amount of state aid allocated for defraying
the costs of school food service supervision and manage-ment
for the 1976-77 school year was $3,918,952.00.
The number of schools serving meals in 1976-77 was 1904.
The average number of meals served daily in 1976-77 was
976,722.
The average cost per plate in 1976-77 was $0.75.
TRANSPORTATION
All transportation information is for the 1976-77 school year
and was provided by the Division of Transportation.
School Buses
11,643 school buses operated the full school year.
11,675 school buses were operating at the end of the school
year.
18,685 bus trips were made each school day (one way).
Pupils Transported
751,907 pupils were transported to and from school each day.
16,250 pupils or 2.2 percent of pupils transported were
transported by contract and other means.
73.2 percent of the total public school A.D.A. was trans-ported
to school.
72 percent of all transported pupils were of the elementary
school level - 28 percent high school level.
63 pupils were transported by the average bus each day.
1-65
Miles
Total annual mileage for all buses was 92,674,884.
Buses traveled 512,015 miles daily.
The average bus -
traveled 7,960 miles for the year
traveled 43.9 miles each day
traveled 13.7 miles per trip (one way)
Cost of School Transportation
The total cost of school transportation was $45,584,732.56
including contract transportation and replacement buses.
The total cost of contract transportation was $2,386,853.06.
The total cost of State operated vehicles including bus replace-ments
was $43,197,879.50.
The average cost of transportation by school bus including bus
replacements was:
$3,710.20 per bus for the school year
$ 20.50 per bus per day
$ 58.72 per pupil for the school year
$ .3244 per pupil per day
$ .4661 per bus mile of operation
1-66
RANKINGS WITHIN THE STATE
Several categories of information were chosen to be presented for
each local education agency by the rank of the LEA within the state. All
rankings are from highest amount or percent to lowest amount or percent.
The first four categories of information that have been ranked deal
with classroom teachers or professional staff reported on the 1977-78
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 disbursements by source of funds. Ranked here by source
of funds and total, the information is from the 1976-77 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 (1975) and total local revenue by county (1976). 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 is presented on page 1-68. This table includes the average daily
attendance by county, local revenue resources, and local expenditure for
schools. The average daily attendance has been divided into these figures
to get the per pupil amount of local resources and the per pupil amount
of expenditures. The expenditures as a percent of total resources has
also been calculated.
1-67
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