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Statistical Prof North Carolina Public Schools 0Z:S7? 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 1-4 — vo o O r^ ^r o «* m oo 00 o r*. cc r^ ir> in r^ ^. 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CM CO CO cn -^ cn "? 5 R CO cn O r— CM ro T Ul UD ^ kO lO ^ p"* r"- Is* f* n- f^ •^ r-s CO cn O r— CM cn ^r LT) vA <0 LO r> cn cn Cn cn cn cn cn rn on cn 1-9 — Q <1— o t— co o o cn CO LO CD lO cn. o cn LO O LO LO cn o ro CD CO CD CM 53- ro CD 10 53- ro 53- CM ro en 53- LO CO r^ CM CO * ex c_> X LU CO •=3- CO 3- cn LO LO o53- O cn O LO m LO CM cn ro CM CM ti-ro r- OO LO «3" CO co CO CO CO co CM O ro CM CD to CO CM CO ' CM CM CM - - - CM CM CM CM co ro ro ID ro CO CO cn ro CM CD CO ro CM CO cn cn O CO 00 00 CO ro ' in CO LO LO 53- 53- 53- CO LO CO o on co LO CO CO ro cn CO o CO cn CM 00 O LO cn co CM 53- CD ro O CI cn cn cn CO co co O CNJ cn CO cn ro cn ro O CM CM cn cn <3" CO LO CO cn CO CM cn CO CO O CD CO CO cn cn ro CTi cn CC r-~ CO LO CO r-^ CO * C_) X UJ 53- CM crv ro CO cc ro cn cn ro cn 53- CM CM CM cn ro 53- 10 CO CM CO CO CM 53- cn 53- CO co o 53" IT) ro CM CO co cn CO LO CO CD CM CO cn co LO c CO 00 cn 00 CO ro ro CM CM CM CM CM CM C-) 53- CO cn CO cn ro CO CO cn 53" cn 53- cn co 53- CM cn cn 53- CO CO CM cn LO ro ro CM CM CM CM CM CM ro 53- CO CO 53- CM CM >* r^ CO CM ro o cc CO CO CO CO ro CO CO 53^ ro 53- cn CO LO LO o cc CM CO ro CO CM CO oo CO 53- LO cn ro CO LO LO CO CO LO co cn 00 co 53- C0 53- «* CO CO CO cn CO CO CO 53- co O53- cn cn CO cn 10 CO ro cn cn CM co ro ro CM — - — ro LO CO 53" en LO CO CM CO o CO LO CM cn CO CM CO CO ro r^ co CO co lO LO CO CM cm CO co CM cn co CO CO CO ro CO LO O O CO cn CM CC CO co ro co CO LO LO 53- ro ro CM CM CsJ 53- O cn o CM 53- co CO Oo LO 53- LO LO CO CO co 53- CM ro O CM cn 53- CM £ ;z o cn r- CO CO CO CO 00 v: O CM 00 CM CM CM !i co CO cn CO o r-. CM ro r-~ 53- LO CO r^ CO cn co CO cn cn CO cn o cn i — cn CM cn ro cn 53- cn LO cn CO cn 1-10 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 i-n -J «I o •0 o- CM o CM m in m -J- c^ r- •O o CM CO a o o in •0 IfN en o in .0 IM •0 m m in en -O •0 in * " •o un * _ IM O _ cc C71 _, ,_ o _j -t _< CO m CO o IN CM _ -j- CO •c O „. IN ~* CM •J- O — ' ~* o in ~* en o CM en •» CM ^ in -0 en m + *• CO CM c- o CM •0 * O o- f* •o tr- o -J- ^ _ r . eM o K. ,-, in •* en 0- *" IN 2 o CO •o •o en o -o CM -0 m CO r^ ^ * 0 -0 CM en o CM cr *» o in o o> p- -I cr CM m rr\ CM en * en in ^• >c CO vf o- 0- o e- 2 CM o CM CM o M CM * o CO •c O m •0 _ + en •O -o cc cc (M m o IN "" "* "* CM "" "• rt "" "* "* "* ** ~" "• "" "" r- 0- co s -J- CO 00 _ in K CO K rt o IN m CO m CM 1*1 o ^t m _, CO O h. + •a- en -0 0 IN •0 IN CO o m o 0- 00 CM — "" -* ~* "" ~ "H ~* IV "" en — rd co t o CM o •0 & o O >< ^ ,_ •o ^» CO o- o m o <n CC 00 in » CD CM " o o •* «N, en "* IM * in IM en " o en <\J |Q _ o >0 o ^ o (^ CM cr m -t O- <0 CM CM m m 'T o o m. -J- o o- ^ IN CM CM o «0 o c o " * in -t in -c CM CM o -c (\J en " IM O in •C K o ^ * o CNJ en IP CO 00 O cc in CM •C o a K ^ o •O •O r\i cm ~* o rn 3 o in o P\J O r> ™* -t o ""* m IN O o o o ° m „. o •0 o o en * CM o r\j ^^ 'n _J in <c ^, o O in o in r\, e> . CM in * o CM o ", o o ** o ^^ o o "* o M o o o "- CM CM "" ' OD in o o •* CM o 0- IM IT ^i IT *• >» o * o IM ,„ o fSJ - . t * cm o en o ~* "* o CM "* ir •^ O "^ " * IM o nj o o ~ f<\ -C ev o -0 e- en in CM o CM ^ CO ffi o (J- _ ~r >o in ^ >J- *_ o >!• or -0 CM OD m en o ir. 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UN ro 4- o UN UN d •0 CO -0 (Nl CO (NJ * CO (NJ (Ci "\ -0 -0 UN UN oo cn a *~ w* "* o o » c _ CO •T CO OJ 0> o (Ci ON * o UN h- -o UN cu ^ O1 On CO CO ~* gr o IM UN "* m CO J- (NJ CNJ -r CO a UN eg (NJ (N •0 "" » «M (Nj CO o "• o> UN eg, CO ON CO CO ^. o o -t o CO <n »n re _, * cc ^ cn ON -J- <0 4- ""* o ON UN o t - "1 m m -J- o •0 ^ o •0 UN •o »>• ec* eg Z-o •0 o — o *. _ o o -0 m 0 UN •0 a o 0- _ o _ o o •»• eg m CO -0 m o eg -0 Nt tc •0 o> (NJ CO o -o o O- UN o o UN IjA CO ~* (NJ ,r "* "* (N — "" — ~* "* eg -1 -0 UN m *. _ •o ON _, »• (J- r. o UN _ ON „. o ff ^ •O o * ON _, Csi O- o •o (NJ UN 0> ON o o (NJ o CC o N m —* ~* "* (M ~* NJ "" f\J -* eg "* "* "• J- •o (Nl - UN rn r- UN o UN - o * - n» - r- o (NJ en (NJ ec N^ - fNJ CO m IN. — J o — o> m CN >0 o _ UN _i m 0> o (Cl UN J k! 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(7* _ CSj p. m m ir m O o r~ X e X _^ F^ rr o * *M ""• rn - "• -* -1 — — "* <V -1 "* rsj ~* "" ~* O •O in r*l m -C X CO J rn rO - CO * 0 -0 * - o -0 X o in aj X °* * in ,j a o >n - 0 O o in tf o a s. rsj 00 t -0 >e m o CO -1 — c\l cm ™l "* ~" w -1 "' "* "• ^ r- ^ ^ -> * -0 _, * * ^ T' _, ro CO _ * JD _, „ oj rr, r^ •J-CO CD IV Ml N csj a CO iv n^ oj ^ * * K. o o _ _l CM rr, _, CM O CV CM CM T _ CO o 0" _l X r— rv 3 o J- CM * r rr\ CO >c CM 00 o c- J ~ ' CX CM sj" O * o _, CC CM m 0> O CC r CC O - rr r. _ in -J ro „ - 3 CM o O o in -D "* "^ !«. DC •* - 4- •0 0> t IT - in rv * c J „ r c - - in - r- si- in (T r\i - - rr, " a t o - n t o^ rv CM IV m " " -1 IV -r -si rs! co o •o CC t r cr, CO £ } K c^ r- ~c o CD * rr c- - c^ ^r- o o in I- £ -o O cr, - IT a J- a — CM eo - m * -* •c CM 2 -1 00 ~* t ~" * r- cm C rr- * rsj IM - - o> •0 cr - m * IT cr rr. - - IM CO t rr - sr m m * IV - c*" " N CM CM K ^J IT O - * * ^ eg oj J in » sr CC CM _ (\i cr CM m o CC' a- C _ m CO 0 T •£ m m - -O •0 m * j- CM sT .j-'. r n ,-' Ml n- T CM cr _ IV Cv: ac r> Pfl -0 * _. rj J- in IM CS- •0 -1 ~ ~ "* m m M a_ CM - IV c r. N m ^ O K - -1 o - - o- JD « CC CT - -o c - or C sO ro 2 ^ -C w cr •» oj ac ir - - o -c 0» - 00 r\ 2 <T rr m o o J- O cr _ CC o i,. CM ^D QC O Q n m rg in >0 'J o o O "' " m O o o ^ O o o O rj t IV a O O T > 2 G V - _, - C£ CH o a ~ « <T c 7 7 J -/ c I c~ r < -s o r Dl I ID > T 2 O r. r V u I V Z 7 o c c <~ c O I a «I ; * a. n <t IX C r C u D ; n I V -1 i^ -1 5" E ? J - i i z z 2" c C U a a 1-15 _l CO m nj CO -t CO CO CO •0 >r •J- 1*1 m * m •*• o in -f Ml -0 -t <0 m t m IN •0 l^l m fc- "H _ in -t 0- m * in „. m CO 0» m o o CO rvj -» •* N o •o 0 •0 o ^ IM "* in O *r -r IN ~* rj O * ^ fNJ r\j * fvj •» IN o 0 l\J o m in ^. K IN mtl CJ> ,_ CO •0 ^ CO in •* -» eo m — in o> ^. o in -0 _, ~* CO ~t 0 >»• m IN m CO •o ^ •0 a ~r •o m -0 « o K m IN -j- CO o in tr- ^ CO ^ CO o> C in ^ (M c -0 -0 _ •O -» _, -»• o> * o -0 o CO O in o -o CO " - m o IN 0- m » o- - c- - 0> - m -0 IN CO -0 a- m CO •o »0 CD <7> in IN <*\ in HI •* CO m IM o- o o IN IN tr- •»• cr- ~f m 00 in in -J- o tr- o o o -0 ee — — IN "" IN •* IN PJ fn "* "• "* CO CO o o h. o & o CO o» m o M n ee o 0" - IN o CO CO o tr- o - -0 rD o "" CO "- rv - >»• m o o fv. •t o o •o rr, — J- o o- <N o IN o •£ o CC m CO m in o 0- ^ m ^, •o o o <0 tr- -» CO m o o * " o >! IN o ir *N •c m o 2< O " o o * ^»- m IN IN •c -c « O o o- - m •0 - 1*1 o o o o> o o o o- CO •o in IN *, IN O o o o o CM *N o ~ •O a o o o o o *= o -• o — rri - o - — o 0 o o ^_ CVJ * t o o o N o o o ^. in J- a- in ^ o m m ""* o o ° (V ""i o m* "" IN o —* o o a •* CD o o IN o "" o IN o m in _, ^ CO •o o IN o f^ CO r- a o CO Ifl K1 ^ _, * CC i\j J- ~ ' o ~ ' N ^ ° ° o rr\ *^ CO o "* o o ^ o m i^ - K » >» (J> •0 in <NJ IN _ K IM m X in c *- o ce _ -. in T cr- *"l p. - N - -J- " * CM ~ IN tf CO o o - * m - IN - - - " - IN ID rsj „. ^ in O IN CO „. O- o o CO KV m •a o m IN •0 m nj IT •c _ <N Q> IN -0 " •O m 3- o o T "" **> cr- m * •»• •o IN S «! m CC CO h~ CO r- ** K. r> o o tM m * ^ cr- p- in IN ->• K O o tr- J- CC 10 m 0" * o ee *N IN o - - •o X **\ •T * o CO o * — in m n. _ IT * IT- o rg _ o IN o ^ o m ^. o r"» o o a- _ in IN o tr- * C n. IN o o f\. o o o o o m c nj o :< c r > o X < IX c 7- < 5 > X n c c i/; I c C e ? f 7 c > r o o ? r > a o c CC LT r \r. it u. \s 5l u. c c i U G cr a ^ :? C < I c 7 2 2 I KJ c X X O o o 3 S" <J CC c < c < < c c < C D < l_> C C a < tt a U_ £ " o. s " KT oc 1-16 * ° " "i : " ° K , ^ ' N c a s " " « ^ » • rsi~<cM<oinmQfuo>in — o (\J -> -< + * -i o O <N r- *. O <v — j-_^ ^ N ^ 03 UJ O (7" IT IT cooooommmr^»*-rg — ni o o m cc *- o x — r r o o r\j -o in o a: co co ^ »*- ui ry o o >} lTt — < <? •? I*- ^- o *0 O m —. o O O -0 — <? O o in o o CO — I O M O «M O O -* -" O -f O <V o -c *5 -- o — -J- <vo — mo—' — -4 *o *n i»- o "n o o ^i o 0* o O o *n, o «^r *- -. o i- cc cc r\j o o ~r —. ^ j- f^ "^ C o C* — • <0 # -" <v O O — o T O ,0 o o -. 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 +J c Ol r-~ «* 1— CO in co cm r^ oi O co co r-- <sl- 1— t~^ m r- CM 1— <d- inr-is OOO CO O CO CM O CO LO r- 00 s_ CM CM CM CM CM cu (0 D- 4J O 1— S- tj- en co 1— «rj- LO LC LT) 1— 1— Ol O Ol LO LO CO 01 LO 0) co iDin =d- «* co lo lo co CM Ol CM 1— 1— CO LO 01 1^ *3- -Q E3 1— Ol 1— 1— O 1— CO «?r CO 1— 1— CO Ol CO CM LO r^ 1— lo r-» *3- r— uo «rj- ^r CM CM 1— CM "=3- 01 LO , 2: — ' 1 ' 1 l-v. cm r-» 01 «tf- Ol CO tv. «r]- 1— r— O 1— CO f— «3" , 01 CC 10 CM 00 01 in IT! 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X 2 or 2: 02: Oi CC s: H a. 1—i a_ •—1 <c o_ c_> r- CO s: LU 1-24 1 O l-H r-^ s r-. *;• C^ OC UT) cr cv r-~- CO o r^ rv ^t r-^ LO LO o> ^J- c> r- 1^ ur ,— o O c~ CO c (~! CO r- 1 CV CM CM r-~ lc O 1 ^~ LO ^a- ci LO LT) CM ro CO o rr CM OC =c <* r-s c^ cc cr c- ^f- CM i— i^ LO ^ tr C O CO rr ro P~ C 1 C3 sj- CM C\j cv O 5- (0 >- c c: uo CM C^ O-v ld i— LO LO CM cr CM cr. CO r--» , — C3- i CM LO C71 o^ LO n r— WD LO , , i o CO c> n CO m cr- O rC -a CM O CN. r-. e: ^r CM cr CM CTi LTS "3" LO CM CO CO i— CM CT> r>-> LD co CM CM CM LO cr> ^r en <— lo LP i — OC OC o CO ro o CO ro O (XI CO CTl LO CO CT> CM «* - WD WO CM uo ^J- LO co OC co co CO n LD CT CO CM LD CO CO CM CM CO 1 ' — ' — CO CTi LO i— oo ^ C_) OO 1— o^o ra O re m to ° c C 31 T 1—1 •( — CD (— r- CL> C_) r— 0) CD tr — UJ +J UJ +-> UJ i — +-> m o to (— o re r— n f0 CD O h- i- -M U +-> i_ +J LU i. +-> '. rC OO h- ro J~> c* ro /I _l CO o 1— (_> i CO l_> 1 C_> 1 _J c ) CO LO z 4- UJ +- o 4- CO +- -Li o -U O r- T c~ C_3 r o UJ 1 +J 1 LiJ +J t 0) U -M c: i_ +-> I 4-> rr- '. +J c; o 3 <_; o 3 1 O o — O n CO 3T UJ 7Z. _> rr LU 00 z CJ5 o c_) 5- rr z> >"3 3) 33 Z 3 h^ h- 1 < I— h- r' >- UJ or: o UJ =r c: o r— I— 1— <C >- d>. m c>r UJ r- O Q r~i •— : >— <r _J Q. cc c ; rr rr c_ CJ c_ i— '" UJ LD 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. 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LO r»> r^ r^ CD CD' CD !£J CO •!- CD ro Luiaa: o 4- O oo or aj O 4-> CO uo r-« O r^ ID CO cr CO r~^ ^r CD r^- cr cr ro O S- 00 ITS CNJ CNJ cr CD O LO C c~> CO c ro CC oo Cv! r>- O ^t" as 3 CNJ OJ c; 1 — LD <* ro LO CNJ i — or =* LD i — re CD LO ^r 1 urxjN E cnio tx ^r I 3 •!- S_ ON ^ a: CJ3 •— CD LU UJ CC3 l— CC E _l LU CC >- 2 LU IT! _l _J ro CC CD > s: > _i en _J UJ O o zz c Q ^ Z Z i sz _J s: ^r ^ <: oo O h- or CC O _l O zz LU LU UJ o CC LU LU 1/5 CO) CO o I— o co 3 _l -j: CJ UJ >- X _i 1— i^ z: LJ u_ o CO CD o 1— O ^C cj h- or -JC ^c =1 CD — 2: 2: Z :r C_) a a: CJ r- cr O co CD 3 1— < o o < LU < < <c o L_J O o < O LU OO ^C <~3 rs L/) 1 tC i s: s: s s: s: 2: ^2 zr CC Z ^ if t3 ^ ~^ 1-31 M "CO i— a; rc cu cc oo -O +-> _C i— o — _ o co o o o CD o o o o o o o o o co is. o CU -!-> o o o o o O <* o o o LO o o o o CO LO o E TO CO CO CO CO re q: s_ O S_ +J O- Z3 o o sl- o o o O CD o o o o o o o o CM CO o >,rs o. o CO CM CO si" aID Is. O i s_ o CO Q is. cu en T3 <— sz +-> cu c: +-> 0) x E o o o o o CO o o o CO c c o o IS. c o LU r— IS. o CO CC is. O S-c: LU O «— . O 8-S r— -s= i it UN CD en Cn CM CO CO «d" en en CO CO CM s oo i cu C CO +-> 00 Is 00 CM CO o en CM is. is. CO is. CO o CD co co 1 — errs nj «C crxn a: -o re CU co 4J S- -t-> ro (0 3 i. E r— O 0) 1 — CTi CM CM LT> is. o LO 00 00 CO CO oo «3- co CM 1- 3 Q__Q sT O co LO CO o LO 00 LO CO CO CM 00 sT CM en 4J CD O E sl- CM CM sl- CM CO co CU S_ _3 lu q: q 2: * r— o T3 O C cu -c o^ +j u •<- &« s*s re OO 4-> — - en co CO =d- LD (s. CM CO en LO CO <3" CO E C r- JC CU 0) s<- st- 00 CM CM CO CM CO en CO IS Ln st" rs CM CM CO +-> CT! +-> +-> rs 1^. rs CO is. CO CO CO rs is. is. is. 00 CO is. rs IS. CO uCO i-i-aCUa(O ,_ o <+- O co or <u u +-> en co IS. en O <3- CO 00 CO is. LO CM o LO o CO s- oo ro >* CO en CO 00 «* o CO CM CO CO o en in CM en CU 3 co O CM CO CO CM sf is. sf is. CM Ln is. ilr T3N E OliON _3 -i- 1_ en z re CJ3 r-cu s: _i E o _i ±c oo LU <a (— z z: _l 2: Q. _n <c < _l _n o Q I— s: o t— S Q. cc z z <: < 3 LU _i C_5 o CC z. > _J o o O o LU 3: O C3 LU -O LU _o o z. o CO s: OO s: _1 I— —J Z Q_ _1 o- Q cr oo (— UJ M o Q LU :n LU cc cc 00 «C cC oo z. cc cc 1— LU _J >- z: in c_> CO oz oz oa: o_c < < LU LU LU CC o cu < oo o < Q. Cu a. a. D_ Cl. C3 o_ \— CC <c CC cc uu 1-32 >>r^ c^ Qro r*«. o 1 <^ UD r^ o r-- QJ O-l -a i — o 1— -C !*•» cQc (BUN 3 OO 1 C (£> 1 —o e x: r-^ cc croo CM TJO •i— i (0 ID 3 1. E •— O <U •r- 3 Q--Q +-> cr o E *J U T- > ;: m OO +-> - c -c: oj CI J +-> en 4-> +J i/i •r- <D rn uj ZZ. CC ex. £T3N en n3 r-~ •r- S_ ON cc >s- in cc io oi n Cft ID Ol Ol Ol CO CO m oo r-~ in c\j N N W ID 03 C\J O r— co co r^ m co vo cm oo m c\j ro co LT) CO CO CO 1C i— Ol (Jl ID io (\i ci oi co C\J CNJ <D VOCOOOOOCMCOtOCMi— CM kOi£5ior-^r--i£>r^i-^r--r-~ 00 co <3- r— cc i^r^-i— oomoooooocMoocouocr—iio-i rw> in ai CM i— CM CM .— OOCTlCM cc OO cc oo i—' Q cc or oo O - CC uj '- o n 3 Ll_ Z zz 7^ rf 3 Oi o c^ d >- =r OO 5 LU O0 I— 1 _J ":- UJ >~ 1 zc c^ .-' t— r~ ^J — or J I— :- 1— O =r 00. Ci cc : zo < _J CJ (— _J h- zz> ) CC oo C_J OO O0 < oo oo «K -: 2 =K "^ 1-33 WDO 3 <_> — G C cr. CO c cn cn r^ LO r- CO CO O r^ QJ +-> c O c cn CO to c ^d- CO C CM «* cn C r-- E ro LO CM LT CO LO «=J- CM CO CO ^a-ro a; S-CD o S- +-> Q_ 13 O o O n LO ro cc CO LO *3- r-. r~~ >,r-~ d. LO cr> CM CO <* •=3- cc LO CO rO r-- O CNJ r-- O 1 s- CO O CO C r-. QJ Ol "O i — C 4-> QJ C 4-> QJ X E c O cn <* CJ 1 — CO CM r-^ ^d- LO UJ i— a-> CO r-. r-v CO CO «d- CO LO cn O s_ r^ c: Ixl _ o <^> o s? i— -C 1 r3e Wo r-~ LT> c Cn LO r~~ O Co to CM r-. a-. co co co cn 1 (1) C CO +J oc cc cr- r~. lO oc r^ r-«. cn r-. r^ CO CO co cc r>s. cc r-~ cx:rv nj <: cncn c£ T3 3: CD LO +-> S- +-> rO fO 3 S-E — O QJ 00 O LO c r^ to cn LO CO CM cc cn cc ^r r\ CM •i- 3 CL.O n to LO CM c CO *d- 00 CC ^r CM CM r-^. CM <-> cn o E 00 CNJ CM CO CO <^r U10JOJKtQ. Z3 cn Cvj * r— o Ta3 iOrCo^ 4-> O -i- 5-S ^£ ^5 (O (/) -P CT> «* rv. >* LO LO r^ cn CO CO CO LO LO cn LO E c: •i- jz aj aj a-> Cn CVJ LO LO CO CO LO CO cc ^t- to O CM +-> cr> +-> +-> r«« to to l>> r-» r^ to r-~- h> r-~ r*. r-. r-« r~»» r^ r-^ rs. fv !-» 1/1 -i— QJ T3 Luioic: ,o •+- O tO O-C 0) (J +J to to to CM cr ro cr r-~ «=i- t». CTi cn cn cn CO to CO S. W ro cc <3- c O CO sr LO O cv CNJ LO co cr> i~n LO CM r» «* QJ ZS CO to <* CO CM CM CM cn <* CO r~- CO £I£X)N E CXION CO ^ «- s_ cn r-^ ST 31 O r— eC CO QJ _l E >- Z < ro or <=C O h- 31 <c > _i h- CD cc cc O O h- <c >- _i UJ cr ca u~> ^ ^ >- UJ 1— z to LU zc O LU UJ zd UJ 00 LU O UJ UJ _l cc CC O UJ OC <c Q i^ 00 ^C c_> 1— ^ rD < cc CC 1— T* ~zz. ±c CC u~, i— >- _1 _1 _J Q ^1 cr —1 CC >- s O cc <c <C <=C <c =C O <C <: r- LU ^- Co (— h- ZD 51 > -^ 3 3 3 CD 3 -^ >- >- 1/1 <H. t3 ^ 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 p- fNJ it m m CO o c o m P»- CC « o UN <o fNJ * 0- m fn •o c- m O rg x t? <r 0- a f~ <r o- o c *!- o •c r- un a r- * t« m rg fNJ fNJ o UN fNJ * f- •^ •0 CM un r- # o UN 0> fi <o 00 o f> 00 CO <»• cc o 0 o un cc er ~o f-N 0 o UN UN m X o- * X J- 0- r- * fn m fNI fNJ * fNJ UN fNJ l> l> fNJ - UN IT o- CM fNj CO * f> INI fNJ CC' UN CO o <J3 X eo c UN CO CD un c o m -0 (N *0 CO f*- -f o * •O c o r- UN CC C « UN c c* r- -r en m fNJ fNI •3" <» f«- -» fNJ 1^ fNJ r-n- CO <r 0" r- o « O o- UN •o CO o 00 fNJ f> f»^ o- 0> * 0" CD o- CT B> IM tn .0 r- 00 CJ> o fNJ o cc UN c UN UN fNJ r» 1 C* r- •* fNj — m CM " (Nl "* fNJ * * fNI fNJ h- J- fNI fNJ » fn fNJ h" fNJ — CD 0- 1*1 •o i> m d UN m e fNJ »• r- 05 CO X UN o CP 0" l> CO o o- m r\i * * 0> fNJ UN X fNJ fNJ fNJ a c- UN f»- o c UN m * C CO # r«i "" fn CSJ " m n* Pfl * •J" - ff> r- UN fNJ r- * fn '" fNJ — 5 DO o rn fNI O «r o fNJ fNJ fNJ fNJ fNJ CO c X * * fn o UN m « m fNJ -r o UN fNI fNJ *NJ X UN CO UN fNI CO *• X * o r- c DC ON 00 LJN m m in m fNJ m 0- -» ro m r- UN fNJ r- <f fn CO O ~* c cI _J eg r» un 0- fn ^ 0> fw 00 0- m fNI UN fn •o r~- 0> f- 0- UN •c ,* o •» X (J GO cc <r fNJ fNJ m fNI J ao >J* gf o- f> CT o- m fn fn INJ <r <f un CNJ •t I o i o •J- Jr o CO in a •O sT 00 UN o -r 00 IT (n: UN •o u CO CO X -0 * o .» UN •o •c o> CD o O o « cc o* fn fNJ «r •*r r*N <r pa Q. u. cr fn CO fn m un m fNJ — o •o o r~ fNJ * o fNJ fNI *3- CD o r- r- o* 00 — c •J- o o fn fNJ UN CD * 0- •c UN UN o 0 0" o- m fNJ fn «* <J- fn cc UN r» ^r r-zc i_> CO (7- Gi- IT o CO o >0 CD r> a gr fn *»• -J- m u> fn u^ r^ m o fn UN •Jf m o- rn •o o> c- X c c- gs ffi fn •t 4- * •* ir fn r- >t fn K Q <i Z. a UJ >- -z zc -J u ts O < o 00 r> O o -j < > Z z r- I o F z 5 T cc CC CL u-< z or. cc z < < c> z >- u- </> o > o. c < i 3 c c r a 3 X o ? l_> x < o z o o 1 < S£ < I « a. < 3 Z X CD F z —1 z cc O o z > « CC =) «T o « <i < < CD c " < 3 03 tr cc tr < 00 U ^ <-> o o o u X z 1-36 <\J — rn %0 r- — cc — ^ -* tr> n C -» — m o r~ t«- — — m cd r^ o — — py ir\ f- — o> <-> m — — CT O _J D I- I li-ce O 3 D C UJ 1-37 r- o o CD o 4f IN -0 <o fN ^• r- rg 43 <r a? CO 43 CO -r CO o- .0 * -0 o p- o> 4f CO cc m rg c o m in <o 4} *J- "^ " "- ** « * m m r- 43 43 * IN CO CD m r- 43 o cf o» <f o O in cc o o <o •» -r CD m cr 43 CP 4r 1** o <r c .0 4J- * in m m IN •o m rg rg m CO "' ~* •^ m C rg in o -o a r- r\j »• •o o CD 43 0> 4f 4f in CO 43 m o cc 4> o- in C7- CD o CD cr IN nj O 0> a- ci- o cc m 4r rg 43 m 0- IN O -* •* •»• rg 43 m in in rg cc "l "" p- •*• rg •o O a «* J- CD eo <f o h- K o •e •X 43 o e> 4f 43 43 o C* CO r» o- o- a> r- C m 0 -j- C7- 0" o <N •* c 4f o> J" o> j- 1 0> M r- * — * <o in * "* r" m in — ri rg in — rg rg cc 00 0> CO OJ o .0 c r- m cr m m in n h» 4f 00 m 43 0- 43 CO CO o IN CO -0 rg r- o 03 O o m rg o m 4f r- m in J) a m "* r- •* -T — m -0 -o * rg ~* p- 43 m — en rj m "* rg rg CO LAJ 3O rg IN 0" # GO o * IN CO J- •»• m 4f r- IN m cc * m rg e» o CO IN cr o r^ 0» <7- (N o rg 43 m 43 o> r 4f 4f 43 cc o» CI J- r\l m r- o •« rg r* •o rg 43 rg rg a- O -J "* "* — ~* ooX CO o- * O * * 00 * m cc * o 00 0- C* 43 m •* o i_> CO c ri CO r"l o o o CD CD * m 4f m CD 43 rg l/> 0- IN r- ** * (N •o 2 -o •1- eg "l P- in m "* i*l IN "* 43 — rg rg 0- Xo X o c o> r- 43 c * o <o <0 m 00 cr r- c 43 1-1 CO o CO *r m r"» m m c * rg m 4f O m 4f -3- <f m C* CD >r rsi -o r m m rg 43 cr CO x> a u. o> o IN CO m _ rg r. eo o> r. o> m IN IN in m o 4f 00 o- 4) 43 43 o CO o a- o 0- ^ 00 in CO e» CO CO rg m o 00 m 4f r-l 0- * 43 CD * o m ~0 IN IN tj- za ,_ o CD o m o ~f m -0 CD in CN o ~c •0 m •o 43 p- 43 eo rg 4f O r- O o- •o o <r » a- IN a- o- P" 4f m 0> r- 43 4f n * IN c c M r- J- m X •e •r o 0 * rg 43 0- a a. trt o < z zo z -i a or. z a cc zo >Z o o i eI z _j CO o K D or _l > > z a -1 z X o 0- «j i; z o or or C 1/1 O X * c < > Z u. z u. S c «/) i/i z z X z X z o z 3 O D h- O CC sc z «x < < < o < -j cc > z z or * a UJ o < o X a or <t at a CC 3 or < o < < li; U-' UJ c V cc c < o u. o o O o o O o X z ct x z X X X X I X I ^ -1 1-38 P~ 0- IP cc o- 03 a: h- CO o- r-i * CC o cr o CC m c O f\J 03 CO pn -J- o o O IP c- rx -c ip o «c •0 IP o o 0- -r -r cnj ip PI * r« ip o rj ~r pn -r "^ -0 •0 -.* ip -T in -cr ar ^ c p CD c* 00 rg o IP rr -i a: o -j- •r •r r. o- 0- -r I* fNJ ip pni -r p c m -r rf. fNJ tf "* C- >c r- m CC Cr -r cn CC o- p. ^r p^ rri o -r a- o p. cp o 00 -c c (Nl cr pen •0 -c -r -j- » a 0> CC CO IP 00 o- * m eg •T pf) c p * ro fM r- CiJ p»i rr p"1 -cr "" p- 00 # pni -T ip O CD a- r* i*i -r a: r p- -0 0< -r IN o- rg h- o r\j CJ o -c c ^ cr o -c -0 rv p- >r -r J <N * * p -J3 t^ cc PIN 1 r- •"" -T ~" o-m 00 c -c o- *: C7 CO o -r >0 0- ~c r- •J- -T CM p 00 m CC -0 -r r" CC •T cr p. r- cr -C p- o -r r- h- IN 0- -I- » IN rg j- I-" J- 0 cc ro j- pn t~ " -r ^ < 3O -.- o pi IP -c vT cc a: c in O < -cr -T o * J- cr CM in CT -o o o a o pi •r LP in V (N >o ^ ro o ru -r -r o -r "^ coI in 0* c cr IN <7- pn i* c P c% o rPI c c~ DP -o u 00 p- c iff c- iC 'j- CM -* CC c^ r- -r r- p \0 o- vT P -C -C -r rn c- ~r m •* Io I o -cr <C cr « ^j *: p or p * c o c c o a -0 o •o r» c- -r <t p- *C' K » vT O c rv -cr cr IT vT PNJ sT M- J3 -T gr pc wr to 0. u. cr- PnJ » p — » wr PM _, OD fNJ p O I*. p. o r ^J CC p. — a: r- — „ 0- p- 0 ip 9 ^ pri p CC P^ 43 P P a- >c c vT -C p r X O vT PNJ P pP! O •o J3 <t o zr P c ,_ i_J 00 -0 p tf r^ <0 <0 ^3 <£ p* 0- r- » P ^ in cf rv r" >: r- o c •c c 0" IT --* P\l -cr -P cr •p P -T PM c- r- p\] -cr cr 0" a. < s 3 >2 z > Z c a. r z < 2 z z z <? I I" r" cr c C! a a r ~ Z? C < *i I r 71 D c i: 3 r o > r c o r U c r ^: c-' 3L r z- CL o c c* ? z- z r r- o c CI c U z C O "I <r <Z s .-" D < <c < < - D c - I < c " — * i I J T I r r r r r- r c c i_: c B Q. 1-39 _l 4-> < o r~ e» (\j 1*1 CO -j- m •T o 0> n r* o <r X CM X 0> 4) oo •c -r (CI r\» r- fj- IT CM -» m X f^ <o X M} CM en 0" 0" r- r- rsj m CM <M m m MT <» -* •0 x o er- IT CT- a >0 •»• in rsj * „. m m 0> in m MT CM cr- m CO * CM m in in 41 0> -r m -r X 4} in en er c- •0 CM "" in r- N CM CM CM CO >* •* 4> If* CM a iS in O 0- Q- <SI r- * m <0 CM r- •c <r in J- O o> h- r- O r^ CD O •c cr r in 4> m o> 43 4> CC c « m in CC X CD 0- en 0- o- 4> CD 0> r- CM r~ cm IT •0 rg CM CM r- m * cn MT ~* r-eo * m rfl cc en 4> 0* in o CO r- m <o c/> m er mt f» c e» 0- S3 m 0 CT- 4> in m * # •o r- a- •o -r CM X X C in m m 43 49 c 1 0" K CM r* CM m ^ "" CM CM rsj "* CM h- " in <r — en J- 00 0- en in CM CO m * CO CM * CM in 4 M5 c N o •o h- CD -r CO •* o- •J- r- m r~ en in CC o 0" CT- * * O cn X CM o X o 0> 0> e- C- cm in r- CM CM cn X « ir MT en tn *"* < 3o fM o f* -0 •e> 4 * r» 4) o CO CC o in CO <r X CM CD MT eM < CO o CO o •r a- in co cc CO o* a o O CC r* o m « O 4) CM a 0> X CM <o r~ CM INI en X fM 4) MT < MT o "* ocI <0 •« o mt CT- CO 43 Mr * o X CM m 49 in r- m 4) o IT o m o CO CC V C7> >»• • o CM X o c m m cr- « en "* f~ cm 43 r- " CM CM CM •"• m O CM o * CM en Mr -" Io I o sj- a- •0 cr- <r c 0" Mf r* cr r* mt «t * X •o o <\J 0» o a cr O « « m CD o» 4) *r 43 CC CM CO CM mt *T cr. £ u o- -»• _ 4) en •r _ o _ CO m CM m •T •O m ^ Mr m CM CM ^ MT 4> in r. a o> in •T CO en r- *• o> O r^ CO m en -r cr * rg 43 r- CM CM o> m m M* M> z ,_ LJ Li. CO o- en in 43 m J- m <0 o- r« in <r CO o» cr m c o o 0- .r .»• n0 in o o 0- •o Ml « m M> o M* C a n»- IT CM CM CM CO CM <r CM M' 3C ^ Z cc < LU to 15 T > LU c UJ — I I O o ,_ zo z in <X X -J a. Ct- C O J a. or z z z or O z a u. z z z or > O o o or z CL 3 z o > CO or c o < J- < Z z o CO r sr c 4 l/l z 1/1 V* 31 * c a r CC 0, a^ z c <3 I a z Z > z T CC I X C c X I o tf CC or c <t C < 3 «I O a < c «r 3 <r o a c. " or or jr or or tu z or CC or t/i o tA 1-40 — <M -C ~ ~T C — — f « — _ pg f- ^ IT CD ^ O cc —I —I l«* (7* -T T -C O 5- — ~vj r^ •c o -c —. c- *j- C* — ~v. X — "~ — -T r\l — (M c -C -C -C >- — o- O O o *- c- — *- •O O U~ f\j Q* C -T CO rx > -J ~ _ c 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 ^- o i— re o LU CO ID oo 00 Ol ro , r-~ m , CD 00 CO CO CO , co >* o^ LO S- lo en CD ^r o CD CC og CM O) ro cv CM sz z -l-> o cr or o o co Ln , CTi cv oo en , O0 cv cc cv ^0 r- CO ro <* CO -^ CO r- r^» ro CM CO LO CC CO m oo l>s. O0 co >3- en r-. cj u (0 ro •— CM CD en o oo CO •— ^r CD CD en cv CM LO s: CD oo 1 — CO r>. CD a: CO CV UJ in ^r CO o CTi o LO CO <* o CD CM oo r~~ CO LO ^3- CO O L-J CTl en CO oo CM CD CO ^+ CD CO ^J- cv ^r LO r-. CD o CD r^ en cv >=r r-^ co CV LO CD cc cc ^3- LO CD cv < 4J or: -C CM CM Ln ro CC ^3" oo en ^3" lo CM co , CD o =3" CO oo en , co OO LO c- «* CO CD r-~ O0 CM cc CM en CD CM co CD CO o o c~- LO *& CD CO 00 r-» LO CO CO CO *t CO CO CJ OO rO E CD , — oo , — 1 — 1 — cv «* CO 00 0> CV r^ U_ X LU co r-^ LTJ h* CM O CM ^3- 1 CM CD cc en r-~ =3 co CO CO en CM 01 CO oo cn CM CD «* O CO co OO LO LO r-^ en ro CO h«. r-~. CV CD r> CM CD CTl CV CC CO CM =3" CJ =3- CO «3- o ro s: CM CC ^3" ^3" CM o en o CO O CC co CD cc CO r~~ uo <* CO co en or CO r— LO LO l~- CO r-~. CO CO CV oo en re co en >fl- h» r»» o CO CO 1 — co 0^ CM CD «* CO CD oo CO on 4-> o en o <* cv cv >!t r-- CM 1— CM cv "" o * >=)- cc CC cv CO cv CJ 1 ro CM CD oo cv CO CM CM co ro c r^ CD Q o o z: O T- ^3- >* ZD > •-> cu-ll. o CD oo cc cn o CO CO cc cv o "=3- co CO LO CD r-. r^ r^ or CD <=r CO r^ CO uo cv CO ro CO o CTi LU rO CM cv cv LO en ^3" ^3" ro 1 — <* o o (J or o CO cv cv <3- ID _l CM O co rO CM CO CD LO CO =d- cv LO st CD oo CO LO S- CM CM •* CD r^ <* cv M LO en co 01 <* LO CC ro CD CO T3 01 CM <* on Lu 00 o en LO O CC' o oo o 00 oo 0-~ r-~. co ro CD ^r en 0) oo CO o I"-. or LO OJ o CO o cv CO ro r-> p»- en +-> co en «3- r«. cv CO CO cc ro cv cv en r^ CD CO rO +J «* <vT <* co <* *3- CO CM o eo , 1 00 s- • QJ •1— (/) i 1 Ol 1 O) u ro z C S- •I- c on 1 o CL 3 c o i- CD u O T- CO on 3 S- o 1 oo h- — E en c en C -C ro CO -a CO +-> CD S- OO ^ >- 2: l— "O IB •i- c •I- u I— CO ro co 00 3 00 00 00 S- 01 +J oo t-- u< =C C s_ •>- S- ro o s- i— S_ 1 s_ ro <C <4- « c: 00 CD U M- ^. Ct- C -SO rO D_ J= D_ QJ Ol CJ 0) 00 CD CJ -^ll- 00 i— QJ X3 OO Ol 4- S- ro ro » z 1—1 -s: en CJ 4-> >>J= J= 00 -C oo ro +-) 4- c CO ro o s_ h tJ3 Ll_ CO +J ro +-> c s- u >> <-> ro U en c: +-> c: M- o <c ro •~^ +-> 3 CJ h ro c: 0) c o ro ro S- ro <— ro QJ o ro CO ro O i. r— CO OO _l cJ CO CO 03 CO CL ro 1— ro Z. +J CD ro Qj O O) CJ +J D. i. CJ ro CD T3 s_ =C cC CO CO •i- S- 4-> +-> C h- "D r— 1— c o 1_ ^~ i— 00 QJ CJ I — u QJ QJ r— <c cc o o (J CO •> CO - Ol 1= i. ra -C ro ro 3 S- S- 4- JC c •i- ro S_ O _1 •1- +-> C •r- CO •i- CO E E O E OJ E a CJ S- 3 oo o aj u- CJ jr i_ <- > O I— !_> 4- ro CO i — CO i — CD o CJ O x: o >) -Q 00 C 00 J= ro re CJ QJ S_ 5- -O 4- S- 5- CO ro CO ro •— O QJ O +J O 3 00 O -i- +-> +J QJ QJ i— ro 0) ^ ro O -M O. <C Q. < CL LU S_ CO s_ o s- o a. _1 5» (_) > O CO h- h- o +J co CO —J _ 5 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. 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C a: x »- »- »- »- ^ it -o *- cc cr rj *nj (\i rj r^ f\j <n r\. fg iriccecfrcfccffcr •— fvj -^ *SJ -h ^' ff r, ^ ^ IT IT O en or cr or er ec cc O < O »0 W3 ^O »0 1-63 ^ O 05 f^ o m o> n- -0 o •t NO # J o o •- r\J (\l M m •*• r- in 00 -0 ^ * — m o * t- f-o m •* <SI -0 -< -< O O .0 O <M ISJ <\| rr, CO O 4- i-- o- —, < —* *• Aj tr\ o »fl .*• CM Ol « UJ l/> i/) a O 3 Z 03 3 to u. r. 4. 00 — < CO -< ro. in f- in m j-in o o 4- CO o CM o- o r- * f\j 03 m <\J o> —t in O Z •-. < a o c -J <i < u. tt i/i n: > u: Z uj — i- <t I cc Z a >~ C— i- C MDC C CO CO CC CO ^ »o *c *0 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 u. LUO ec in 3»-LU j« t-zo 00 >* CO CM —i cr CO o> ^- m -* m •o <o <M cr r« CO ro r- -4 CM —uor 00 co "r» •c m -j m N. 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