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STATISTICAL PROFILE-NORTH
CAROLINA PUBLIC SCHOOLS
Division of Management Information Systems
Controller's Office
Department of Public Education
February, 1977
Cover: Pat Mann, artist
INTRODUCTION
The Statistical Profile is a general summary of quantitative
data descriptive of North Carolina's educational system. This is
the third edition of the publication initiated in 1975.
The major purpose of this publication ts to provide general
statistical information to the public, professional educators, and
the General Assembly. This profile provides information on pupils,
public school finances, instructional and non-instructional personnel,
and other public school data in state-wide summary form and in detail
for each local education agency.
This 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.
iii
Digitized by the Internet Archive
in 2011 with funding from
State Library of North Carolina
http://www.archive.org/details/statisticalprofi1977nort
CONTENTS
INTRODUCTION iii
PART I. STATISTICAL PROFILE — NORTH CAROLINA PUBLIC
SCHOOLS: STATE SUMMARY
PUPIL INFORMATION 1-1
Pupil Accounting 1-2
Enrollment 1-2
Average Daily Membership 1-3
Average Daily Attendance 1-3
Membership Last Day, Promotions, and
Non-Promotions 1-4
Extended School Day Programs I-ll
Projected Average Daily Membership 1-14
Non-Public School Enrollment 1-14
Exceptional Pupils Report 1-15
Pupil Membership by Race/Ethnic Origin 1-18
High School Graduates' Intentions 1-18
Estimated Average Annual High School Dropout Rate . 1-22
Requirements for Graduation from High School .... 1-31
Projections of High School Graduates 1-31
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL 1-38
North Carolina Public School Personnel Summary . . . 1-38
Experience Status of Instructional Personnel .... 1-40
Certificate Holdings of Instructional Personnel . . 1-40
Personnel Receiving Local Salary Supplements .... 1-41
Pupil /Teacher Ratio 1-41
FINANCIAL INFORMATION 1-43
Analysis of Current Expense Disbursements 1-43
School Food Services 1-61
Transportation 1-61
RANKINGS WITHIN THE STATE 1-63
COURSE MEMBERSHIP SUMMARY 1-69
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
Alamance 1 1-6
Burlington 11-10
Alexander 11-14
Alleghany 11-18
Anson 11-22
Ashe 11-26
Avery 11-30
Beaufort 11-34
Washington City 11-38
Bertie 11-42
Bladen 11-46
Brunswick 11-50
Buncombe 11-54
Asheville 11-58
Burke 11-62
Cabarrus 11-66
Concord 11-70
Kannapolis 11-74
Caldwell 11-78
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
VII
Gaston 11-214
Gates n-218
Graham 11-222
Granville 11-226
Greene 11-230
Guilford 11-234
Greensboro 11-238
High Point n-242
Halifax 11-246
Roanoke Rapids 11-250
Weldon n-254
Harnett 11-258
Haywood 11-262
Henderson 11-266
Hendersonville 11-270
Hertford 11-274
Hoke n-278
Hyde 11-282
Iredell U-286
Mooresville 11-290
Statesville n-294
Jackson n-298
Johnston 11-302
Jones 11-306
Lee 11-310
Lenoir 11-314
Kinston 11-318
Lincoln 11-322
Macon 11-326
Madison 11-330
Martin 11-334
McDowell 11-338
Mecklenburg 11-342
Mitchell 11-346
Montgomery 11-350
Moore 11-354
Nash 11-358
Rocky Mount 11-362
New Hanover 11-366
Northampton 11-370
Onslow 11-374
Orange 11-378
Chapel Hill 11-382
Pamlico 11-386
Pasquotank 11-390
Pender 11-394
Perquimans 11-398
Person 11-402
Pitt n-406
Greenville 11-410
Polk 11-414
Tryon 11-418
Randolph 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 11-466
Reidsville 11-470
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
Raleigh 11-550
Warren 11-554
Washington 11-558
Watauga 11-562
Wayne 11-566
Goldsboro 11-570
Wilkes 11-574
Wilson 11-578
Elm City 11-582
Wilson City •• 11-586
Yadkin 11-590
Yancey 11-594
XI
LIST OF TABLES
Table 1 Final Enrollment, 1966-67/1975-76 1-5
Table 2 Final Average Daily Membership, 1966-67/1975-76 .... 1-6
Table 3 Final Average Daily Attendance, 1966-67/1975-76 .... 1-7
Table 4 Membership Last Day, 1966-67/1975-76 1-8
Table 5 Promotions, 1966-67/1975-76 1-9
Table 6 Non-Promotions, 1966-67/1975-76 I-IO
Table 7 Extended School Day Enrollment, 1976-77 1-12
Table 8 Exceptional Pupils Being Served by Program
and Age, 1975-76 1-16
Table 9 Identified Exceptional Pupils Waiting to be Served
by Program and Age, 1975-76 1-17
Table 10 1976 High School Graduates Intentions 1-20
Table 11 Intentions of High School Graduates - A
Five-Year History, 1972/1976 1-21
Table 12 Estimated High School Dropout Rate, 1975-76 1-23
Table 13 Projection of High School Graduates, 1977-1986 .... 1-32
Table 14 North Carolina Public School Personnel Summary,
1976-77 1-39
Table 16 Current Expense Disbursements by Source of Funds,
1975-76 1-46
Table 17 Comparison of Per Pupil Expenditures, 1966-67/1975-76 . 1-47
Table 18 Distribution of the Dollar for Public Education,
1975-76 1-48
Table 19 Comparison of Per Pupil Expenditures by Source of
Funds, 1971-72/1975-76 1-49
Table 20 Current Expense Receipts, 1975-76 1-50
Table 21 Current Expense Disbursements, 1975-76 1-51
Table 22 Reconciliation of Line Item Budget Codes, 1975-76 . . . 1-55
Table 23 Capital Outlay Receipts, 1975-76 1-57
Table 24 Capital Outlay Disbursements, 1975-76 1-58
Table 25 Debt Service Receipts, 1975-76 1-60
Table 26 Debt Service Disbursements, 1975-76 1-60
Table 27 Local Revenue and Expenditures for Public
Education, 1974-75 1-64
xm
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.
I-l
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 public school system from another state
as well as non-public school students entering the public schools. Enroll-ment
should not be used as an accurate indication of the number of pupils
actually attending school. 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 1966-67 through 1975-76, 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 in-crease
of 0.56 percent. The increase in 1973-74 through 1975-76 is due
primarily to the inclusion of kindergarten students in pupil accounting
information. In fact, if kindergarten was omitted from the totals, the
trend in enrollment would continue to decrease. The inclusion of kinder-garten
affects ADM and ADA the same way as it does enrollment. The
accompanying table illustrates 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
1966-67 1,208,112 +0.31
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
1973-74 1,205,017 +1.65
*1974-75 1,207,460 +0.20
*1975-76 1,214,506 +0.58
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 1966-67 and ending in 1975-76 has fluctuated from an annual
increase of 1.31 percent in 1973-74 to a decrease of 1.16 percent in
1972-73. The increase in 1973-74 through 1975-76 is due to the inclusion
of kindergarten in pupil accounting information. For the entire ten-year
period, ADM has decreased .03 percent as illustrated below.
Percentage Increase or
School Year -inal ADM Decrease Over Previous Year
1966-67 ,167,319 +0.23
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
1974-75 ,160,363 +0.61
1975-76 ,167,014 +0.57
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 180 days. Appropriate ad-justments
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 0.75 percent in
1967-68 and 1974-75 to an annual decrease of 1.14 percent in 1972-73. The
increase since 1973-74 was due to the inclusion of kindergarten in pupil
accounting information. The overall decrease for the ten-year period was
1.39 percent as illustrated below.
Percentage Increase or
School Year Final ADA Decrease Over Previous Year
1966-67 1,107,027 +0.46
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
1973-74 1,076,739 +0.60
*1974-75 1,084,862 +0.75
*1975-76 1,091,614 +0.62
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 re-tained
on the same grade level (non-promotions) for the succeeding school
year. Membership last day figures are more meaningful when compared 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 1966-67 through 1975-76 with the appropriate per-centages
for promotions and non-promotions. Promotions have increased from
93.83 percent of MLD in 1966-67 to 93.36 percent in 1973-74. This trend
probably reflects a change in promotion and non-promotion policies.
School % Non-
Year MLD Promotions Non-Promotions % Promoted Promoted
1966-67 ,156,368 1,085,037 71,331 93.83 6.17
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 1,139,936 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
1975-76 ,152,790 1,103,478 49,312 95.72 4.28
^Figures include kindergarten
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I-IO
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 1-12 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 I-5
through I-IO 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.
I-ll
Table 7
EXTENDED SCHOOL DAY ENROLLMENT,
THIRD MONTH, 1976-77
9th 10th nth 12th Total
Alamance 15 17 17 10 59
Alexander 19 17 23 10 69
Bladen 28 18 19 65
Brunswick 6 7 10 2 25
Asheville 7 29 36 46 118
Caldwell 20 19 14 13 66
Caswell 8 8 9 16 41
Catawba 16 36 54 50 156
Hickory 18 7 14 39
Kings Mountain 8 8 10 12 38
Columbus 10 10 10 15 45
Craven 13 19 11 4 47
Cumberland 32 51 23 30 136
Fayetteville 4 4 11 11 30
Dare 26 18 20 10 74
Davidson 18 15 13 26 72
Thomas vi lie City 9 9 11 11 40
Duplin 31 31 33 20 115
Durham 12 12 5 29
Durham City 33 66 27 13 139
Tarboro City 16 5 1 2 24
Forsyth 70 79 31 37 217
Gaston 1 75 24 17 117
Greensboro City 75 170 84 67 396
High Point City 46 37 24 18 125
Halifax 13 14 1 10 38
Hoke 11 7 9 7 34
Iredell 6 11 12 13 42
Sanford/Lee 11 24 40 27 102
Martin 2 5 5 10 22
1-12
EXTENDED SCHOOL DAY ENROLLMENT, THIRD MONTH , 1976- 77, conti nued
9th 10th nth 12th Total
McDowell 14 17 17 48
Mecklenburg 50 70 53 37 210
Moore 6 16 n 15 48
Nash 34 11 24 69
New Hanover 101 47 74 222
Onslow 12 33 32 34 111
Pender 5 14 18 26 63
Greenville 23 37 21 14 95
Richmond 10 7 4 10 31
Robeson 4 14 14 8 40
Maxton City 13 4 6 8 31
Sampson 2 8 4 5 19
Clinton City 20 18 10 19 67
Wake 6 120 84 71 281
Washington 11 5 6 3 25
Watauga 7 5 6 6 24
Goldsboro Ci ty 33 22 23 22 100
Wilkes 10 25 35 39 109
Wilson 22 18 26 21 87
TOTAL 772 1,414 1 ,021 993 4,200
1-13
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.
K 1 2 3 4 5 6 7 8 9 10 11 12 Total
1977-78 86,845 93,227 93.250 88,552 86,393 86,985 88.567 95.975 100.448 100,830 96,265 83,466 74,251 1,175,054
1978-79 83.750 86,845 90.549 92.634 88,448 86.637 87,674 90.649 95,403 100,888 94,530 82,348 75,334 1,155,689
1979-80 82,306 83,750 84.356 89,972 92,489 88.686 87,321 89.736 90,117 95,861 94,546 80,912 74,313 1.134,365
1980-81 78,752 82.306 81,343 83,817 89,845 92.716 89.402 89.404 89,223 90,558 89,803 80,883 73,019 1.111,071
NON-PUBLIC SCHOOL ENROLLMENT
Enrollment in non-public schools is reported here for the first month
of the 1976-77 school year. Non-public school enrollment has increased
steadily from 36,820 students in 1970-71 to 55,487 in 1976-77, an increase
of 50.7%. The increase from 1975-76 to 1976-77 was 2.0%. Information on
non-public school enrollment is reported to the office of the Coordinator
of Non-Public Schools. Of the 145 local education agencies, 99 have non-public
schools.
12 34 5 6 789 10 11 12 UNGR* Total
5478 5903 5083 4691 4599 4347 4224 4179 3851 3633 3027 2675 2501 1296 55487
*Studenta in ungraded alaseea.
1-14
EXCEPTIONAL PUPILS
Information on the number of exceptional pupils being served by
program is collected at two different times during the school year. The
Handicapped Children Receiving Special Education and Related Services
Report was completed as of October 1, 1976. 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
At the close of the school year, a cumulative count by program area
and by age of all students served is reported on the Public School Annual
Report completed by each school principal. On this report, students are
again reported in the program area in which they are served. The totals,
by program, include all students (full-time and part-time) who were served
even though they may not have been in an exceptional pupil program for the
entire year. The pupil membership in these programs tends to increase
during the year as students' needs are identified and evaluated, and they
are placed in a program. Other information reported on the Public School
Annual Report is the number of identified exceptional pupils waiting to be
served by program area and by age. The tables on pages 1-16 and 1-17
present the information reported on the 1975-76 Public School Annual Report.
1-15
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1-17
PUPIL MEMBERSHIP BY RACE/ETHNIC ORIGIN
Information on pupils in membership by their race/ethnic origin is
collected by the Department of Public Education for the Office for Civil
Rights of the Department of Health, Education, and Welfare. Maintaining
this information annually is required to ensure compliance with Title VI
of the Civil Rights Act of 1954 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 sortie of the race/ethnic groups
have changed in the last two years.
Pupil Membership by Race/Ethnic Origin
Ameri can Black Asian Sp jnish Sur-
Indian Ameri can 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
HIGH SCHOOL GRADUATES
1975 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
1-18
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 1-20 is the state summary of 1976 graduates'
intentions. The percentage of 1976 high school graduates planning to
attend post-secondary institutions decreased in 1976 by 1.6%. Of the
total number of graduates, 58.6/o are planning to continue their education.
The percentage of graduates planning to attend senior colleges decreased
slightly from 1975, as did the percentage intending to enroll in junior
colleges, technical institutes, community colleges, trade and business
schools.
The percentage of female graduates planning to further their edu-cation
in post-secondary institutions was 63.0%, down from 1975, while
the greatest increase was in those planning to attend private senior
institutions. Male graduates planning to attend post-secondary institu-tions
decreased by 2.6% over 1975; the greatest increase was in those
planning to attend private senior institutions. The number of graduates
seeking employment after graduation was up by 0.6% from 1975. Graduates
entering the military service showed an increase of 0.3% over 1975.
Following the table on the 1976 graduates' intentions is a table of
a five-year history of graduating classes. The trend over the past five
years in North Carolina public schools has been toward fewer and larger
high schools. In 1966 there were 663 high schools reporting graduates com-pared
to 361 high schools in 1976. The size of the average graduating
class was 99.8 students in 1966, the average class in 1976 graduated 195.3
seniors. 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 1976 high school graduates'
intentions including those graduating from 1975 summer school are listed
below:
70,498 students graduated from public high schools during 1976, an
increase of 404 or 1.0 percent more than the number graduated in 1975.
58.6 percent of the 1976 graduates intend to continue their education
above the secondary level.
31.6 percent of the graduates are planning to enter senior colleges.
23.8 percent of the graduates are planning to enter junior colleges,
community colleges and technical institutes.
3.2 percent of the graduates intend to enter private trade, business
and nursing schools.
5.4 percent of the graduates plan to enlist in the military service.
27.7 percent of the graduates indicated they will seek employment.
Intentions could not be obtained for 8.3 percent of the graduates.
1-19
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A total of 34,264 males and 36,234 females graduated in 1976. 71.1
percent of the graduates were White, 27.8 percent were Black and 1.1 per-cent
were Hispanics, American Indians, Alaskan natives or Pacific Islanders.
Estimated Annual High School Dropout Rates
An estimated 7.5% of North Carolina's high school pupils (or approxi-mately
28,200 students) dropped out of school during the 1975-76 school
year. The figures are estimated from information supplied to the Department
of Public Education by local school principals throughout the state. Because
a significant number of students drop out during the sunnier months when
school is not in session, the annual dropout rate must be estimated. Pre-cise
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 (1975-76) to the ninth grade enroll-ment
four years earlier in 1972-73. 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
(1975-76) 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 Management
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.
1-22
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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 grade span 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 years' 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, promotions, and dropout pat-terns
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.
1-31
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1-37
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
(J. S. Department of Health, Education and Welfare each year and is re-ported
as of October 1 of the school year. These forms require the re-porting
of all employees of the public school system, both at the school
level and the administrative unit level. Data on the experience status of
instructional personnel is taken from the Professional Personnel Activity
Report that is completed by all school level professional personnel and
central office staff with teaching assignments at the end of the first
school month. The source of funds of instructional personnel comes from
the Professional Personnel Budget (408A) 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 hold-ings
of instructional personnel. Personnel receiving local salary supple-ments
is reported each fall on the Public School Survey by the superin-tendents
of the administrative school units. The pupil/teacher ratio is
calculated by using first month average daily membership and the number of
teachers reported on the Professional Personnel Budget. Following is a
more detailed description of the information sources and data gathered from
them.
NORTH CAROLINA PUBLIC SCHOOL PERSONNEL SUMMARY
The table on page 1-39 is a suirmary of all full-time personnel employed
by all of the local education agencies in the state by their activity assign-ment,
source of funds, sex, and race/ethnic origin. The information on
professional positions by source of funds comes from the Professional
Personnel Budget file. This file is created from the Professional Personnel
Budgets submitted by each LEA at the beginning of the school year; any
changes that occur in professional positions are reported and posted to the
file. Source of funds for non-professional or non-instructional positions
was reported separately on a supplement to the Elementary-Secondary Staff
Information Survey (EEO-5). The Elementary-Secondary Staff Information Survey
is a joint annual requirement 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-
1-38
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1-39
Secondary Staff Information LEA summary reports have been combined to
produce this table on public school personnel by position, by source of
funds, sex, and race. The same information for each LEA can be found
in Part II of this publication.
EXPERIENCE STATUS OF INSTRUCTIONAL PERSONNEL
The experience status of instructional personnel is collected on the
Professional Personnel Activity Report completed by school level profes-sional
personnel and LEA central office staff with teaching assignments
at the end of the first school month each year. These personnel include
principals, assistant principals, classroom teachers, kindergarten teachers,
special education teachers, itinerant teachers, librarians/audio-visual
staff, guidance counselors, and other school-level instructional staff.
While information on teacher aides working in the classroom was collected
on the PPAR, the results are not included in this summary. Of those
personnel teaching this year, 89.8% are employed in the same LEA as they
were last year; 5.2» of those teaching are employed in public education for
the first time. Of the remaining personnel, 1.9% returned after one or more
years absence from public education; 2.1% were employed in education in
another LEA last year; and 1.0% were employed in education in another state
last year.
CERTIFICATE HOLDINGS OF INSTRUCTIONAL PERSONNEL
The list of certificated school-level personnel submitted annually by
each school unit on the 408-A budget worksheets and 408-B change worksheets
(Professional Personnel Budget forms) is cross-matched with the certifica-tion
file of the Division of Teacher Certification to determine the certifi-cate
level and rating of each employee. From this process comes a list of
certificate holdings and ratings of instructional personnel by local educa-tion
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, classroom teachers, kindergarten teachers,
special education teachers, counselors, and librarians/audio-visual staff.
The various types of certificates are based on educational attainment. A
principal's certificate requires that the certificate holder has earned a
principal's certificate degree. The graduate certificate holder must have
a graduate degree; the bachelor's certificate (A-certificate) requires a
bachelor's degree. Holders of a B-certificate must have earned ninety
semester hours without a degree or a degree without teacher training. Other
certificates include the C-certificate (holders must have earned between
sixty and eighty-nine semester hours) and the Non-standard certificate
(holders have no degree or college credit or those who are waiting for their
credits to be approved by the State of North Carolina).
Certificate Holdings of Instructional Personnel
Principal's Certificate 1,976 Bachelor's Certificate 47,437 Total
Graduate Certificate 12,924 Others 526 62,863
1-40
CERTIFICATE HOLDINGS OF INSTRUCTIONAL PERSONNEL
HOLD A
PRINCIPAL'S
CERTIFICATE
HOLD LESS
THAN 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 1976. 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 ratio is calculated each year using the first month
average daily membership of pupils from the Principal's Monthly Reports
and the count of instructional personnel from the Professional Personnel
Budget forms. A ratio is computed for elementary grades, secondary grades,
and for the local education agency as a whole. The elementary personnel
included for the elementary ratio are assistant principals, regular class-room
teachers, kindergarten teachers, librarians/audio-visual staff, special
education teachers and counselors. Secondary personnel used for the ratio
include assistant principals, regular classroom teachers, vocational teachers,
special education teachers, librarians/audio-visual staff, and counselors.
These ratios should not be considered a simple classroom teacher ratio as
the personnel included in these counts go beyond the immediate classroom level
1-41
Please note that the 1973-74 pupil/teacher ratios do not include kinder-garten
pupils or teachers.
School
Year
Elementary Se
Ratio to One Rat
22.4
20.6
20.9
20.8
include kindergarten
condary
io to One
19.2
18.8
18.7
18.5
Total
Ratio
*1973-74
1974-75
1975-76
1976-77
*Does not
21.3
20.0
20.2
20.0
1-42
FINANCIAL INFORMATION, 1975-76
Information chosen to be included in this section on finances in-cludes
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 superintendents at the close
of each fiscal year. The Financial Report is not an audit, but is an
accurate accounting of receipts and disbursements by each local educa-tion
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 1975-76
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 repayment 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 1975-76 Annual Financial Reports submitted by
the superintendents of the 148 LEA's following the close of the fiscal
year on June 30, 1976. 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 expense 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 during the regular school term.
The total 1975-76 expenditure for current operating expenses of the
public school systems in North Carolina was $1,208,192,135.08. Of this
amount, $807,645,759.93 or 66.8% was provided by the state; $159,068,939.96
or 13.2% came from federal funds; while the remaining $241,477,435.19 or
1-43
20.0% was contributed by local governments. Expenditures per pupil
in average daily attendance was $739.86 from state funds; $145.71
from federal funds; $221.21 from local funds resulting in a total
per pupil expenditure from all sources of $1,106.78 for North Carolina
in 1975-76. This represents an increase of $51.10 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
categories by object and function and include administration, in-structional
service, operation of plant, maintenance of plant, fixed
charges and auxiliary services. In an effort to provide more accu-rate
and meaningful data, salary expenditures for trainable mentally
handicapped children, driver training and safety education, kinder-garten
and additional instructional personnel and programs (physical
education program (K-6), support personnel, instructional personnel,
school psychologists, exceptional children— materials and supplies
and primary reading program) have been transferred to the instruc-tional
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 instruc-tional
service and fixed charges are now included in their appropriate
categories whereas in previous years, some items of instruction were
included in auxiliary service. It should be noted that the above trans-fers
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.
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.
1-44
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.
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 psychol-ogist,
exceptional children--educational material and supplies
and primary reading program.).
1-45
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1-60
SCHOOL FOOD SERVICES
Each local education agency in North Carolina provided school
food services to its students in 1975-76. The three basic food services
offered were lunch, breakfast, and milk programs. All of the 148
education agencies last year offered the lunch and milk programs to
students; ninety- four of the agencies operated a breakfast program.
All of the information provided here is for the 1975-76 school year.
The total amount of federal reimbursement money from the
United States Department of Agriculture for the 1975-76
school year was $69,477,081.16.
The total amount of state aid allocated for defraying
the costs of school food service supervision and manage-ment
for the 1975-76 school year was $3,918,952.00.
The number of schools serving meals in 1975-76 was 1914.
The average number of meals served daily in 1975-76 was
828,921.
The average cost per plate in 1975-75 was $0.72.
TRANSPORTATION
All transportation information is for the 1975-76 school year and was
provided by the Division of Transportation. Information in Part II of this
publication is by county.
School Buses
11,371 school buses operated the full school year.
11,447 school buses were operating at the end of the school
year.
17,623 bus trips were made each school day (one way).
1.6 trips were made by each bus per day (one way).
The average bus had a seating capacity for 54 pupils.
The average bus had a passenger capacity for 67 pupils.
Pupils Transported
781,526 pupils were transported to and from school each day.
29,937 state funded kindergarten pupils were transported by
school bus.
6,829 federally and locally funded kindergarten pupils were
transported by school bus.
17,907 pupils or 2.4 percent of pupils transported were transported
by contract and other means.
(continued)
1-61
72.8 percent of the total public school A.D.A. was transported
to school
.
71 percent of all transported pupils were of the elementary
school level - 29 percent high school level.
64 pupils were transported by the average bus each day.
Miles
Total annual mileage for all buses was 89,665,991,
Buses traveled 495,392 miles daily.
The average bus -
traveled 7,885 miles for the year
traveled 43.6 miles each day
traveled 14.0 miles per trip (one way)
Cost of School Transportation
The total cost of school transportation was $40,128,809.62 including
contract transportation and replacement buses.
The total cost of contract transportation was $2,452,299.59.
The total cost of State operated vehicles including bus replacements
was $37,676,510.03.
The average cost of transportation by school bus including bus
replacements was:
$3,313.39 per bus for the school year
$ 18.31 per bus per day
$ 51.84 per pupil for the school year
$ .2864 per pupil per day
$ .4202 per bus mile of operation
1-62
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 1976-77 Pro-fessional
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 classroom teachers.
Positions such as guidance counselors, librarians, and principals are not
included in this count. However, the percent of professional staff paid
from local funds is based on a count of all professional 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 1975-76 fiscal year and is
for the 148 local education agencies that operated during that year.
The final categories that have been ranked are per capita income by
county (1974) and total local revenue by county (1975). 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 pre-sented
on page 1-64. 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.
The rankings information is presented only in Part II except for
Table 27 on local revenues beginning on page 1-64.
1-63
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1-68
COURSE MEMBERSHIP SUMMARY
The following information on course membership is derived from
the Professional Personnel Activity Reports completed in the fall by
all school level professional personnel and teacher aides. All
courses are presented by the number of classes available and the
student membership in all classes. Information reported here is only
for grades seven through twelve.
1-69
COURSE MEMBERSHIP SUMMARY, 1976-77
Course
Departmentalized or Block
Language Arts
Mathematics
Science
Social Studies
Foreign Languages
Music
Art
Physical Education
Elementary Health
Language Arts-Social Studies
Language Arts-Math
Language Arts-Science
Social Studies-Math
Social Studies-Math-Science
Music-Art
Math-Science
Math-Science-Physical Education
Math-Physical Education
Science-Physical Education
English
English 9th Grade
English 10th Grade
English 11 th Grade
English 12th Grade
Engl ish Advanced
Dramatics I
Dramatics II
Journalism I
Journalism II
Special Interest English (Other)
Special Interest English (Composition]
Special Interest English fLiterature)
Special Interest English (Reading)
Special Interest English (Language)
Speech I
Speech II
Debate
Library Science
Number of Classes Student Membershio
Reading
Reading - Improvement
Reading - Developmental
Reading - Remedial
7,748 193,519
6,665 167,985
5,750 160,251
4,879 135,936
415 9,597
733 31,222
1,289 36,767
4,305 130,085
2,088 60,670
2,745 69,169
927 10,504
42 851
98 2,519
73 1,646
103 3,542
715 18,403
204 5,811
56 1,686
191 5,785
39,026 1,045,948
3,265 85,940
3,041 79,447
2,204 56,190
1,857 46,904
251 5,789
308 7,594
72 1,522
462 9,148
105 1,913
597 13,523
686 16,964
955 25,761
166 3,341
286 7,342
106 2,220
18 645
32 570
109 855
14,520 365,668
707 12,571
375 8,296
1,503 19,276
2,585 40,143
1-70
Course
Math
General Math I
General Math II
General Math III
General Math IV
Algebra I
Introductory Algebra (Part I)
Introductory Algebra (Part II)
Geometry
Applied Vocational Math
Algebra II
Algebra II with Computer Programming
Advanced Math
Trigonometry
Advanced Algebra
Advanced Algebra and Trigonometry
Engineering Concepts Curr. Proj.
Special Interest Math
Analytic Geometry
Probability & Statistics
Consumer Math
Calculus
Number of Classes Student Membership
2,166 52,600
599 14,919
139 3,389
69 1,727
1,963 54,097
679 18,265
225 5,709
1,475 39,531
96 2,056
1,067 27,649
17 332
306 5,829
65 1,485
66 1,485
175 3,948
11 175
115 2,144
23 431
2 55
717 18,381
61 1,065
10,036 255,272
Science
Physical Science
Biology
Advanced Biology
Chemistry
Advanced Chemistry
Physics
Advanced Physics
Applied Science
Special Interest Science
Environmental (Ecology)
Anatomy and Physiology
Aviation Science
2,715
3,778
392
1,002
77
351
4
62
172
151
74
13
8,791
73,491
101,992
8,174
23,718
1,295
6,264
75
1,374
3,567
3,722
1,747
223
225,642
Social Studies
Civics
Economics
Sociology
Psychology
Humanities
International Relations
Problems of Democracy
World Studies: Hi