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oa '^^o <^ "^S^ 1 iDWiiniiiiii.r North Carolina Public Schools North Cdrolma State Library ju p Raleigh Q^ 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 1-4 C\J ^ c^ cr> CO ,_ to o f— \o o o ^^ ** "1 f^ CO r^ if> i/> i~» «• o Oi (NJ "^ ^ CM ^ ^ r^ OI CM r— ^ r^ CT> r^ a» " *" rZ K S ^' Of C) o 1^ 00 ^ CM s £ «» r^ CM r^ CJ 00 oo CM o c o 1 o o o >o o Ol o i CO o CO CM CM CO Jo o <o- US >— m oo o CM o o o o o CO o in o mo s U1 o CT^ g 00 vo "3- CM CT> CO CM vo 1 o O IT) o o o o o o o « oo IT) «» lO o^ O o CO o o O CM O o o o o o o s CJi CO <X\ oi o> in CO in VO CM mo V in o O o o CM O o o o o o> § o s CO CO o « r-. o CM 00 vo vo 00 vo r— f— LO I— ^- tf) .— CO •— o^ o^ ov o% 1-5 1 lO oor CM 00 00 o> in en en en <o en o fC r>. 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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 <u CI) OO E cri +-> c 1 r— +J 0) S-CO ro {/) ^— to •^ <U CL-a 3 3 Q. r— U r^ c fO >— 1 < o ID CO 00 00 ooo CO CD CO 00 in OO 00 oo CO in oo CM oo CO in o ro 00 CM 00 p-» 5 00 CM o ro r^ o = ' CM CM CM ^ O O 00 r-. 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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 I— LD C\J CV 1— «;!- <NJ CO Ln o o o C f^ CO CT! 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C f— CM CO in cr. i— in I— t^ in CO in r— ic in CO f— .— cr ^ CO P-. «d- lO o CO 1— in .— 1— CM cr. 00 t^ CO I— in O CO (O c 1^ t^ CM 1— CO l--~ ^ .— r— 1— in CM CO r— lO CM in 00 r~~ in I— .— CO ^ -a- 00 in I— uD CO CM in cc o 00 O C\J CM CO c CO CM in r-. .-^ C~ r-^ r^ CM CTi r-~ 00 in >d- in o cr o C3 CO cr^ CM CO '^ en CO CO vo COO r-~ or- P-. o r^ I— ID r^ ^ 1— in lO LTj CM CM «^ CO CM CM CO CO CM ID I— 1— in O O O cn lo in t^ >* CM 1— CO CT) CVI ID CO ^ CO r^ r- lO 1^ CM CO in CO 1— «* IT3 le o I/O o (0 s i- !-> z o (O I/O UJ t—t C J 1 l/l 1- M- O ) -C O 1— +-> 1 »-H t—i 1- !-> _1 \— o 3 CQ 1/1 Z O => r; a. >— I .—" OO O lO 1— LiJ^).C Of— I—iC_).C (t( I— I— +-> I lO O >• I— O 3 UO Z O I— S Q •I— O) Di >— OJ •— ' !— OJ li— !-> O .— +-> U) • r— +J ;o<T3 1— c 0(0 ^oortj IS-+J s s--t-> ca t— i~ t-> iioco :r) (ooo ujioi/i : c_) I "-3 o I Q o I '*- CyO >«- ^ »> <*- Oi— lljuj-c Oi— <ci/i-c: o.— wiiBI— t5+->irO -J+Jinj i_+jj-Jca;uj i-4->+-'uJO l-+->-i-> 030:=»_1030Q0030 ^oi— "-"—irroi— «a;:xzoi— ^ s q: :: o 1— 1-20 oi c3 o: " fe^ 00 vo CO r-^ in «* Ol ID LT CO CO CO CO CO CO «* «* r-- CO cr> 1^ • ^ cr. ^ CO r— r^ LD n— c CO CO CO CO LD C-. 00 •» CO CO CV CO CJ s« ^ tn CO <Tl CO "^ r~ LD LD CO CO CO Ol CO r^ r^ LO ^ CJ LD as r-. i • CTi ID CO r— 10 LD r— r— 1 — CO CO CO CO ID 1^ I-^ •* CO CO cv CO CO s- n >- 01 s« CM c ^ CO CO Ol ID •^ LD CO CO 00 r— CO CTl CO VO 00 CO CO ID • r— r^ M 0^ «* CO r— to LD r^ CO CO 00 CO CO CO •* f— r^ «N ro CO CJ CO CTl 3 LD T3 ro S_ ts s^ CO ro LD ^ ^— ^o CO 'd- LD ^— 'd- 1^ ^ 00 LO O-v r^ CO LD CO CO r^ CO CTl CO ^ t— UD LD r^ 00 06 CO CO >* 00 "vf ^ 00 •^ CO CO CO CTl LD ^ CO 00 Ol CO 00 •^ •^ «a- ^— CO n 0^ "* LO cri r^ en r^ CO ^i-r »- • co <y\ ^ CO t^ vo LD r— cx3 00 ':3- ro ^ CO CO CO CT^ •* CO CO CO h-^ 0^0 <_> 00 1—4 1— ^00 z: LU fO (O ro ro ro c C 3: c c 9\ c a> 1— •1— <u <_) • r— a> Ol <1J p 1 — -!-> => r^ 4-> LU ^— -!-> LU r— 4-> :n r^ +J ^ 10 \— 10 1— (O to fO I— S- •-> s_ +J S- +-> LU i. -I-) 00 s- +J in TJ 00 P 03 00 oS (0 00 _J n3 00 10 00 cu c h- 1 00 <_) 1 1 _l <_) I 00 c_> 1 +-> 00 4- z. 14- LU >- M- 00 14- D •>- z -C I-H x: C3 -C ^ LU jr 3 +J 1— H •4-> 1 (-> 1 LU +J 1 +-> 1 z. -l-> 1 T3 C s_ +J q; s_ -M _1 s- -!-> ca s. +-> i. +-> 2: nD Ol d; 3 3 1 3 3 00 3 s_ -4-1 z. ZL z ZD z c3 C LlJ z CQ 1— 1— r3 LlJ 00 >- '^ C3 :z e: 1— 00 1— ^ >- LU CC LU LU «a: q: s 1— h- Z 1— ct >- L±. cC =3 <: LU H- ZL Q _J ;» e: > Q 1 »— * ^ CO t>H s 1— 1 < _J Q. <: ZD d: DC en H-( 2: q: Q. Q. ^ \~ s: LU z e? 1-21 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 t— oo <u f— *-> O 1T3 o a: -C ^ — (J •!-> VO I/O 3 r-^ ^ PO CVJ a< •-; CsJ CO 1^ <— ^ t^ in O^ in VO VO VO 1^ (O O 1 3 .C Q.Lr) VO VD CTi VO p^ (n CJ^ VO 00 CT^ VO CJ1 r^ 00 CO CJ^ r-» cy> c en o i^ C •!- S- CT> •a: 31 Q 1— lO rs. 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'^ H <3 1-30 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 <o CO •c o< m o- o in ^ in m in r- •* s rg >»• .I- m o C * <o m ^ 00 CO r~ 00 o o- -» -r f- »-4 •o o o r (7- o v« r- X o> f- o >f •^ o <*• o> <c .» IM .-< IM (M «-i fVj rg rg ppi *• rO rg h* g3 a-' rg •0 ro <M CO m m* " in ~ « ~ 0^ J- in f*> cr ^ rg O c O >0 pg in X r- in po ^ m PO -0 p-oo f\J CO OO ^rt O in ro r- o oo pn o r*i o f-i in r~ (7- rg p- r~ -t- 0- c- -0 0> f>*. >»• rg ^J m CM fA (\i rg rg J- -1- po PO r- in —4 rg p* PO pg r- pg ^H J- ~ 1^ ~ £> 0> -* J- >*• •a rg o 00 o o in o> O CT- a- pg ff- t" ^ » CO <B r\j f- ,-4 ^4 in m CO o CO 0- -r o ^^ f-i ro o h» 0> in c- PO CO •^ <0 c^ in tM ,^ rO nj ,^ rvj rg rg pp> -t J- m ^ in rg rg g3 fO rg p» PO ^^ m r- 03 o o m O 4- O- sO in O o- ro ^^ >r <0 -* 0 00 fO f- __, 0> 03 0< J- o rsl -y * CM O .-• rg >o gj m ro r- r» pg •o J) <y 0> pg PO :? 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Z ^ t- a -J o Z •-• 3 a z z z a > c C' L c Q. 2' a => ^ c > CC a: o c «J >- < z z c o- s v. s: UJ r 00 « ^^ >/l in z 00 UJ to »- -J -J T K LL- ^ c o X u o CO i- Q. ^ z •— ' c < •-- I a z t- z Ul t- -1 >• z I «> C- ^- I X o o U^ o •-• X ^ t- ^ ^- c < m e c a < u- c < ^ < U' 1- c c 4 U' o *^ 3 «3 _l o t- ~i a. o a t- a «a a cr LL — r Z ec !/> a s; a a l/> CL l_l 1/1 1/1 < 1-36 'O CO o in vD _ ^ (NJ ^ m er f^ f- f^ X ^ .»• •* 00 in ^ GO vf- in in a CD ~r m •4- .I- (7- 4- O O in 0- o f- m <o m o* >* in f.^ Pvl .o v^ •»^ m ^^ PJ (\J 1- (M o r- pn •^ o fO -0 ir» •c -t in in -3- -t ~ -3- in 00 ro >3- in t<\ m -J- (y ^ ^ (D o •0 •o r>j o J- in in (M f^ >0 M <-4 IM •— 1 •-^ (**i PM CO •4 tj^ t in m -0 ««i -t m »H rsi 1*1 f^ ro >0 r* PPI •-* pn ro -»• in >»• •* 0- (C o r~- -0 a- fVi O- O -1- in r<l ^^ o> o <M 1) CO fSJ -0 t~- o o m r^ L-\ -3- o CO ro a> j\ •4- in r-i f-t r- r» o- rO m -O .^ -3- rsj -^ tM IM r~ pn .0 X) PO *^ *^ PO ~ rO -f (SJ f\j f*> .C O in ~~ in -t <M f»1 03 IN m 00 o CO ^ O) CO o in (J- -0 in *• in in (N ^ m O O t^ -o IM 0 f~ a> O vn ^^ PO -0 ^^ ~J- r^ (M (M rri 0* .O o ID PO r-* •w o m T ISJ (r .o rri -o r- in 0- n CO 00 f~ in o-a. o r^ h- -D .^ -0 00 r- a> (NJ r^ ^^ m m o IM in o> -0 C> ^3" in ^^ m •o p^ >3- in IM (\J m 0- •* r~ 00 ro -H o m a~ -c J- •r IM J^ 00 <M -3- o u~ •O in >0 •o o r\j CO r- IM CC r\j r* r^ ^^ (M in .0 CO r^ rr\ r^j -3- -3- r- f<^ (S J- ^ 00 CO 0- -r in ^^ ^^ m c J- •O (M fM CO cr -I •o CO rPV '-* C m -1- o t\i N- in r~ o in in ro f»J ^ -r ~ O ^ -O o 0~ cc po •o o oc r\i r^ in o r» r*- « in ^u <M ro o u- <— 1 -r o f~ o in tr >r in ^^ ^^ r^ .o «^ -r •o r-J fSI m ff- in r- CO PO ^^ m m ;7> m -r in a; <7> ~r 03 r^ 0^ rsj n-i o -o -r CO po •o pp\ a> a> r- n ^^ oc o *iu -o (M r* >T •-* J- in rvi o fO po (M -r in CO u* ^j- m _i m O r^ J- -0 IM IM m c •J- r*» CO rr\ p-i IS lf\ '* m CO oc J- ~ cr -J- CD in ro CO rr\ (T O IM 00 o- -3- _, o in 0- m o o r- f~- o 00 o O ~0 rn m O o u fl •<j o IM <0 -o o w •J- ^^ ^^ IM •O >-4 >J in (M rsj ro IT •T r~ ou m '^ 00 m Pl> r- m ~ 31 m c- ^ ^ rn rg c in -O -3- IM r- IM •* (X- 05 f^ X oc r- ^ ,_4 o- £> o in «J f\i •c * CD 1J> JJ -t =0 IS] o h-a- m -3- ,_l rg o ^ -3 m (\J rj fvj (7- <f o r~- m f^ n m PM < <T > Z > O 1- c a. —1 < o ^ < -J o ci O t- I/O > -J u. Z' z O Cj ir z Z > > Z ^_ 2" i/l U z C U-' U' »-• ^ u Ul Uj c ^- LU UJ 5^ or ?• r c a l~> U- Q: T <l ;^ c ^ tn ^ o t-c ^ iC ^ <1 Cl. »— z Z iC Q. W/ — >- —1 _J —J o z al 3 _J c 3 Q >- :' (T <r <; <3 <c <? < (_ *— ^- <l "3 »- ^ ir "' 2' K D I > I 3 3 X 3 c 3. 1 > > trt 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 "* 00 <* <Tl o o t^ ^ CO r~~ CO CD CO r~- Ln CO i. r— ^— ^- CO ^— r— CO ^ r^ CM CO CM CD 0) CO CM f-~ CM 2: JZ r, t-> , o o o .^ t— CO CM en Ln n— CD Ln CO OO CO CO r— r^ CM r^ 00 Ln Ln (-3 u CTi 00 CM t^ CO o r-~ cn CO CM t^ o> cn en CD 00 CO CO *~i (O CO f— CM 00 r~-. 00 CM CO 1 ^ r~~ Ln CM CD ^ r— •* •^ r. r> 31 CO CO CO CM CO Ln I— CM LU UJ (_) QJ ro 00 (^ un en r— r>« CO CO LO r-~. CD en o o CO cn Ln f— cC t-> oc f^ 1— CM oo «* CM CM CM CO r-~ CO ^ ^ ^ r-- cn CO q: •1— ^D CO ro ^f CO r^ CO o ^— "* CD CO CO CO CD CO Ln CM en -C 3 ' c^ CM cn CM ' ' ' CD «a- en ' o """ Ol CTi uo CM cr. cn r^ O o CO >* en CD en Ln CM o CO CM «d-r— * 00 CM en CO CO cn 00 r^ o ^ CM CO CM r~. CM Ln r-- (T3 1 — ^- 1 — CTl CM o cn cc Ln cn o CM cn r— t— E " r^ »> r^ *> #\ r> #\ rt 0) CO 1 CO r— r— en "=S- CO ^1- X Ll_ cvj 1 r— r^ LlJ CTl "=1- 1 ^f Ln LO o r- cr, OO ^— r--. cn CO ID CO ,— CO cn CI) CM ro CM ^- CM 1 o Ln Ln r~~. CO f— «* CO CO ^— 1^ J- Ln 1 — VD 00 CO CO 1 — CO r-~ CO CM ^a- CM CD r~~ ^ Ln to #» f *» r. _^ CO r~~. ^ ' CO ~ CM CO CTi CO CO «* CM O r-~ CM CM o co 00 00 00 CO ^ Ln tn 13 r^ r— d- r— CO in cn CO CO CO r— "* 00 o cn CM cn cn CM -!-> t-^ o ^ r~-. o o r~~ CO r— CO 00 CO CM "=3- CD r~^ r-- ':t- r~-. O 1— CM o CO cn CO ^" '~~ CM en ^ r^ ' cn * o r-- CO CM o o r-- 1 ID OvJ co CM CM o oQo m c CO ^^ u o rt ^ O -1- •^ «:t rD > +-> Ll_ U. O t— Ln CO CO CM h~. r— en CO ^ r-- "* CO ^j- en CM CO r-. , ro ^^ r— CM Ln r~~. o CM ^ co cn CO CM CD CO CM CM LU O C\J CO ^— CM CvJ CO CO 5 CV-) ^ O 'd- CO C_) o r. *> r. r. q: _l CM r— ,— CM CM ,— CO OID CM t/0 , (0 en r— Ln 1 — ^ Ln Ln Ln CO Ln CD CM r. CO CD 00 CO s_ CM r~- CM CD CM ^ cn ^J- 1 — CO CO Ln CO r-- <u r— CO r— T~~ , — CD CO CM 00 r~- D CIJ r— CO r^ Li- OJ "^ CT. CTl o r~~ |-~- r^ CO >* CO CO ^1- "^ CM 00 en Ln o CO +J CO (^ CO o CO co ^ o o CO CM r~~ CM CO ^ CO r-^ CO CM lO oo o ^ r--. O «^ CO CM CO CO CM 00 cn CO Ln CM +J OO CM CO CM CO CO ^ ' ^ CO ^~ ^j- CM CO 1 1 -o </) s_ . f-~ QJ •r- (/I 1 1 en 1 1 QJ (J to ^z c s- • f— •1- c CO 1 o a. 3 c 1 — o •I- O) (J u •!- 1/1 CO E 3 s. o 1 co .f— (— 1— 1 E Ol C Ui c .c to 00 o T3 C/l +-> QJ s- CO ^ _1 ::^ z 1— -o to •r- c •.- u CO to CO o 1 — 13 i/i CO CO S- QJ +-> CO ca: 1— LU <: =a: c s- •f— S- to o s_ — i- s_ lO CC M- - c (/) QJ u <+- .:^ Cf- c 1— >>-. 2s: t_) to Q. x: Q. OJ QJ (_) tu CO (J --^t- CO 1—1 QJ T3 CO QJ H- s- fO ZD o 1— > "S (/) o •4-> >1-C SI CO • r- lo to -!-> l+- c C/1 to o S- h- 1—1 O Ll_ in r^ +-> (O +J C S- U >> u to O) c -u C l*- O 5 to ^ 4-> 2 o r> 1— *~* I— 1 ^— #« to C 0) c o tO to s- to 1— CO QJ o to Ln tO o S- 1— t/0 t/l C_) 00 oo (O CO Q. to 1— to s: +J <U to OJ <_) S_ O t— •r- +J £3- i. CJ to QJ T3 S- <: I/O I/) •.- S- •r— !-> 4-> c 1— -o \- OJ C o S- 1— •— to QJ U r- U QJ QJ <c <c cj O O lO ri CO •- OJ c s- x: to -C to to 3 S- S- M- -C c •r- ro s_ _i •t- -M c •f— CO •/- CO E E o s <L) (J -o o t. zs co O QJ c*- CJ -C S_ -r- > i — o (J M- ro •r- CO ( 1/1 1 — 0) o CJ O SI to • 1— >1 J3 CO C CO -C to to o QJ S- S- • r— -Q 4- S- s- CO to CO to o <u o -l-J <U 3 CO •r— 'f— O •!- (-) +J QJ Q) — to QJ -^ to O -!-> D. < Q. <C a. LU s_ I/O s- O h- t3 Q- _J > CJ > O C/5 h- 1— C_) *-> OO 00 1 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. 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I- < X z a t- — 1- O o CO o^ ^ O CC CO CO ^o <o >o 1-59 *- CT* rn rg m a* r- m (M f*> eo in »4 ^4 00 CO o in ^ O* rsj oj ^ *- rsi CM 2 ^ fO 4" <Ni '^ *- O f- fM 1*1 <*> (i rg ^ O O C\J =) u- CVJ oUJO 1 o in in ec z rr C3£ CC »— r- UJ > UJ Z UJ 3 u. J3 uj = -< z < in (O l/IO •« ^ of 1— ^"^ O -J _j 1/1 *— 00 >- UJ CD z CI < U -( Z o o UJ o Z Z 5i I/O CD < t- 3S Z I (S l/l u^ CL -^ u. -a z z CD o « < X DC UJ (J 2 t- o < O o z z < Z J ¥- 1/1 l>1 z — o < :^ </1 > I X o -J z - Z 2 QC UJ < < ~ l/l o o < a: t- IS 1/1 UJ a o IX 1- <jO o _l l« X X Ul < UJ a <f UJ to O >- Z X s: > _i < o: Z o < o < o u. — o t- - < KO o oe 00 z < O O K Z O Z IS o O - O CL — < lo I- 3: t- a o UJ O. UJ >- — »- •- oc >- oc oc Z t- u. O wl 3 fc/) O Ul Z O — UJ < O O K I- I I < < V >- Q. (- < < UJ (/> a. a. K 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 u. UJO 1 a. 00 1 r>i-Lij ^ t-zi_> yO -t -^ •^ o 0« (M (T- fM •—1 fO ^^ INI m r~- 00 CO o r>- ri^ m ^- -UJci >H >»• o ^^ fSJ 00 (M -t 00 m f»^ (^ •M M 4- >o in ^j >J- 00 o-t QOID • • t • » 1 « < t t t • • • • t • • • • • « ZcCC in ^ •o m. 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LUO CC 00 Z)t-UJ ^ -2:0 >t (NJ «— I a> cr fNI .-1 fi 0^ 00 00 — ULd v»- in m 00 00 CO >*• 00 00 rNl fO 00=5 • • t • t • t • • t • • t 2q:o m^ m r- ^0 N- ro CT> in •^ >o r- <o OJUJOO fO m m n m «* fNJ <NJ ro ro IM (-4 fO 0.0.01 K QC . LUl/1 < OJ -JO. 3 o» IM f- J3 >J- >0 r- *-4 Nt •-4 at- r- -0 in 00 >t vO •^ >* t^ fNI 0» 0- 1 • t • ( • • • • t 1 • Q.Q -f in ro -0 r- Pvl c in r- (N 2 h- 0 CT> in f^ r>- -0 ro <\l CO N. QCLU >4 -^ -^ (Nl ^^ •^ -^ —< >-4 -^ -^ IN UJQ. Q-X lA w» LU _JI>0 -UJ ^A m >CI ^0 f^ «H tNJ >! rvj >r M in in Q.O <t in CO in ro <}• 00 in in CO ^- 3a: • t t t « « t • • f t • • Q.r> -0 v}- 03 in *^ <f in •-i o- -^ o> 1^ h-a iTi •0 ^^ o^ >r •^ 3D a in 0:1/0 its •f in m -1- in in -t in -*• ro in LULU aoL V> «A LUOO h- r-l fs) r» <J0 r- f~ J UN •0 a_i r^ r~ m (M .^ ^J" in ro rn ro r>j CT^ =3a r~ in (N cr r^ p-t c ^^ sj- in r- in _il-C •• • •> • • •• " •• • » • < — I o- n r- CO r~- in o» CNI -4 p-4 m r- 000 IfS Pvj (VJ -^ fNI ro •-I -0 f>- 00 <N 02- 1/) .^ (NJ f^ ro in r- >* si- rvj in —> —t _JLU » » •. » • «. » a.a (M 1-4 (NJ fNI •— t fNI xo -^ fNI UJU. *A fNI iA (y _, «!• r~ r>- r^ 0^ -I <»• <« «r ^ <> </) in r* rr^ >r ro ro r- (NJ fNI UJLLJ in rsj r>- ro •0 m -r 00 r- 00 CO _J30 » » •. •. » » » » » » > •• » <;^o: OD r-- >r •.-4 r- in CO ^^ <o >r C7> CO o'-i-i3 in vO r^ ^0 (NJ h- ^^ cr CT> f- •4- f«- u>o S\ rg >o fNJ ro ^r •*• 00 in i-i -JLUVI *. » » K » » •• » » •• ^ » QCUJ m •*• -^ ^^ fVJ (^ sJ- r- fNJ pH m a M» m 0 'A LU J" n -r vO •0 -3- in ro >o >! fNI U >-4 r- <o tm-i 00 (M •f >o IN O' ><• LU 2 0^ >r fNJ r^ in UN >d fNI fO sO CO OX » » *• » » •• ^ » •. » » » <_jO er\ r* c^ m ro •r CT- •—1 rvi in fNJ •T a— z t^ -r r^ ^^ »^ 00 LU<UJ >Q1- •« < - -^ < Z > y- >- ^ -J < 3 _J 7 z uo z z V 00 LD ? UJ LU ^^ rD LU LU 1-4 LU _i I ) a n IJ UJ CL T < 2 V on ii < q: i»« ^ ^ a. LO >- > -J _J n z ^- V 2 < < <i < < < 1— 1 •-^ < < - rj > i n X X 3 3 2 > > h- 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
Object Description
Description
Title | Statistical profile |
Date | 1977 |
Digital Characteristics-A | 700 p.; 32.58 MB |
Digital Format | application/pdf |
Pres File Name-M | pubs_serial_statisticalprofilepublicschools1977.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_serial_statisticalprofilepublicschools\images_master |
Full Text |
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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
1-4
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OCLC number | 3286259 |