Biennial report, Public Schools of North Carolina

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NORTH
CAROLINA
PUBLIC
SCHOOLS
Biennial Report: Part One 1968-70
NORTH CAROLINA
PUBLIC SCHOOLS
Biennial Report of the
State Superintendent of Public Instruction
For the scholastic years 1968-69 and 1969-70
Part I: Summary and Recommendations
Publication 436
Ll?4
B STATE OF NORTH CAROLINA
SUPERINTENDENT OF PUBLIC INSTRUCTION
RALEIGH
January 4. 1971
To His Excellency, the Governor of North Carolina
and Members of the General Assembly of 1971
Sirs:
In compliance with provisions of Chapter 115 of the General Statutes, I
submit the 1968-70 Biennial Report of the State Superintendent of Public
Instruction. I am hopeful it will enable legislators and other North Carolinians
to understand better the school system which their time, effort, talent, and
financial support have made possible.
The Report includes information about the public schools and
recommendations for their improvement. Your thoughtful consideration and
support of these recommendations will be appreciated.
Respectfully submitted,
State Superintendent of Public Instruction
>*
The following part of the Biennial Report of the State
Superintendent of Public Instruction for the scholastic
years 1968-69 and 1969-70 is issued:
Part I — Summary and Recommendations
STATE SUPERINTENDENTS
Calvin H. Wiley 1853-1866
(Office Abolished) 1866-1868
S. S. Ashley 1868-1871
Alexander Mclver 1871-1874
Stephen D. Pool 1874-1876
John Pool 1876-1877
John C. Scarborough 1877-1885
S. M. Finger 1885-1893
John C. Scarborough 1893-1897
Charles H. Mebane 1897-1901
Thomas F. Toon 1901-1902
James Y. Joyner 1902-1919
Eugene C. Brooks 1919-1923
Arch Turner Allen 1923-1934
Clyde A. Erwin 1934-1952
Charles F. Carroll 1952-1971
A. Craig Phillips 1971-
EIGHT EDUCATIONAL DISTRICTS
North Carolina State Board of Education
CONTENTS
Chapter Page
I. ADMINISTRATION AND SUPERVISION
At the State Level 1
State Board of Education 1
State Superintendent of Public Instruction 2
Department of Public Instruction 2
Controller's Office 7
At the local Level 8
Boards of Education 8
County and City Superintendents 9
District School Committees 9
School Principals 10
II. FINANCING THE SCHOOLS
Sources of Funds . . 11
State Support 1 1
Local Support 12
Federal Support 12
Expenditures 12
Total Funds 12
State Funds 13
Local Funds 16
Federal Programs 23
III. THE PUBLIC SCHOOLS
Organization and Number 31
Elementary Schools 32
High Schools 33
Facilities and Property Value 33
Length of School Term 35
Enrollment and Attendance 35
IV. INSTRUCTIONAL PERSONNEL
Number 39
Preparation of Professional Personnel 39
Supply and Demand 40
Salaries Paid 40
Attendance and Teachers 42
V. EDUCATIONAL PROGRAMS
Introduction 43
Kindergarten Programs 46
Elementary Education Program 46
Middle/Junior High School Program 47
The High School Program .48
Multiple Textbook Adoption 54
The Curriculum 55
Cultural Arts 55
Health. Safety, and Physical Education 56
Language Arts 61
Mathematics 62
Occupational Education 65
CONTENTS
Chapter P»ge
Science 76
Social Studies 78
Special Education for Exceptional Pupils 79
VI. PROGRAM-RELATED SERVICES
Accreditation 83
Athletics and Activities 83
Educational Media 86
Federal-State Relations 96
Pupil Personnel Services 100
VII. AUXILIARY SERVICES
Civil Defense Education 108
Human Relations 109
Insurance HO
Public Information and Publications 1 1 1
School Food Services 1 '2
School Planning 1 '5
Staff Development 1 16
The "B" Teacher Program "6
In-Service Education "7
Scholarships for Teachers 1 '8
Teacher Education and Certification .120
Textbooks 12'
Transportation
'22
Vocational Rehabilitation 124
VIII. PLANNING, RESEARCH, AND DEVELOPMENT
Division of Planning
'26
Division of Research '26
Occupational Research Unit '27
Division of Development '28
Comprehensive School Improvement Project 128
ESEA. Title III '30
Research and Information Center '32
Governor's School '34
The North Carolina Advancement School 135
IX. OTHER EDUCATIONAL INSTITUTIONS
Public '37
Federal Schools '37
Special State-Supported Schools '37
Community Colleges and Technical Institutes 137
Senior Institutions '39
Nonpublic Schools '39
Elementary and Secondary '39
Business Colleges and Trade Schools 140
Colleges and Universities 140
X. RECOMMENDATIONS
Improving the Public Schools '42
Description of "B" Budget Requests for
Biennium 1971-73 ,46
I. ADMINISTRATION AND SUPERVISION
At the State Level
STATE BOARD OF EDUCATION
Authority — State Constitution. (Art. IX, sec. 8)
Membership — Thirteen persons: three ex officio (Lieutenant Governor, State Treasurer, and
State Superintendent of Public Instruction) and 10 appointed by Governor (one
from each of eight educational districts and two from State at large).
Term — Eight years (overlapping) for appointive members.
Meetings — Once each month. Special meetings may be set at regular meetings or called by the
Board Chairman or by the Superintendent with the approval of the Board Chairman.
Powers and Duties — (G.S. 1 15-1 D — The law stipulates that the Board —
• Has general supervision and administration of educational funds provided by the
State and Federal governments
• Is successor to powers of extinct boards and commissions
• Has power to divide the administrative units into districts
• Appoints the Controller, subject to approval of the Governor
• Apportions and equalizes over the State all State school funds
• Directs the State Treasurer to invest funds
• Accepts any Federal funds appropriated for the operation of the schools
• Purchases land upon which it has mortgage
• Adjusts debts for purchase price of lands sold
• Has power to alter boundaries and to approve mergers of local administrative units
• Allots special teaching personnel and funds for clerical assistants to principals
• Makes provision for sick leave
• Accepts gifts and grants
• Has power to provide for programs in the cultural and fine arts areas
• Has power to provide library resources, textbooks, and other instructional materials
to private schools.
• Is authorized to sponsor or conduct educational research and special experimental
projects
• Performs all duties in conformity with Constitution and laws, such as certifying and
regulating the grade and salary of teachers and other school employees, adopting
and supplying textbooks, adopting a standard course of study upon the recommen-dation
of the State Superintendent of Public Instruction, formulating rules and
regulations for the enforcement of the compulsory attendance law, reporting to
the General Assembly on the operation of the State Literary Fund, and managing
and operating a system of insurance for public school property
• Divides duties into two separate functions: (1) matters relating to supervision and
administration excluding fiscal affairs shall be administered by the State Superin-tendent
of Public Instruction; (2) matters relating to the supervision and adminis-tration
of fiscal affairs shall be under the direction of the Controller.
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
Authority — Constitution. (Art. Ill, s. 1)
Term — Four years, elected by popular vote.
Duties — (G. S. 1 15-14, 15) — The State Superintendent is charged with the duty to —
• Organize and establish a Department of Public Instruction
• Keep the public informed as to the problems and needs of the schools
• Report biennially to the Governor
• Have printed and distributed such educational bulletins and forms as he shall deem
necessary for the administration of the Department of Public Instruction
• Administer the instructional policies established by the Board
• Keep the Board informed regarding the developments in the field of public educa-tion
• Make recommendations to the Board with regard to the problems and needs of edu-cation
• Make available to the public schools a continuous program of supervisory services
• Collect and organize information regarding the public schools and furnish such in-formation
as may be required to the Board
• Inform local administrators regarding instructional policies and procedures adopted
by the Board
• Have custody of the official seal of the Board and attest all written contracts exe-cuted
in the name of the Board
• Perform such other duties the Board may assign to him
• Attend all meetings of the Board and keep the minutes.
Department of Public Instruction
The Department of Public Instruction is headed by the State Superintendent and is
organized in accordance with five broad functional areas: Program Services, Administrative Ser-vices,
Special Services, Research and Planning, and Vocational Rehabilitation. Each functional area
is headed by an Assistant State Superintendent, and these Assistants, together with the Controller
of the State Board of Education, the Administrative Assistant to the Superintendent, and Special
Assistants for Human Relations and for Public Information, comprise the Executive Staff of the
Department.
PROGRAM SERVICES AREA
The Program Services Area consists of the ten divisions listed below:
Division of Cultural Arts Education
Division of Educational Media
Division of Health, Safety and Physical Education
Division of Language Arts Education
Division of Mathematics Education
Division of Occupational Education
Division of Pupil Personnel Services
Division of Science Education
Division of Social Studies Education
Division for Exceptional Children
ORGANIZATION CHART State Services of the North Carolina Public Schools
Staff consultants in each area provide assistance to local administrative units, to indi-vidual
institutions of higher education, and to schools in planning, implementing and evaluating
the learning opportunities being provided.
The range of services available from the divisions of the Program Services Area in-cludes
assistance as follows:
(1) In planning new and innovative programs that involve changes in the kind and
use of instructional media and materials, changes in student-teacher relationships;
(2) In planning and carrying out in-service training programs for teachers, super-visors,
and administrators;
(3) To teacher training institutions in planning and maintaining high quality pre-service
teacher education programs;
(4) In conducting educational surveys and developing educational specifications
for use in planning new facilities or in renovating old ones;
(5) In conducting self-study and evaluation activities;
(6) In reviewing, previewing, and evaluating printed and audiovisual media for use
in schools;
(7) In planning, implementing, and evaluating federally sponsored projects;
(8) In expanding, reshaping, redirecting, and evaluating programs in occupational
education and special education;
(9) In expanding and improving pupil personnel service programs;
( 10) In developing and maintaining effective working relationships with other agencies
having common interests.
In addition to the services listed above, consultant services are provided in the general
areas of early childhood education, elementary education, middle school and junior high school
education, and high school education.
ADMINISTRATIVE SERVICES AREA
Division of Federal-State Relations — Administers programs under the National De-fense
Education Act and the Elementary and Secondary Education Act. Coordinates Federal pro-grams
of education with other Federal and State agencies. Prepares statistical and documentary
information on educational activities under Federal funding for the U. S. Office of Education, Sen-ators
and Members of the House of Representatives, other governmental agencies within the State,
organizations interested in public education, and citizens of North Carolina. Provides Liaison Ser-vices
between local education agencies and the United States Office of Education, Department of
Health, Education, and Welfare.
Division of School Planning— Approves plans and specifications for all new public
school construction as to "structural and functional soundness, safety and sanitation ..." (G.S. 115-
130). Provides survey services to local school systems; provides architectural and engineering con-sultation
services to local systems; provides final inspection services for all projects involving State
funds and, upon request, projects financed from local funds; provides assistance to local boards of
education in preparation of applications to the U. S. Office of Education for funds under P. L. 815
and P. L. 874. Approves plans for and use of relocatable or mobile classroom units. (G.S. 115-129).
In cooperation with local boards of education, establishes and maintains an accounting system for
all real school properties.
Division of Public Information and Publications — Responsible for dissemination of
all public information from State Board of Education and the Department of Public Instruction.
Organizes and operates in-service public relations workshops for state agency staff and for local
administrative units. The Publications section of the Division is responsible for writing/editing,
design, and production of all publications released by the department.
Division of School Food Services — Administers the various School Food Service Pro-grams
throughout the State. These include programs currently being offered in the Public and Non-
Public Schools, Day Care and other Service Institutions. Leadership and assistance is provided to
encourage improvement and expansion of all programs operated under the National School Lunch
Act, passed by Congress in 1946. This division compiles monthly bulletins, educational materials
and electronic data processing analyses for all phases of the program.
Division of Auxiliary Services — This division contains operational sections that ad-minister
school-related programs that interface with non-school agencies. Included are Veterans
Education, Civil Defense Education, Non-public Schools, and School Athletics and Activities. Each
of these sections is responsible for education-related activities that involve major contacts outside
the regular public school framework.
SPECIAL SERVICES AREA
Division of Teacher Education — Assists the public schools in procuring an adequate
supply of competent personnel through recruitment, scholarships, and placement; exercises leader-ship
at the State level in the development of quality programs of teacher education in the colleges
and universities of the State; determines and fixes through democratic process the qualifications
that teaching personnel should have at the pre-service level and certificates them in terms of these
qualifications and determines the rating of personnel in terms of certification and experience.
Division of Staff Development — Provides leadership and assistance in the planning
and carrying out of in-service education and staff development programs at State and local levels.
Administers the Program for Professional Improvement of Teachers, State grant program under
Education Professions Development Act, approval of local in-service programs for certificate re-newal
credit, and the scholarship-loan and in-service scholarship programs. Serves in a liaison and
coordinating role with institutions of higher education, other State agencies, and other federal pro-grams
in assisting those planning staff development activities at State and local levels.
PLANNING, RESEARCH, AND DEVELOPMENT AREA
The planning, research, and development function is carried out under the direction
of the Assistant Superintendent for this area and consists of three operational divisions: Planning;
Research; Development.
In addition to the operational divisions, one staff component, the Research and In-formation
Center, functions cooperatively with the other divisions and serves the entire Depart-ment
of Public Instruction.
As a means for cooperative planning and as a device for coordination, an Advisory
Committee works with the Assistant Superintendent in efforts to design and implement planning
and research techniques that are productive and relevant.
A summary of the major functions of each division follows:
Division of Planning — This division is responsible for supporting personnel of the local
educational agencies in their planning activities; coordinating planning activities within the State
Department; formulating long- and short-range plans for the Department; planning special programs
at the request of the State Superintendent and the State Board of Education, and conducting in-service
training programs in planning for both state agency and local school personnel. The planning
division, composed of a core of personnel specializing in planning, may have individuals assigned
to the division on an ad hoc basis for special problems.
Division of Research — The research division is responsible for providing the leader-ship,
expertise, and resources necessary for: identifying research needs within the State; developing
5
projects to address priority areas of research; conducting research and evaluations; providing con-sultant
services to stimulate research activities; developing systems to promote effective utilization
of research; and coordinating research activities related to public school education. These respon-sibilities
are fulfilled through staff resources, special projects, and task force assignments.
Division of Development — This division is responsible for coordinating a Statewide
system of approved experimentation and innovation. Such a system includes current efforts toward
determining more effective approaches to teaching and learning: the Governor's School, the Ad-vancement
School, certain efforts being stressed in Title I and Title III projects, migrant education
and programs which will be initiated with funds (formerly CSIP funds) requested in the "B" budget
for the next biennium. A small fulltime staff is assigned to this division, but additional staff from
other divisions in the Department is added on an ad hoc basis as programs are established. In similar
manner, personnel from other State agencies, institutions, and local administrative units, as well
as out-of-state consultants, are utilized as needed.
Research and Information Center — The purpose of the Research and Information
Center is to maintain and disseminate a comprehensive store of research and other educational in-formation
to State Department and other school personnel in the State. Special emphasis is given
to providing information to personnel who are in the process of planning new programs; collecting
and disseminating information about experimental programs within the State and total educational
community; and assisting personnel at the local level in establishing and using information centers.
Additional personnel must be assigned to this component as other essential services are initiated
and expanded.
VOCATIONAL REHABILITATION AREA
It is through this division that the State cooperates with the Federal Government to
provide eligible disabled persons with comprehensive rehabilitation services necessary for them
to become gainfully employed. This includes individual evaluation and services to those handicapped
individuals who have a mental or physical disability, including those whose disability consists of be-havioral
disorders.
Other functions and responsibilities include continuous Statewide planning directed
toward current assessment of the needs of handicapped individuals and how these needs may be
most effectively met. Such planning provides current information on the incidence of disability and
the nature of disability in the State's population. It delineates the kind of services and type of public
and private facilities and other resources needed, and provides guidelines for setting priorities.
The division provides leadership in development of facilities and programs needed
in rehabilitation of the handicapped. This involves working with public and private agencies at both
State and local levels. It includes the provision of consultation covering the whole range of resources
and services related to rehabilitation of the handicapped. It involves the commitment of rehabilita-tion
staff and funds for new and expanded facilities and programs. It includes the negotiation, ap-proval,
and funding of requests for construction and establishment of rehabilitation facilities under
auspices of other public and private agencies. It includes the negotiation and recommendation for
approval of various proposals by other agencies for rehabilitation grants from Federal funds. It in-volves
the development and conduct of special projects financed under the Vocational Rehabilita-tion
Act, such as research grants, expansion grants, various facility grants —including
those to workshops, and other projects.
The division has the responsibility of developing and maintaining cooperative rela-tions
and programs with public and private community agencies. These cooperative relations and
programs are of many kinds. They may, for example, be referral agreements, purchase of service
arrangements, or joint programs of service to disabled people, sometimes involving joint funding.
There is a requirement for performance of functions related directly to other Federal
Acts, such as assistance in the administration of Military Medical Benefits Amendments, related
acts involving Social Security Administration, Department of Labor, and others.
Important general administrative functions of the division include the development
of standards for rehabilitation facilities and for other facility staff and personnel utilized in the re-habilitation
process, and the setting of fees for purchase of training and other Vocational Rehabili-tation
services.
CONTROLLERS OFFICE
Duties of the Controller's Office, classified as to function, are administered through
the following divisions:
Division of Auditing and Accounting — Makes a continuous audit, month by month,
of expenditures by the local units from the State Nine Months School Fund, and is charged with the
accounting of all funds, State and Federal, under the control of the State Board of Education, in-cluding
the appropriation for the Nine Months School Fund, the State Department of Public Instruc-tion
(administration and supervision!. Vocational Education, State Textbook Fund, State Literary
Fund, and other funds expended for public school purposes. The Division's work includes making
all budgets, bookkeeping, writing vouchers, making reports, applying salary scales to local school
personnel, and performing related services.
Division of Plant Operation — Administers State Board policies and regulations con-cerning
the operation of physical facilities and utilities of the public school plants. Provides engi-neering
services to the school units regarding heating, ventilating, electrical, and main-tenance
problems.
Division of Insurance — Administers the public school insurance fund which was au-thorized
by the General Assembly of 1949 to provide insurance on school property.
Division of Personnel — Administers the personnel program of the Controller's Office,
Department of Community Colleges, and the State Department of Public Instruction; includes re-cruitment,
classification and pay, personnel budget, payroll preparation, accounting, and mainte-nance
of all personnel records.
Division of Textbooks — Administers the State Textbook Program in accordance with
State statutes and policies of the State Board of Education, which provide for the purchasing, ware-housing,
and distributing of basic textbooks in both the elementary and secondary schools.
Division of Teacher Allotment and General Control — Administers the State allotment
of personnel to school units in accordance with policies adopted by the State Board of Education;
works with the school units in pupil accounting; and administers State funds for instructional sup-plies,
library supplies, and general control.
Division of Transportation — Administers the State's responsibilities for the school
bus transportation system including procurement and disposal of transportation equipment; assists
with the supervision of maintenance and repair activity; promotion of safety; administration of rec-ords
and reports; allocation of State funds; and assistance in the establishment of school bus routes;
adjust claims resulting from school bus accidents.
Division of Management Information Systems and Data Processing— Responsible
for design, implementation and maintenance of a computer-based information system to serve the
administrative functions of the State Educational Agency including the Department of Public In-struction,
Department of Community Colleges and the Controller's Office.
Division of Management Services — Administers a program to furnish central support
to the State Education Agency, composed of the Department of Public Instruction, Department of
Community Colleges and Controller's Office. Functional responsibilities include Purchasing. Ma-
terials Handling and Accountability, Office Services, and associated Fiscal Accountability.
At the Local Level
BOARDS OF EDUCATION
Membership and Terms — During the 1969-70 year of the biennium there were 100
county and 52 city administrative units, ranging in size from 712 to 77,196 pupils in average daily
attendance. A grouping on this basis shows the following:
• Provide for the efficient teaching in each grade of all subjects included in the out-line
course of study prepared by the State Superintendent ( 1 15-37)
• Elect a superintendent of schools and provide him with an office, office equipment,
supplies, and clerical assistance (115-39, 40)
• Elect teachers, principals and other professional employees, make needed rules
and regulations governing their conduct and work, including salaries and profes-sional
growth (115-21)
• Issue salary vouchers to all school employees when due and purchase necessary
equipment and supplies in accordance with State contracts. ( 1 1 5-50, 52)
COUNTY AND CITY SUPERINTENDENTS
Superintendents are elected by boards of education for a term of either two or four
years (length of term at discretion of board), subject to approval of the State Superintendent and
the State Board.
Qualifications — Superintendent's certificate, three years of experience in school work
within the past 10 years, and a doctor's certificate showing him free of communicable disease.
Salaries — The State salary schedule for superintendents of county and city adminis-trative
units is based on the size of the unit in terms of pupil membership and the superintendent's
experience and certificate. The schedule ranges from a monthly salary — based on 12 calen-dar
months—of $684 to $1,378. Seventy percent of the 160 units pay a supplement from local funds.
Duties — "All acts of county and city boards of education, not in conflict with State
law, shall be binding on the superintendent, and it shall be his duty to carry out all rules and regula-tions
of the board." (G.S. 115-41) The superintendent is ex officio secretary to the board of education.
(115-56) It is the superintendent's duty to:
• Visit the schools, keep his board informed of the condition of school plants, and
make provisions for remedying any unsafe or unsanitary conditions (115-56)
• Attend professional meetings ( 1 1 5-56)
• Furnish information and statistics to the State Superintendent (115-56)
• Administer oaths to all school officials when required (115-56)
• Keep himself informed of policies adopted by the State Superintendent and State
Board of Education ( 1 15-57)
• Approve, at his discretion, the election of all teachers, and present the names of
all teachers, principals and other personnel to the board for approval ( 1 15-58)
• Prepare an annual organization statement and teacher request for the State Board
of Education (115-59)
• Keep a complete record of all financial transactions of the board of education and
a separate record of local district taxes and furnish tax listers with the boundaries
of each taxing district (115-60, 61, 63)
• Keep a record of all fines, forfeitures and penalties due the school fund (115-62)
• Approve and sign State and local vouchers. ( 1 15-64)
DISTRICT SCHOOL COMMITTEES
In the few counties divided into districts the county board of education appoints school
committees with three to five members for each of the districts. (There are no committees in city
administrative units.) The term is for two years and meetings are held as often as business
may require.
9
Duties - ( G.S. 1 1 5-69-73) — Each committee :
• Upon recommendation of superintendent, elects the principal subject to approval
of the board of education
• Upon nomination of the principal, elects the teachers subject to approval of the
board of education and the superintendent
• Upon recommendation of the principal, appoints the janitors and maids, subject to
approval of the board of education and the superintendent
• In accordance with rules and regulations of the board of education, protects all
school property in the district.
SCHOOL PRINCIPALS
"The executive head of a school shall be called 'principal.'
"
( G.S. 115-8) In county units
not organized as single districts the principal is elected annually by the district committee upon rec-ommendation
of the superintendent, subject to approval by the board of education. In city and in
county units organized as a single district, the principal is elected by the board upon recommenda-tion
of the superintendent.
Duties — It is the duty of the principal to:
• Nominate teachers (in county units) to district committee ( 1 15-72)
• Grade, classify, and exercise discipline over pupils ( 1 15-150)
• Make suggestions to teachers for the improvement of instruction (115-150)
• Instruct children in proper care of school property and report any unsanitary con-dition,
damage, or needed repairs ( 1 15-149)
• Carry out rules and regulations of State Board regarding compulsory school atten-dance
(115-167)
• Assign pupils and employees to the buses on which they may be transported (115-
184)
• Prepare and submit plan of route for each bus to the superintendent (115-186)
• Make all reports to the superintendent. (115-148, 150)
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II. FINANCING THE SCHOOLS
Sources of Funds
Funds for current operating expense of the public schools come from three main govern-mental
sources: State, local, and Federal.
STATE SUPPORT
State funds appropriated to the public schools are derived from revenue obtained from
the levy by the General Assembly of income taxes, sales taxes, franchise taxes, and taxes from other
sources. For fiscal year 1969-70 the amount and percentage from each of these sources which made up
the General Fund are as follows:
Income
Sales and Use
Franchise
Beverage
Insurance
Interest
Inheritance and Gift
Soft Drink
Cigarette
License
Judicial Department Receipts
Bank, Building and Loan
Other
Total
"Source: Division of Tax Research
11
Amount*
Amount
The Nine Months School Fund
The Nine Months School Fund is allotted by the State Board of Education to the 100
county and 52 (1970-71) city administrative units on the basis of standards determined by the Board.
These standards consider such items as salary schedules for various classes of school employees,
number of pupils in average daily attendance, average daily membership, size of school, and other
budgetary information.
General Control
Salaries of Superintendents— Determined by a State salary schedule which includes
the education and the experience of the superintendent up to a maximum of eight years and the
average daily membership in the administrative unit for the year preceding each new biennium.
Salaries of Associate and Assistant Superintendents — Positions are allotted to the
larger administrative units on the basis of the average daily membership for the year preceding each
new biennium. Salaries for personnel filling these positions are determined by a State salary schedule
which takes into account the education and experience of each associate and assistant superintendent.
Travel Experience of Superintendents — Allotted to the various administrative units
on the basis of the average daily membership of each school administrative unit for the year pre-ceding
each new biennium.
Salaries of Clerical Assistants — Allotted to school administrative units on the basis of
the average daily membership of each administrative unit for the year preceding each new biennium.
Salaries of Property and Cost Clerks — Allotted to the 100 county administrative units
for continuous inventory and cost records on the operation of school buses and other motor vehicles
on the basis of the number of buses operated for the year preceding each new biennium. Salaries are
determined on a State salary schedule based on experience as a property and cost clerk.
Office Expense — Allotted to each school administrative unit on the basis of the average
daily membership on each school unit for the year preceding each new biennium.
County Boards of Education — Funds for the per diem and expenses of the 100 county
boards of education are allotted on the basis of $100 to each unit.
Salaries of Attendance Counselors — Upon review of applications submitted to the
State Superintendent of Public Instruction and subsequent approval by the State Board of Educa-tion,
funds for the employment of attendance counselors are allotted to administrative units as
determined by a schedule which includes the education and experience of the attendance counselor.
Instructional Service
Instructional Salaries — Teaching positions are allotted to administrative units on the
basis of average daily attendance for the best continuous six months of the first seven months, with
the average daily absences due to contagious diseases for the same continuous six months, and with
other pertinent attendance data including incoming and outgoing grades and adjustments for drop-outs
and population changes based on prior experience of the administrative units.
(1) Elementary schools— six for 153 pupils plus one for each 27 additional pupils in
grades 1-3; six for 171 pupils and one for each 30 additional pupils in grades 4-8.
(2) High schools—four for 80 pupils for the first junior or senior high school; three
for 60 pupils for each junior or senior high school thereafter and one additional
for each 30 additional pupils in the remainder.
In addition to the base allotment set forth above, an additional position is allotted for
each 15 positions of the base allotment.
Separate allotments of positions are made to the administrative units for special ed-ucation
and instruction of the exceptionally talented under rules and regulations adopted by the
14
State Board of Education.
Additional teaching positions may be allotted at the end of the first two weeks of
school if the average daily attendance is as much as 31 pupils per teaching position as originally
allotted. Teachers employed for State-allotted positions are paid from State funds in accordance
with a State-adopted teachers' salary schedule based on education and teaching experience.
Principals are employed from the teaching positions allotted to an administrative unit.
A building principalship may be established from the teaching positions allotted for each school
having from three to six State-allotted positions including the building principal. A classified prin-cipalship
may be established from the teaching positions allotted for each school with seven or more
State-allotted teaching positions including the principal. Such principals are paid from State funds
in accordance with a State-adopted principals' salary schedule based on the number of State-allotted
teachers employed in a school, as well as the education and experience of the principal.
Positions for supervisors of instruction are allotted on the basis of size of the admin-istrative
unit. The supervisor is paid in accordance with the State-adopted salary schedule for
supervisors for 10 calendar months. In some instances, a supervisor may be employed jointly by two
or more units.
Sick Leave for full-time Instructional Personnel (teachers, principals, and supervisors)
is provided by the "Sick Leave and Substitute Teacher Regulations" adopted by the State Board of
Education effective July 1, 1963.
Sick Leave is earned at the rate of five days per school term, is accumulative indefi-nitely,
and is transferred if the teacher changes employment from one school unit to another within
the North Carolina Public Schools.
Instructional Supplies — An allotment is made to each school administrative unit for
instructional supplies at $3.75 per pupil in average daily membership for the preceding school year.
Clerical Assistance in Schools — An allotment is made to each school administrative
unit for clerical assistance in the schools at $2.00 per pupil in average daily membership for the
preceding year.
Operation of Plant
Allotment of funds for operation of plant, including wages of janitors and maids, water,
light and power, janitorial supplies and telephone rental, is made to each administrative unit for
each budget item on the basis of the same dollar amount per teacher included in the regular original
allotment of teachers from the Nine Months School Fund. In the allotment of funds for fuel, how-ever,
the geographic location is considered since fuel requirements in the eastern and southern parts
of the State are less than the northern and extreme western parts of the State. Funds for fuel are
allotted on a per teacher basis; however, the amount per teacher varies from administrative unit
to administrative unit. The allocation of funds for wages of janitors and maids provides for State
participation in the cost of this service for a period of nine and one-half months or for 41 calendar
weeks of the school year.
Fixed Charges
Funds for fixed charges— compensation for school employees, reimbursement for
injury to school employees and tort claims —are allotted on a cash basis.
(1) Claims for medical or hospital expense in connection with injury of an employee
must be approved by the State Industrial Commission. Compensation paid for loss
of work due to injury is paid in accordance with a schedule approved by the In-dustrial
Commission.
(2) Reimbursement for injury of school pupils in connection with bus accidents is paid
not in excess of $600 in accordance with a schedule adopted by the Industrial
15
Commission.
1 3) Tort claims are paid upon approval or award of the Industrial Commission or by
the courts.
Auxiliary Agencies
Transportation of Pupils — Funds for operating a minimum program of pupil transpor-tation
are allotted to the 100 county administrative units. A budget which includes drivers, mechanics,
and other employees' salaries, cost of gas, oil, tires, batteries, repair parts, other necessary supplies,
and replacements is prepared for each county unit. The allotment of funds to the various county
units for these items of cost is based on the number of buses operated, number of miles traveled,
condition of roads, and other factors which influence the cost of operation. The salaries of mechan-ics
are paid on the basis of a State-adopted salary schedule taking into account the job classification
and the experience of the individual. The allotment for wages of bus drivers is based on the mini-mum
wage scale required under the Fair Labor Standards Act. The allotment of funds for school
bus replacements is determined by the staff of the State Board of Education in cooperation with
local school officials, and is based on mileage, age and condition of the buses. The amount of funds
available and current bus prices determine the number of buses that can be replaced each year.
School Libraries — Funds for school libraries—books, magazines, newspapers, and
supplies—are allotted to the various administrative units on the basis of $1 per pupil in average daily
membership for the prior year.
Child Health Program — Allotment to the school administrative units for the school-health
program is made on the basis of $750 for each county including cities and 39 cents per pupil
in average daily membership for the prior school year. Ninety percent of the school-health program
funds is used for diagnosis and correction of chronic physical defects. The other 10 percent may
be used for salary and travel of health personnel.
LOCAL FUNDS
Local funds are used to supplement the State current expense budget and to add to
that budget in the form of other items (see table on page 13).
Capital outlay budgets have been the responsibility of local governments, except for
the 1949, 1953. and 1963 State building funds; Federal funds allotted to impacted areas; and other
Federal programs. Debt service budgets have always been the responsibility of local governments.
Local units have gradually increased participation in the provision of funds for cur-rent
expense.
Expenditures as to objects and items from the Nine Months School Fund for the two
years of the 1968-70 biennium are shown in the accompanying tables.
SUMMARY OF
SUMMARY
PER PUPIL EXPENDITURES BY SOURCE OF FUNDS, cont.
Current Expense, 1968-69
PER PUPIL EXPENDITURE PERCENT OF TOTAL
Unit ADA State Federal Local Total
Craven
PER
STAFF-PUPIL RATIO (1969-70)
Unit
Name
Alamance
Burlington
Alexander
Alleghany
Anson
Ashe
Avery
Beaufort
Washington City
Bertie
Bladen
Brunswick
Buncombe
Asheville
Burke
Cabarrus
Concord
Kannapolis
Caldwell
Lenoir City
Camden
Carteret
Caswell
Catawba
Hickory
Newton
Chatham
Cherokee
Chowan
Clay
Cleveland
Kings Mountain
Shelby
Columbus
Whiteville
Craven
New Bern
Cumberland
Fayetteville
Currituck
Dare
Davidson
Lexington
Thomasville
Davie
Duplin
Durham
Durham City
Edgecombe
Tarboro
Forsyth
Franklin
Franklinton
Gaston
Gates
Graham
Granville
Greene
Guilford
Greensboro
High Point
Halifax
Roanoke Rapids
Average
Daily
Attendance
State
Paid
12036
Title III funds may not be used for acquisition of consumable items— equipment or
materials which would be consumed in use during a one-year period of time.
Beginning in the 1971 fiscal year, critical subjects will be referred to as academic sub-jects,
and the arts and the humanities have been added to the list of academic subjects.
The National Foundation on the Arts and the Humanities Act of 1965 — This Act was
designed by Congress to develop and promote a broadly conceived national policy of support for
the humanities and the arts in the United States. This Act provides approximately $15,000 each year
to the State of North Carolina to be matched by State or local funds for the acquisition of special
equipment suitable for use in providing education in humanities and the arts, and for minor remodel-ing
of facilities to permit effective use of equipment for providing education in the humanities and
the arts. No funds were allotted to the State for this type of activity during FY 1970.
Title V-A — Under this title grants are made to each state for the purpose of develop-ing
and expanding guidance, counseling and testing programs in the public schools. Title V-A funds
may be used for establishing and maintaining (a) a program for testing students in order to identify
those with outstanding aptitudes and abilities, and (b) a program of educational and vocational gui-dance
and counseling for students. Under this title funds may be expended (a) for purchasing tests
in mental ability, achievement, and subject areas and test materials and for commercial scoring of
tests; (b) for paying the salaries of guidance personnel and their clerical assistants, and for necessary
travel expenses of guidance personnel; and (c) for purchasing office supplies, materials necessary
for the guidance program, and office equipment necessary to carry out vocational and educational
guidance programs. Beginning in the 1971 fiscal year this program has been discontinued under
NDEA and absorbed by Title III, ESEA.
Title X — Provides for assistance (on the State level) in (a) improving the collection,
analysis, and reporting of statistical data supplied by local educational units; (b) developing account-ing
and reporting manuals to serve as guides for local education units; (c) conducting conferences
and training programs for personnel of local educational units and periodically reviewing and evalu-ating
the program for records and reports; (d) improving methods for obtaining educational data
not collected by the State education agency, and (e) expediting the processing and reporting of
statistical data through installation of mechanical equipment. This program is now supported by
one-half ESEA. Title V funds and one-half State matching funds.
Matching Funds — Federal funds provided for aid to the State Board of Education and
the Department of Public Instruction under Titles III and V-A were matched with State funds.
Funds provided for aid to local public schools under these titles were matched with local funds.
Federal funds provided for improving the State statistical services under Title X were matched by
State funds.
Appalachian Regional Development Act of 1965 — Each year a project has been sub-mitted
by the State Board of Education to the State Planning Task Force requesting Appalachian
funds to help local education agencies (located in the 29 counties of the Appalachian Region in
North Carolina) provide matching funds for the grants which they received under Title III, NDEA.
The Appalachian Regional Commission has approved approximately $81,000 each year to be used
for this purpose on projects submitted by LEAS. In some of the local education agencies, the ratio
of funds expended on certain projects was 20 percent local, 30 percent Appalachian, and 50 percent
Title III, NDEA.
24
A. TITLE III, NDEA
Year
1958-59
1959-60
1960-61
1961-62
1962-63
1963-64
1964-65
1965-66
1966-67
1967-68
1968-69
1969-70
Year
1958-59
1959-60
1960-61
1961-62
196i-63
1963-64
1964-65
1965-66
1966-67
1967-68
1968-69
1969-70
Year
1966-67
1967-68
1968-69
1969-70
Projects
Elementary and Secondary Education Act of 1965
Title I — The Act provided that (1) programs and projects under Title I be designed
to meet the special educational needs of educationally deprived children in school attendance areas
having a high concentration of children from low income families and be of sufficient size, scope,
and quality to give reasonable promise of substantial progress toward meeting these needs; (2) pro-vision
be made to include eligible nonpublic school children in these projects; (3) funds be adminis-tered
by a public agency and title to all property be held by that agency; (4) construction of school
facilities be consistent with overall state plans for the construction of such facilities and comply with
Federal labor laws; (5) the effectiveness of the program in meeting the special educational needs of
educationally deprived children be evaluated; (6) annual reports be made by the local educational
agencies to the state education agency; (7) programs be developed in cooperation with the approved
community action agency in the district; and (8) significant information derived from educational
research, demonstration, and projects be shared with other teachers and administrators so that pro-mising
educational practices may be adopted elsewhere when appropriate.
In North Carolina the Department of Public Instruction administers Title activities.
The work of the Title I State Administration Office has been divided into six general areas. A co-ordinator
has been assigned the responsibility for overall program administration. Supervisors pro-vide
leadership and direction in program and project control, coordination of Federal programs,
evaluation (including testing, research, and dissemination), program and project development, and
fiscal administration. In addition, all of the staff of the Department of Public Instruction may be
called upon to serve as technical assistants to the local administrative units for the purpose of devel-oping
programs; and the entire staff may also be called upon to help screen, review, and make rec-ommendations
concerning projects which the local educational agencies submit.
Between October of 1965 (when the State Board of Education signed the agreement
with the United States Office of Education to administer Title I, ESEA) and the end of fiscal 1970,
Federal funds totaling $258,507,977 were allocated to North Carolina under this title. Most of these
funds were appropriated by Congress for the use of local administrative units in meeting the most
pressing educational needs of their educationally disadvantaged children. Of this total amount,
$4,197,423 was appropriated for the local units to use in special projects concerned with children of
migrant workers and children in institutions for the neglected; and $5,144,872 was appropriated for
the benefit of children in the State-supported schools for the handicapped, centers and hospitals
operated by the Department of Mental Health, and training schools of the State Board of Juvenile
Correction.
In accordance with P.L. 89-10 and guidelines issued from time to time by the United
States Office of Education, local school units, schools for the handicapped, the State Board of Mental
Health, and the State Board of Juvenile Correction designed projects for the expenditure of their
allotted shares of the Federal grants. The project proposals were submitted to the State Department
of Public Instruction and examined by members, of the Department's staff. If the programs were
educationally sound, met the most pressing educational needs of the educationally deprived chil-dren,
and could be coordinated with already existing educational programs, they were approved
and put into operation.
Local administrative units found that the most pressing educational need of their edu-cationally
deprived children was improvement in reading and communication skills. Consequently,
of the 150 projects approved for programs in the public schools during fiscal 1970, there were 144
with particular emphasis on English (reading) or the language arts.
The local units found that a more successful attack could be made on reading problems
when the background of the disadvantaged children was enriched by including art, cultural enrich-ment,
music, and physical education in the programs; by increasing the effectiveness of the teachers
through the use of teacher aides; by enlarging the selection of books and audiovisual aids in the
26
library and for use in the classroom; and by providing for these children much needed supporting
services such as food, medical attention, and school social work. In addition, they found promise in
the provision of kindergarten experiences for disadvantaged children, either for the full year preced-ing
first grade or as a summer readiness program.
During fiscal 1970 all administrative units in North Carolina took part in Title I, ESEA.
One of the definite requirements for the approval of Title I projects is that specific
methods for evaluating the activities be included. These evaluations are made each year by all partic-ipating
administrative units and other schools, centers, and hospitals receiving Title I funds. Infor-mation
from these evaluations is used to improve subsequent projects so they will meet even more
adequately and effectively the particular educational needs of the children for whom projects under
Title I are designed.
Congress stipulated, enacting P.L. 89-10, that information concerning innovative and
effective educational programs being used in a school system be shared with other systems and
other States. The State Administration Office for Title I publishes Benchmarks, a quarterly report
on Title I activities in North Carolina and other states; and The Word, a monthly newsletter on
changes in the law or guidelines from the Office of Education in Washington.
Title II of the Act provides that school library resources, textbooks, and other printed
and published materials be made readily available on an equitable basis for the use of children and
teachers in all schools, public and private, which provide elementary and secondary education as
determined under State law, but not beyond grade 12. Federal funds made available under this title
for any fiscal year must be used to supplement and, to the extent practical, increase the level of
State, local, and private school funds for instructional materials. In no case may these funds be
used to supplant local or State funds. Allocation of Title II materials among the children and teach-ers
is based on relative need and is made on an equitable basis for children and teachers in approved
private schools.
In fiscal 1966, the first year of operation of Public Law 89-10, North Carolina received
$2,435,404. Project applications for the use of these funds were approved for all school administra-tive
units. The breakdown on approved projects for fiscal 1966 was: Initial Allotment, $1 per pupil
for books, $1,190,623.20; Relative Need Allotment, $1,052,120.51; and Demonstration School Li-braries,
$75,000.
In fiscal 1967, project applications totaling $2,327,148.66 were approved for 165 units.
Relative Need Allotment projects approved totaled $2,177,150 and Demonstration School Libraries
projects totaled $149,998.66.
In fiscal 1968, North Carolina approved projects for 155 of the school administrative
units. The projects included $2,017,498 approved for Relative Need Allotments, $136,667 for Dem-onstration
School Libraries, and $87,500 for Projects for Experimental Use of Materials for a total
allotment of $2,241,665.
In fiscal year 1969, project applications totaling $1,130,470 were approved for 154 units
and State institutions. Relative Need Allotments totaled $1,017,591.66; Demonstration School Li-braries
totaled $80,278.33; and Projects for Experimental Use of Materials totaled $32,600.01.
In fiscal year 1970, Relative Need Projects totaling $918,561 were approved for the
school administrative units. Demonstration School Libraries Projects totaling $24,717 were approved.
Special Purpose Allotments— A portion of ESEA Title II funds has been used to pro-vide
supplemental allotments to a limited number of school administrative units for the acquisition
of materials to support programs for the special educational needs of the participating schools. These
special purpose allotments include:
( 1 ) Demonstration School Libraries Project — Schools which were selected and funded
to participate in this project received special supplemental allotments for the acquisition of a full
complement of library resources for the quality school library which meets specified criteria in per-
27
sonnel, facilities, and library program. School administrators, teachers, librarians, and civic leaders
may visit these schools to observe exemplary school library programs in action. Schools selected
serve as demonstration centers for two years after the year approved. Ten schools were selected in
1965-66; 16 schools in 1966-67; and 11 schools in 1967-68.
(2) Experimental Use of Materials Projects — Fourteen school administrative units
received ESEA Title II supplemental allotments in 1967-68 for the acquisition of special materials
to be used in two or more schools in an experimental or innovative program either through the
school library, instructional materials center, or regional materials center. The Experimental Use
of Materials Projects include materials for a North Carolina Resource Collection, printed and audio-visual
materials for an educational radio station, multimedia materials in art, social studies, language
arts, reading, science, humanities, music, family life, professional materials, and independent study
materials. These projects received additional funds in 1968-1969 to extend the experimental pro-grams
for another year.
ESEA, Title III — Teachers in Carteret County's Marine Science Center use the ocean
for a classroom. In Bertie County elementary students make paper and silkscreen prints in an in-dustrial
arts lesson.
Vocational education students in Watauga County built a chalet for the school custo-dian.
In Greene County mothers are paid as aides to teach in an experimental kindergarten for dis-advantaged
four- and five-year-olds. In Durham there is a special school for pregnant girls. And in
Burlington, leadership and in-service training for a completely non-graded elementary school are
provided by Title III.
These are some of the experimental programs in North Carolina funded through Title III
of the Elementary and Secondary Education Act. Since it began operation in 1965, approximately
$12 million of Title III funds have been used in the State for the development and initial manage-ment
of innovative educational programs.
Three-year experiments in every phase of education are funded by Title III, and cur-rently
there are 46 operational projects. The overall aim of the program is to effect a systematic,
trial-and-error approach to solving the problems which educators are facing today, by thoroughly
evaluating and interpreting the data made available through these projects.
The Report of the Governor's Study Commission Report on the Public School System
of North Carolina, 1968, documented a number of critical educational needs in the State, four on
which the Title III program has focused attention: improving the success rate of first graders; in-creasing
teacher effectiveness in integrated classrooms, increasing non-gradedness in the primary
grades, and improving educational opportunities for rural children.
Funds are provided through Title III for five operational experimental kindergartens
in which concentrated attention is placed on language and math skills, social and emotional develop-ment,
and problems of the disadvantaged child. There are also programs in the area of pupil per-sonnel
services for preschool and primary age children who have special needs.
Individualized instruction is widely encouraged among all the projects. In addition,
emphasis is placed on in-service education, the development and packaging of materials, new and
productive teaching techniques, and methods of helping teachers become more aware of the needs
of pupils.
Title III programs in North Carolina are often used as model centers for the demon-stration
of promising practices; moreover, a number of Title III projects have received national ac-claim
for demonstrating innovative and progressive approaches to education.
Title V — This title provides Federal funds on a yearly basis to strengthen state educa-tion
agencies. During the five fiscal years for which funds have been made available to North Caro-
28
lina, the following amounts have been expended or obligated:
FY 1966 $205,955.00 FY 1968 $545,774.22 FY 1970
FY 1967 $256,070.61 FY 1969 $589,125.65 $659,015.00
This program supports two types of activities to improve leadership in the State edu-cation
agency and local education agencies in the State of North Carolina. Ninety percent of the
funds are used to improve leadership at the State education agency level and ten percent of the
funds have been used to improve leadership activities at the local education agency level.
During the past five years North Carolina has used the funds received under Title V
for a variety of activities initiated primarily to assist the State education agency in providing more
effective and worthwhile services to local school administrative units. The following activities have
been carried on through the State Department of Public Instruction, the State Board of Education,
or the Department of Community Colleges:
1. Student teaching activities have been coordinated throughout North Carolina.
Prior to the advent of Title V, funds were not available to carry out this responsibility of the State
Department of Public Instruction. A State coordinator of student teaching has been employed,
workshops for college personnel and supervising teachers have been held, and policies and guide-lines
have been developed so that student teaching activities would have a similar pattern through-out
the State.
2. Resources of the Instructional Materials Center of Raleigh were increased and a
mobile media unit which could be moved from location to location throughout the State was pur-chased.
There are instructional materials of all types in the media unit which teachers and others in
local administrative units may examine and consider for possible use.
3. Additional audiovisual equipment has been purchased, additional technicians em-ployed,
and expanded services in all areas of audiovisual education provided. Workshops have been
held on the use of audiovisual materials, on methods of instruction in this area, and on the opera-tion,
maintenance, and repair of equipment.
4. To improve the collection and dissemination of fiscal information, Title V funds
have been used to purchase additional equipment for the office of the Controller of the State Board
of Education.
5. Additional data processing equipment has been purchased, and added personnel
have been employed to operate this equipment. These funds have made it possible for the Division
of Research and Statistics to collect, use, and disseminate additional data and statistics.
6. Special programs for the education of disadvantaged children have been initiated
in every local administrative unit in the State. Funds have been used to provide personnel in the
Department of Community Colleges to work with the parents of disadvantaged students so that the
beneficial effects of the programs which have been instituted for these children, in the elementary
and secondary schools, can be maintained and strengthened through the cooperation of the home.
7. The ability of the State education agency to communicate with local education
agencies and with the citizens of the State has been increased. Additional personnel have been em-ployed
in the Division of Publications and Public Information to prepare material for distribution
to local education agencies, to the various media of communications, and to the general public.
Funds have also been used to improve the quality of the publications which are distributed by the
Department of Public Instruction and the State Board of Education.
8. Title V funds have been used to employ a management consultant firm to examine
and investigate all aspects of the structure and organization of the Department of Public Instruction,
the State Board of Education, and the Department of Community Colleges. Upon the completion
of this examination, the firm made recommendations to each of these agencies as to how they might
29
be mosl effectivelj organized to carry out their responsibilities.
9. < )ne of the legal responsibilities of the State Department of Public Instruction is to
supervise nonpublic schools. Additional personnel has been employed to work with the staff of non-public
schools in order that these schools may become more effective in the education of the chil-dren
of this State.
10. Title V funds have been used for workshops, consultants, extended travel, and
other means by which the competencies of staff members of the State education agency might be
increased. Services to local educational agencies have been extended in the areas of the humanities,
linguistics and modern foreign languages, industrial arts education, elementary school science, Negro
history and culture, social studies, language arts, and a study of the 12-months school.
1 1 . These funds have been used to employ personnel to conduct activities to improve
the coordination of federal programs in the State education agency.
12. Title V funds have been used to improve program services by the employment of
additional supervisory personnel in support of workshops and other activities.
30
III. THE PUBLIC SCHOOLS
Organization and Number
The basic organizational pattern in North Carolina's public school system is a 12-year
program. However, through State, federal, and local financing, kindergartens are being added to the
12-year program at a fairly rapid pace.
The 1969 General Assembly provided for the establishment of a State-supported
kindergarten program. The State Board of Education has implemented the kindergarten program
in each of the eight educational districts in the State— a total of 18 programs located in Alamance
County. Anson County, Asheville City. Beaufort County. Bertie County. Caldwell County/Lenoir
City. Carteret County, Columbus County. Fayetteville City. Gaston County. Halifax County. Jack-son
County. Moore County. Rutherford County. Wake County, Wayne Countv. Wilkes County,
and Winston-Salem Forsyth.
Funds were allocated by the State Board of Education to employ two teachers and
two aides for the forty children to be served in each of the 18 programs. Funds were also allocated
for the purchase of materials anil equipment, consultant services, professional materials and books.
evaluation, and teacher workshops.
The following tables show the number of children being served by both the Federal
and State programs.
Table I
grams, changing needs, schoof consolidation, and the development of unified local school systems
have contributed to the development of patterns of school organization designed to suit local con-ditions
rather than to serve any set pattern of organization. The pace and direction of school organi-zation
change is reflected in the table below.
SEPARATELY
HIGH SCHOOLS
A complete high school contains grades 9, 10. 11. and 12 or grades 10, 1 1. and 12. Reg-ular
four-year high schools (grades 9-12). senior high schools (grades 10-12). union schools (usually
grades 1-12), and junior-senior high schools (grades 7-12) are all complete high schools and all award
diplomas based on a prescribed program of studies. In addition, other schools contain one or more
high school grades including junior high schools, irregular junior high schools, and incomplete union
schools.
The consolidation of the very small high school, with its limited curriculum, has fol-lowed
a pattern similar to that found for the elementary school. In 1929-30 a total of 145 North Car-olina
high schools had either one or two teachers; by 1944-45 this figure had decreased to 89, by
1969-70. 9 such schools were operating. The number of high schools with 12 or more teachers in-creased
from 63 in 1934-35 lo 73 in 1944-45, to 531 in 1967-68, and to 439 in 1969-70, The decreased
number of schools with 12 or more teachers is due primarily to the consolidation of schools within
the category.
- : -•
i* •7 M
of State bond funds and $63,635,072.18 of local funds for a grand total of $148,991,299.18. This
amount does not include money for projects paid for entirely from local or Federal funds.
VALUE OF PROPERTY
The value of all school property— sites and buildings, furniture and equipment, includ-ing
library books— increases as additional new facilities are provided. The total value of all school
property in 1968-69 was $1,224,456,491*. This amounted to $1,003 per pupil enrolled.
IV. INSTRUCTIONAL PERSONNEL
Number
A total of 51,503 teachers were employed in 1969-70, of which 34,473 were elementary
school teachers and 17,030 were secondary school teachers. During the same year, there were 2,617
principals and supervisors employed, of which 1 ,410 were in the elementary schools and 1,207 were
in the hii>h schools.
term. Vocational teachers earn salaries on a calendar month basis. The length of the term of em-ployment
for Vocational teachers is established by the local school administrative unit using the
State allotment of man-months. Supervisors are paid on a 10-month basis, and principals are paid
for 10-1/4, 10-3/4, or 11-1 /4 months each year depending upon the type and size of school.
Approximately 60 percent of the total instructional personnel are paid higher salaries
than the State schedule. A number of units employed additional instructional personnel who were
paid entirely from local funds.
The average annual salary paid all teachers in 1969-70 was approximately $7,023.00.
V. EDUCATIONAL PROGRAMS
Introduction
Schools are places for learning. A program of studies is the school's basic plan of the
courses taught and the related learning activities. A well-designed and well-defined program of stud-ies
identifies the various areas of learning, the primary goals and objectives in each area, and the
sequential and logical presentation of the learning content in each area. The graded plan of school
organization serves as a general framework for orderly and specific attention to the objectives and
content of the several subject areas.
Areas of learning and courses of instruction fall into two main categories: required and
elective. Required courses include those having general education value, i.e. learning content that
is of value to every pupil who attends school. Included here are the basic skills areas, the rudiments
of science — especially the life sciences, and the cultural arts.
The basic skills areas include first of all, language — the use of language in speaking,
reading, writing, and spelling. The English language, as a subject, extends throughout the school,
grades 1-12. Mathematical or computational skills are considered basic also. Study of mathematics
is required throughout the elementary school plus one additional year of study at the high school
level. The third area included in the basic skills grouping is citizenship skills. This includes the broad
field of social studies: history, geography , government, economics, and sociology . The objectives in this
area are broad and relate to all pupils. Some of them are knowledge, understanding, and appreciation
of government and how it operates at the local, State, and national levels; the rights, privileges, and
responsibilities of citizenship: knowledge, understanding, and appreciation of our historical and
cultural heritage; and understanding of and respect for the values inherent in the concepts and in-stitutions
of democracy, the free enterprise system, and government of laws. Social studies is a
prominent part of the elementary school program and two additional courses are required at the
high school level.
In addition to the foregoing basic skills areas, an adequate general education program
requires attention to science. The long-standing emphasis upon life science as a part of good general
education is now reinforced by the emerging and rapidly growing interest in environmental science.
Science is a part of the complete elementary school program, grades 1-8, with a further requirement
of two courses in the high school curriculum.
The cultural arts — music, art, drama — relate so directly to the quality of life and living
that they are considered a basic and integral part of a good elementary school program. Changes in
ways of living and in making a living point up the values to be derived from the cultural arts as people
have more leisure time.
The main body of the public school program is made up of the courses and offerings in
the basic skills areas, in basic studies in science, and in the cultural arts. Required study in these
areas gradually diminishes at the late elementary and early high school levels and a program of
elective courses is phased in. The elective offerings consist generally of advanced courses in the
academic or general education subject fields, occupational education courses, and selected special
topics courses considered to be of value to the students and the community served by a school. The
illustration which follows shows the relationship of required and elective components in the school
curriculum.
43
NUMBER OF ELECTIVE AND REQUIRED COURSES
Grades 1-4 5-6 7 8 9 10 11
100-
90-
80-
70-
60-
50-
40-
30-
12
V. '.CX'H' t
'M1
.Vl*
l
,lVi*»V«V
20- i.i.i.T .T .
;
.
;
.
; , ; , ; ,
;
.
; ,
.
,
.
,.,.,.,.^,v^^ WWW X'ffl'
I
'H'K' I
10- • •'ViM*.
Kv.v.
r
'! '! '! ' I, i,i*i*iVi wmmwmmmmm
-----*** MUJ UJLLi
ELECTIVE COURSES REQUIRED COURSES
Children In the State's 18 Early Childhood Demonstration Centers are
encouraged to explore, to smell, to feel, to hear, to see, and to experience.
44
The SQUIRM
TWINS
KINDERGARTEN PROGRAMS
The emotional, physical, and social characteristics of young children are taken into
account in the design and planning of kindergarten programs. Much emphasis is placed upon learning
to live in a group stiuation, upon manipulative activities, upon creative expression, and upon the cul-tivation
of enthusiasm for, and enjoyment of, learning. Although formal instruction in subject areas
is not a primary function, children are made aware of these subjects and are introduced to them as
they participate in activities that involve reading and language, mathematics, science, art, music,
social living, and dramatic play.
Children are encouraged to explore, to try out, to smell, to feel, to hear, to see, and to
experience rather than be expected to spend much time passively sitting at tables and following
directions. A dynamic, stimulating classroom environment is essential for kindergarten children.
They must be actively involved in a variety of ways because they are by nature physically active and
intellectually curious. It is necessary that each child remain busy doing something that is interest-ing
and meaningful to him. As individuals and in small groups they may be painting, cutting, building,
working puzzles, playing with blocks, dramatizing, keeping house, cooking, finger-painting, working
with clay, looking at books, or listening to records or to the teacher reading. They change from one
activity to another frequently. The teacher does not lecture to them. She moves about the room
working with groups and individuals, asking questions, listening to a child, giving encouragement
and praise. (See also p. 31.)
ELEMENTARY EDUCATION PROGRAM
The importance of what is taught and learned in the elementary school cannot be
overemphasized for all later learning builds on the foundation laid at this level. The elementary
school serves all the children in all of the community when they reach school age. The program of
the elementary school is a major segment of a continuous program of education, grades 1-12. It has
its setting in the larger program of general education. The part to be played by the elementary school
is based on the different maturity levels and the physical, intellectual, social, and emotional growth
patterns and potentials of children of elementary school age. The common purpose of the elemen-tary
and secondary school is to help every child attain maximum levels of achievement in all these
areas.
The elementary school program is designed to promote the maximum development
of each learner. It is based on the needs, interests, and capacities of the children it serves. Children
are provided opportunities to learn in accordance with their abilities and their levels of maturity.
The elementary school program places emphasis upon growth in the skills of reading, writing, speak-ing,
listening, observing, discovering, computing, and creating. Opportunities are provided for se-quential
learning in mathematics, social studies, science, music, literature, and art. The elementary
school helps children acquire the basic skills and knowledge for further learning and effective liv-ing.
It recognizes and makes provision for individual differences among and within children and
reflects a concern for self-concept and personality development.
It is during the period of the elementary school that important changes take place in
physical growth of boys and girls, in, development of emotional stability, in awakening of intellec-tual
curiosity, and in acquiring social competence. All that follows in the lives of children has its
foundation in or is affected by the experiences they have in the elementary school. No matter how
goals are stated, the desirable outcome is continuous growth and learning for all pupils. The focus
is on the development of fine human beings. Every effort is made to educate in the broadest sense;
there is a concern for the moral, physical, and emotional well-being along with intellectual develop-ment.
An integral part of the program is the development of values.
46
The elementary school develops details of its instructional program based upon the
uniqueness of the community and the needs of the children. The school staff has a close working
relationship with parents and people in the community. The teacher is the most important factor
in determining the quality of the program.
Today's elementary schools are undergoing many changes. They are obligated to meet
the educational needs of each child in a changing world. Some of the interesting approaches are
team teaching, multi-age grouping, individualized instruction, independent learning, and continu-ous
pupil progress. Many of these are incorporated with a nongraded plan of school organization.
Techniques and strategies for teaching are revised as school organization changes and as more is
learned about how pupils learn best. A continuous program of self-study and in-service education
for teachers has strengthened the program. The adoption of multiple textbooks and provisions for
a wide variety of materials have encouraged and enabled schools to be more effective and more ef-ficient
in working with children.
MIDDLE /JUNIOR HIGH SCHOOL PROGRAM
The middle/junior high school program is designed to provide maximum learning
opportunity for the late childhood-early adolescent pupil. The very rapid rate of biological, psycho-logical,
and social development which is characteristic of this age group is considered in planning a
program that will meet the needs of these individuals. Planning is also complicated by the fact that
the growth and development patterns may vary widely from person to person, even between children
of the same sex. Efforts are made to design a well-rounded program arising from the changes that
take place during the process of physical and mental maturation to fulfill the demands of the home
and community, and to develop the values and desires of the individual as a person.
Middle and junior high school type schools enroll 60.19 percent of North Carolina's
seventh, eighth and ninth graders with the remaining 38.81 percent being enrolled in elementary,
high school, or union schools.
The general education of the elementary program is continued and expanded through
middle schools and junior high schools. Since general education is that part of the program designed
to deal with common problems and provide common learning experiences, the language arts, social
studies, mathematics, physical education, and health curricula are required for all students; and
science, music and art education are required through grade eight. Abilities, achievements and in-terests
are analyzed and used in the development of teaching guides in the various disciplines that
are appropriate for the particular age levels. Special attention is given to meeting the needs of each
person as an individual and to providing adequately for him as a citizen. The program provides for:
the development of critical thinking, opportunity to evaluate methods of working, self-appraisal of
personal progress, opportunity for creative thinking, the acquisition of aesthetic values, the ability
to express ideas based on sound knowledge, and the development of moral and ethical values.
The increasing curiosity and urge to explore due to the rapid physical, mental, and
emotional changes together with the broadening insight and outlook of the middle school pupil re-quire
an expanded and enriched curriculum. This special need is met by designing and implement-ing
exploratory experiences to help each person identify his aptitudes, explore new areas and develop
his interests with respect to present and future educational and occupational trends. Provision is
also made to assist the child to develop his social, recreational and avocational skills. Many explora-tory
experiences are provided in regular classes while others are provided in special exploratory
type courses and student activities. In some schools, specially designed laboratories are used to
provide introductory experiences in homemaking, industrial arts, and business education. Thirty-seven
school systems are providing experimental occupational exploratory programs funded by the
47
Legislature. These experimental programs involve the cooperative efforts of regular classroom teach-ers,
occupational exploratory specialists and guidance personnel to give "hands-on" experiences
with tools and machines as well as vital information about occupational groups and families. The
community becomes a laboratory. The emphasis in exploratory experiences is upon discovering the
interest and acquiring the knowledge necessary for wise choices rather than upon actually choosing
an occupation or developing saleable skills.
Specialization is not considered one of the functions of the middle/junior high school
program. Electives are the exception rather than the rule. However, short-term exploratory type
courses, as well as courses lasting a full year in such areas as personal typing, general business, jour-nalism,
speech, drama and modern foreign languages are made available in increasing numbers in
the grades preceding the senior high school program. Students also meet their individual needs and
interest through participation in co-curricular activities, club programs, and student government in
some schools.
The middle school program attempts to provide an atmosphere of understanding in
which students might grow and develop into well-rounded individuals. Emphasis is placed upon help-ing
students solve their own problems, many of which stem from the stresses which are a part of
their growth pattern. All teachers assume some responsibility for group guidance with major re-sponsibility
resting with a teacher who teaches the pupil a longer period of time than others. Profes-sional
counselors assist teachers and work with students in some school systems on individual
problems to provide the specialized services which problem cases require.
A program which continues grouping of some courses taught by one teacher while
gradually introducing instruction in a single subject by a teacher who is a specialist in the subject
helps students make the transition from the general elementary program to the more specialized
secondary program. Combinations of short and long units of teaching time provide for stability. Dif-ferentiated
learning is enhanced through the use of multiple textbooks as resource materials instead
of only one book. Teachers plan their work cooperatively. Some attention is given to continuous
learning and effort is exerted to help each student grow to his maximum capacity. Attention is given
to developing independent study habits, leadership skills and the ability to make wise decisions.
The middle school program provides concentration in general education, exploration
in new areas of interest, special services to meet special needs, and emphasis upon behavioral objec-tives
designed to develop happy, productive members of society. As the middle link in the K-12
learning process, efforts are made to help students catch up in areas of deficiency as well as achieve
successfully in all areas in order that they might continue to achieve successfully in the senior high
school.
THE HIGH SCHOOL PROGRAM
At the high school level learning in the basic areas, which have been dominant in the
elementary and middle school levels, gradually gives way to permit specialization in academic sub-ject
areas, concentration in occupational education, and pursuit of special interests in the cultural
arts or other general education fields. The basic skills— English, mathematics, and the social studies
(citizenship) — are reinforced for those students needing such reinforcement. Also, it is at this point
in these required courses that special attention to differentiation in content, in textbook and re-source
materials, and in teaching-learning activities and strategies becomes extremely important.
The abilities, interests, aptitudes, and aspirations of individuals and groups become factors in plan-ning
courses and instruction. All students are expected to take English, and a life science, and United
States history and government. All students, however, can not and should not be expected to take
the same course in English, science, or history. If all students derive the benefits they should from
48
NUMBER HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, 1969-70
Course
Title
Cultural Arts
MUSIC AND ART
General Music
Chorus
Band
Orchestra
Music Theory
Music Appreciation
Art I
Art II
Art III
Art IV
Art V
Total
Number
Schools Enrollment
Membership
Last Day
Number
Passed
Percentage
Passed
62
NUMBER HIGH SCHOOL
NUMBER HIGH SCHOOL STUDENTS
NUMBER HIGH SCHOOL
NUMBER HIGH SCHOOL
study in these areas, different levels with respect to content, different rates of learning, and different
levels of achievement or performance are not merely permissible, they are built-in features of pro-grams.
Less than this can only lead to student failures, and thus continuation of schools" failing in
their obligations to pupils.
Individual high schools or those high schools within a particular administrative unit
plan their overall curriculum or program of studies. Every school offers the required courses. In
addition each school offers a program of elective offerings that is balanced and realistic, and as com-prehensive
as circumstances will permit.
The extent and nature of the elective course offering is determined by several factors:
The financial resources available: the special needs and interests of students: the extent and special
competencies of the teaching staff; and in some instances, the adequacy of physical facilities. Schools
are encouraged to provide a program as comprehensive as possible. Schools are also encouraged
not to undertake more by way of program than can be done well. Qualitative programs are given
top priority.
The high school program and organization reflect more and more an emphasis upon
learning and upon ways and means of individualizing teaching and learning. This is noted in the use
of multiple textbooks rather than only one; in less rigid scheduling which allows some students to
work longer or shorter periods of time in a given subject; in greater use of independent study as op-posed
to fixed daily/weekly schedules; and, in a departure from the teacher lecture as the predomi-nant
approach to an approach that actively involves the students— research and inquiry, seminars,
large and small group projects, field work, and oral and written reporting.
The high school program of studies is designed and carried out in such manner as to
serve the entire student population. It is a springboard for assumption of the more immediate and
wider range of responsibilities that come with young adulthood and maturity. Essentially, it is aimed
at certain specific objectives: A basis for continued learning, whether in post-high school institu-tions,
on the job. or in the general pursuits of daily living; some degree of salable skill as a threshold
for employment or further education; a sense of civic responsibility; and values, attitudes, and moti-vation
essential to effective personal and family living. These basic objectives are strands woven
into the whole fabric of education as outlined in the several subject fields and courses.
Multiple Textbook Adoptions
Pupils in a classroom differ in many ways. They differ in their interests, their physical
and emotional health, their capacity to learn, the ways in which they learn, and in the rates at which
they learn. This means that all pupils cannot use with equal benefit any one single textbook as a
learning tool. If the teacher has a variety of these tools, the possibilities are greatly increased that
more pupils will learn more in their school work. This is the basis for the multiple adoptions by the
State Board of Education in recent years.
Single adoptions were standard procedure for many years, except for a dual adoption
in primary reading, grades 1-3. As the schools have undertaken to serve more pupils and serve them
better, teaching and learning have become more flexible and diversified, using a wide range of ma-terials
and media. The elementary reading adoption in 1968-69, included programs by four different
publishers. As many as two, three, or four titles have been adopted in areas such as high school
literature, elementary science, high school science, and elementary school music. The opportunity
to select textbooks especially suited to individuals and groups enables the teacher to freely choose
54
the most appropriate materials and helps to assure that the pupil has a book he can understand
and use.
Experience thus far indicates that multiple adoptions are a positive step in helping
schools and teachers do a better job with children. As experience with multiple adoptions accumu-lates
and as the practice is extended to all areas of the curriculum, it is reasonable to expect sub-stantially
more learning by pupils and a further reduction in the failure and dropout rates.
The Curriculum
CULTURAL ARTS
The Division of Cultural Arts was created in 1969 in response to the changing needs
of our society and of the public schools in North Carolina. It oversees a broad group of subjects
taught in grades K-12. Music, art, drama and dance, as well as the folk arts, are included in the pro-gram.
Plans include giving emphasis to the development of contemporary arts such as photography,
cinematography, electronic music, and multi-media expressions.
55
The guiding purpose in the creation of this Division has been the belief that the arts
offer an unlimited potential for the students' emotional development and a preparation for a rich
and vital life. Growing numbers of music and art teachers testify to the popular acceptance of the
changing role of the arts and the realization that they are a vital part of the central core of
the curriculum.
The Cultural Arts Division is seeking to involve the colleges and universities of the
state in a deeper relationship with the public schools and strong efforts are being made to secure the
participation of community lay groups interested in the arts.
In addition to our teaching program. North Carolina school children see over two hun-dred
performances each year— Shakespeare, Carl Sandburg, and, in cooperation with the North
Carolina Arts Council, ballet and contemporary dance.
An essential feature of the entire undertaking is the greatly enlarged workshop pro-gram
for teachers offering credit for participation in training programs related to art, music, and
the other cultural endeavors. As an aid to the efforts made in behalf of the arts, greater emphasis
has been placed on the creation of multi-media materials and aids to communication.
HEALTH, SAFETY, AND PHYSICAL EDUCATION
Health Education
The school health program in the elementary and secondary schools covers three broad
areas: instruction, services, and environment. In the primary grades emphasis is placed upon the
development of desirable habits, attitudes, and behaviors. In the middle grades further development
of desirable health traits is stressed with particular emphasis on making sound decisions regarding
one's personal health. Grades 7-9 place particular emphasis on alcohol and narcotics (as required by
G.S. 1 15-37 and 1 15-198), consumer health, environmental health, veneral diseases, family life, mental
health, and chronic diseases.
ELEMENTARY
Health instruction is required in the elementary schools (1-8). In the primary grades
it is usually correlated with other areas of the curriculum, but in grades 4-8 it is taught as a separate
subject for which a basal book is provided. The classroom teacher is responsible for health instruc-tion
in the elementary grades, the observation and screening of pupils' needs, and referring them
for services.
SECONDARY
The instructional program in grade 9 is alternated with physical education, and one
unit of credit is given for the combined areas as a graduation requirement. The ninth grade course
is usually taught by teachers certificated in health and physical education. Many schools offer a one-semester,
elective course to students in grades 10, 11, or 12; it is often taught by a teacher certifi-cated
in home economics since family life education is emphasized.
A very vital area of concern is drug use and abuse. A concentrated effort is under way
to train teachers, administrators, and parents so they may become more knowledgeable in handling
this topic with students.
In-service workshops in health education are being held in many administrative units.
These are specifically designed for administrators and supervisory personnel, as well as teachers of
health education.
56
HEALTH SERVICES
This program for students appraises the child's health status in order to determine
his ability to make satisfactory school progress and to participate effectively in the activities of his
age group. It also attempts to discover any deviations from normal appearance and behavior that
may require investigation and correction. Financial assistance is provided for the diagnosis and cor-rection
of chronic, remediable physical defects. During the last two bienniums the School Health
Service, using funds made available by the Legislature, has provided services to indigent children
as shown in the chart below:
4
In-service workshops in health and physical education have been held in several ad-ministrative
units for principals, supervisory personnel, and teachers.
In the elementary grades (K-8), physical education is generally taught by the classroom
teacher; however, more schools are assigning teachers certified in health and physical education to
teach in grades 7-8. Junior high school (grades 7-9) and senior high school (grades 10-12) classes are
taught by teachers certificated in the field.
The current trend to provide physical education teachers in elementary schools is
evident. At the present time 33 administrative units employ 120 physical education teachers to work
with teachers and children. Twenty-two of these units have a supervisor or coordinator of physical
education.
Driver Training and Safety Education
A summation of driver education operations for the period 1968-70 shows that more
than 100,000 persons attended the course each year and about 95.000 persons per year satisfactorily
completed the required course consisting of 30 or more hours of classroom instruction plus 6 hours
per person of in-car practice driving instruction. About 2,000 teachers and 1,300 cars were involved
in the program each year. Persons 16-18 years of age are required to satisfactorily complete such a
course before they are permitted to apply for a North Carolina driver's license. During this biennium
such courses were operated at the public high schools in every county and city school system of the
State and were available free-of-charge to any person 16-18 years of age who could meet the physical
and mental qualifications for a North Carolina driver's license. This included public school students,
nonpublic school students, and out-of-school youth under 18 years of age.
Through conferences and orientation meetings with school administrators and teach-ers,
procedures were developed to provide courses for students with unusual needs. Special pro-grams
were developed to serve eligible persons located in special State schools, such as those for
rehabilitation or for correction of juvenile offenders, etc. Experimental programs in teaching handi-capped
and special education students led to a better understanding of their safety education needs
and to improvement of services to them.
Upon request, driver education consultants of the Department of Public Instruction
provided advisory planning services to senior colleges, community colleges, technical institutes,
nonpublic secondary schools, and licensed private driving schools.
In the period 1958-68 the growth of driver education was so rapid that some parts of
the operation received less attention than was needed. Between 1968 and 1970 efforts were directed
toward identification and strengthening of those parts of the program that needed most attention.
Major emphasis was focused upon upgrading teacher preparation, improving procedures for coordi-nation,
evaluation of programs on a continuing basis, the experimental use of new teaching equip-ment,
and procedures to find ways to improve teaching and learning.
North Carolina has been a national leader in the field of driver education and is one
of the few states making driver education available to all persons 16-18 years of age. The following
brief indicates some of the traffic safety activities initiated in 1968-70 in another forward move to
improve programs for youth and adults that will help keep North Carolina in a leading position a-mong
the states. Regional traffic safety education centers were opened to upgrade teacher prepara-tion
through in-service courses and to experimentally develop ways of using new teaching systems
and procedures for improvement of instruction. These centers are being developed with matching
State and Federal funds (Federal Highway Act of 1966) and are administered by the State Depart-ment
of Public Instruction. Center locations are in the following 6 areas of the State and are design-ed
to provide services to each county and city school system: Buncombe County, Cabarrus County.
59
Chowan County. New Hanover County. Wake County, and Yadkin County. Each center serves a
15-20 county area and each features a multiple-car driving range, radio control equipment, driver
training cars and teaching equipment, and a full-time driver training coordinator. During the first
year of operation, emphasis was on improved training for driver education teachers and the develop-ment
of pilot courses in driver education. As the project continues, additional student services are
being developed to include classes for adults, handicapped drivers, occupational drivers, pedestrians,
cyclists, and others.
The driving ranges vary in size, but all provide space to practice dual and four-lane
driving, parking, passing, and other road maneuvers. Students using the ranges are in touch with
instructors by radio. Driver training cars are provided for each center and each will have a driving
simulator.
Driver training courses in North Carolina traditionally include classwork and road
training only. Use of the simulator and driving ranges can increase the student's skills before he be-gins
road practice. The centers are planned for year-round use.
Renewed emphasis on safety at all school levels
In addition to driver education courses at the high school level, renewed emphasis
has been placed upon the many other aspects of driver training and safety education at each level
of the public school program, including kindergartens. One example is the case where a local school
system involved a large number of teachers, its central staff and others in a safety project to aid
schools throughout the State. This project included a comprehensive study of what the schools have
been doing in safety: what kind of changes seem to be needed; and how to involve students, parents
and community in program improvement. Large numbers of students were involved in the identifica-tion
of hazards in the school areas and in making lists of the kinds of work and play activities they
engage in during each season of the year and the places and conditions under which they occurred.
This information helped identify what students needed to know about safety and why. Meanwhile,
teachers and central staff members studied accident facts and safe practices information from many
sources and reviewed the operational details of ongoing safety programs operated elsewhere by
schools, manufacturing plants, and others. These activities contributed to development of safety
know-how among school personnel and produced "pools" of information about hazards, safe prac-tices,
instructional procedures, and management information. This safety know-how and informa-tion
was developed for use in designing teaching-learning situations that offered the best promise of
causing students and others to know and use safe practices in relation to the activities they engage
in at each age level. This school system developed a capability to produce instructional media in a
great variety of audio and visual forms ranging from a simple pen sketch to sophisticated profession-al
quality TV tapes. This project was initiated for purposes of developing instructional procedures
and materials suitable for use throughout the State and to make them reasonably available to all
schools that would use them. Operations have been in cooperation with the State Department of
Public Instruction and the cost of initial production of audiovisual materials and other media are
covered by a private industry grant for this purpose. Copies of the original materials are for repro-duction
at very low cost for use throughout the State. Consultant services of the Department have
been provided for this continuing project.
M)
LANGUAGE ARTS
English
The Department of Public Instruction advocates and presents for the school systems
of North Carolina a framework for a developmental', sequential, comprehensive, and flexible pro-gram
of studies in English-language arts. The program extends without interruption or unnecessary
repetition from kindergarten through grade twelve and permeates the entire school curriculum. It
has two fundamental aims, the first being to develop an image of the self, and the second being to
promote interaction between people.
At the beginning, the program emphasizes the development of listening and speaking
skills; it then moves to the development of writing, reading, and viewing skills and stresses the inter-relation
of language, literature, and composition.
The program presupposes that language is used for orienting and informing the indi-vidual
of his world, the meeting place of experience and language and society; it draws on all dis-ciplines
for its understanding and description— psychology, sociology, anthropology, linguistics,
and psycho-linguistics. The program is also built on the assumption that language is used in the class-room
as a process, not a product, and it is involved with experience and language in operation; the
learner is thus enabled to perceive himself as an organizer of experience as he moves into new roles,
new situations, and new levels of human experience.
The program emphasizes the process of composing, conceiving, and evaluating a com-munication
in a real situation, rather than composition, the finished product being presented for
evaluation. It assumes that an individuals ability to use language in oral and written composition
develops best when he is guided and encouraged as he responds to a variety of experiences, using
language to order his world and to establish satisfying relationships in that world. It assumes also
that this ability develops best when his experiences and responses are enriched by those of others
(literature study) and when his developing awareness of how language works (language study) in-creases
his understanding of himself and others.
The program assumes that the structure and content of literature, its form and mean-ing,
are not only inseparable in the literary work and in the activity of criticism, but that they also can
be related both in an individual work and in literature as a whole. It assumes that there are recurrent
features both in the structure and content of literature and that this recurrence is a matter of deep
and complex significance. The program articulates those recurrent aspects of literature and arranges
them in a pattern of study that is sequential.
Foreign Languages
The study of a foreign language is viewed as an integration of linguistic skills, cultural
knowledge, and attitudes of understanding and appreciation of other people. To achieve the goal
of communicating effectively and directly with other peoples of the world, longer sequences of study
have become the pattern.
A four-year program in grades 9-12 in one foreign language is recognized as a mini-mum
program. Many junior high schools introduce a foreign language in grade 7 or 8, thus provid-ing
a five- or six-year sequence. A few schools introduce some foreign language into the earlier
grades, thus providing the opportunity for children to begin learning a language at an age when, ac-cording
to research findings, they have the greatest facility for language learning.
With the increasing need for persons to be able to communicate with other peoples
in all parts of the world, emphasis is being placed on the development of cross-cultural understand-ing
through observation of and experience in a foreign culture. Communication in a broader sense
61
than simply using the other person's language depends upon an understanding of another*s behavior
patterns, thoughts, and beliefs. To accomplish this goal, foreign language teachers are beginning to
plan with teachers of social studies, English, art. music, and other disciplines to bring about a more
unified approach to the development of a better understanding of another culture, and thus to a
better understanding of our own culture and subcultures.
Resource materials in the form of -audio and visual units are being prepared in the De-partment
of Public Instruction for use by teachers of foreign languages, social studies, and humani-ties
programs with the purpose of bringing to the students significant information on some
contemporary foreign cultures.
Foreign languages and the cultures of which they are a part belong to the humanities
and therefore are an integral part of any student's general education.
MATHEMATICS
Elementary
The goal of the mathematics program is to contribute to the development, in young
citizens, of a growing appreciation of mathematics as a part of their heritage, a relevant part of their
daily living, and a way of solving problems. To achieve this goal, a developmental program of fund-amental
skills is provided; and attempts are being made to allow each student to progress at a rate
commensurate with his abilities.
To help teachers plan a mathematics program which will meet each student's individual
needs, the Mathematics Division of the Department of Public Instruction introduced a curriculum
publication for use in grades K-6 in the fall of 1970. Emphasizing objectives and related activities.
the publication is designed to help teachers improve mathematics instruction in the elementary
school through more extensive and meaningful pupil involvement.
Junior High School
At this level, the transition to an updated mathematics program has had its greatest
impact. Because of changes in mathematical content at this level and because of special learning
difficulties encountered by many junior high school age students, in-service programs and special-ized
materials are necessary. One way of providing in-service education for junior high school teach-ers
is through educational television. In the spring of 1971, a series of in-service lessons designed
to assist junior high school teachers in coping more effectively with an updated mathematics pro-gram
will be televised Statewide.
Secondary
The goals of the secondary mathematics program are an extension of the goals for the
elementary school mathematics program. The attempt is to prepare the student for the world of
work either through an academic program leading to formal education beyond the high school or
through an occupational education program leading to work immediately following high school.
In most high schools in the state, the academically oriented student makes choices
among Algebra 1 and II, Geometry, and Advanced Mathematics. For those students not pursuing
an academic career, General Mathematics and Consumer Mathematics are also available.
In the fall of 1969, the Mathematics Division of the Department of Public Instruction
introduced Consumer Mathematics Teaching Units, a publication to assist teachers in making con-sumer
mathematics an interesting, relevant course for those students, who are and will continue to
sumer mathematics an interesting, relevant course for those students, who are and will continue to
be consumers. The publication contains materials of interest to all high school students as well as
to adults.
62
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M£
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A series of 16 television programs of special interest to students in grades 7-12 is being
developed to complement regular classroom instruction. In addition to these programs, the junior
high school in-service component is also being developed.
Many of the schools in the State are embarking on experimental projects in mathe-matics.
More and more schools are using the electronic computer in the instructional program.
Others are using the mathematics laboratories involving computers, calculators, and other manipu-lative
devices. These activities are designed to fulfill the aim of mathematics education throughout
the grades— to promote at each level of development appreciation and understanding of, and inter-est
and competence in, mathematics.
ORGANIZATIONAL CHART
DIVISION OF OCCUPATIONAL EDUCATION
Assistant
State Superintendent
Program Services
Curriculum Development
& Teaching Materials
Associate Director
Program Services
Occupational
Programs
Disadvantaged
and Handicapped
Homemaking and
Consumer Education
Occupational
Exploration
' Area
Director
1 Area
Director
State Director
Associate Director
Program Planning
& Development
Program Analyst
Economic Manpower
Analyst
Assistant Director
Program Operations
Facilities-Equipment
Consultant
Educational Records
and
Information Consultant
Statistical Assistant
* Area
Director Director
3 Area
Director
* Area
Director
' Area
Director
* Area
Director
Local Administrative
Units
64
OCCUPATIONAL EDUCATION
Introduction and Organization
The purpose of the Division of Occupational Education is to assist local educational
agencies to maintain, expand, and improve existing programs; develop new programs; and arrange
for part-time employment for youth who need such employment to continue their occupational
training.
To achieve this goal, the Division was reorganized in January 1970 to provide the
quantity and quality of leadership which would result in all youths and adults having ready access
to occupational training or retraining which is of high quality, is realistic in the light of actual or
anticipated opportunities for gainful employment, and is suited to needs, interests, and abilities of
individuals to benefit from such training.
The concept of an area director of occupational education in each of the eight educa-tional
districts has been effected during this biennium. These directors will work with local educa-tional
agencies in expanding existing programs and developing new programs while allowing more
flexibility at the local level, taking into consideration the mobility of today's population.
Allocations for local occupational personnel are now made in "man-months," which
replaces the method of allocating specific terms of employment for specific occupational subject
areas. This is another means by which local educational agencies have the opportunity to utilize
the competencies of their occupational education staff to meet student and manpower needs.
The following is a breakdown of the number of reimbursed positions by occupational
programs for this biennium. The number of positions shown does not include positions which are
financed 100 per cent from local funds.
NUMBER OF
REIMBURSED POSITIONS
BY PROGRAM
The Division of Occupational Education has worked very closely with the Division of
Pupil Personnel Services, the Division of Special Education, the Division of Vocational Rehabilita-tion,
the Department of Community Colleges, the North Carolina Employment Security Commis-sion,
the North Carolina State Planning Task Force ( Appalachia), the Coastal Plain Regional
Planning Commission, the North Carolina Department of Conservation and Development, the North
Carolina Department of Correction, the North Carolina Department of Social Services, the North
Carolina Department of Health, and the North Carolina Department of Mental Health during this
biennium.
The Division of Occupational Education is aware of employment opportunities in
North Carolina and encourages local educational agencies to provide occupational programs to
meet manpower needs.
NORTH CAROLINA EMPLOYMENT OPPORTUNITIES
RELATED TO OCCUPATIONAL EDUCATION PROGRAMS
Labor Demand and Supply Summary
Occupational Instructional
signed educational programs and related services or both in order for them to benefit from
a vocational education program or consumer and homemaking education. The term includes per-sons
whose needs forsuch programs or services result from poverty, neglect, delinquency, or cultural
or linquistic isolation from the community at large, but does not include physically or mentally
handicapped persons unless such persons also suffer from the handicaps described in this paragraph."
During this biennium North Carolina had two full-time professional staff members
and a number of additional professional staff persons contributing time and services toward improv-ing
occupational education opportunities for the handicapped and disadvantaged. A completed
task force study and report contributed heavily toward the establishing of direction and providing
emphasis for the 27 administrative units conducting programs for the handicapped and the 63 ad-ministrative
units conducting programs for the disadvantaged.
Several different agencies on the State level cooperated with local educational agencies
to design special programs for the handicapped and disadvantaged. The Division of Occupational
Education. Division of Vocational Rehabilitation, the Division of Special Education, and the Divi-sion
of Pupil Personnel Services worked together to implement a plan for more fully meeting the
occupational needs and requirements of the handicapped and disadvantaged.
East Carolina University, the Division of Occupational Education, and the Division
of Special Education provided for a two-week, in-service training program for educators and para-professionals
who would be working in the handicapped area.
It was realized that many handicapped and disadvantaged students in existing "voca-tional
education areas" needed additional assistance in appraisal of their own abilities and in relat-ing
to the world of work. The curricula in these "vocational areas" were adjusted during this biennium
to better serve the handicapped and disadvantaged youth in our State.
Ninety-eight Introduction to Vocations teachers taught modified programs for one
or more sections for students with special needs. During 1968-69 there were 1,198 boys and 654 girls
enrolled in these modified programs.
Twenty-two home economics teachers adapted curricula for students with special
needs. These programs enrolled 315 students. Also, in many school administrative units across the
State, students were enrolled in comprehensive programs in which the home economics teachers
planned for individual abilities and interests of the handicapped and disadvantaged.
During the biennium many of the cooperative occupational education programs real-ized
that many disadvantaged students are so economically deprived that they could not continue
their formal education in our secondary schools. These cooperative occupational education pro-grams
were designed to place students in work situations to combat the economic problem. Five
distributive education teachers operated separate classes for students with special needs, while
modifications in the curricula were made to meet the needs of approximately 2000 students with
special needs. During this biennium 13 schools offered courses in agriculture designed for students
with special needs with an enrollment ( 1968-69) of 226 students. Trades and industrial education
programs across the State made adjustments to meet specific needs of students in areas such as brick-laying,
carpentry, and mechanics. The industrial cooperative occupational training program was
quite successful in many areas of the State in meeting the needs of students with special needs.
Occupational Exploratory Programs
I PRE-VOCATIONAL)
State and federal authorizations of appropriations, plus local monies, have made it
possible during the biennium for local educational agencies to expand existing programs and initiate
new programs for youth in grades K-12 not only explore the world of work, but also to develop pre-professional
and avocational interests and abilities.
68
Three such programs now under the guidance of the Division of Occupational Educa-tion
are Introduction to Vocations, Industrial Arts, and Middle Grades Occupational Exploration.
Introduction to Vocations
Introduction to Vocations was introduced in the public schools of North Carolina
during the 1963-64 school year as one phase of the policy of the State Board of Education to make
occupational education more diversified and comprehensive. It is suggested as a 9th grade elective
course to give boys and girls the opportunity to explore the world of work.
The overall objective is to help students develop plans regarding their occupational
and educational futures. More specifically, the objectives are to: (a) help students learn to appraise
their own interests, aptitudes, personalities, and skills in relation to a variety of occupational oppor-tunities:
(b) help students gain a first-hand knowledge and appreciation of the changing employment
patterns and opportunities in North Carolina and in the nation; (c) help students understand the
basic processes of production, processing, and distribution in the American work economy and the
importance of human relations and ingenuity in these processes; (d) acquaint students with the major
occupational fields, including economic structure, organizational structure, specializations, re-lationships
to other occupational areas, kinds of work involved, and educational and other
requirements.
The areas of explorations include relating characteristics, interests, aptitudes, and
abilities to occupations; relating the economic system to occupations and the students; exploring
manual and mechanical occupations; exploring clerical, sales, and service occupations; exploring
professional, technical, and managerial occupations; and evaluating and planning ahead.
A student, upon completing Introduction to Vocations, may then pursue an academic,
general, or occupational program in high school. After high school, the student may engage in full-time
employment, attend a technical institute, or continue his education at a four-year college or
university.
Industrial Arts
Industrial Arts is offered in 218 public schools in North Carolina with an enrollment
in grades K-12 of over 25,000 students. The courses include drawing and planning, wood technology,
metal technology, electricity /electronics, graphics, power technology, and industrial crafts.
The two major purposes of Industrial Arts are to introduce students to a technological
society and to guide students in terms of preoccupational, pre-professional, as well as avocational
interests and abilities.
Industrial Arts courses make contributions on the elementary, middle grades, and
secondary levels. In the elementary schools the students study technology as it relates to our society
and their lives. Industrial Arts provides elementary school students with manipulative experiences
which makes learning more interesting and helps make educational experiences more meaningful.
In the middle grades it provides laboratory experiences of an industrial-technological
nature. It also provides practical experiences in the use of many of the tools, materials, products
and processes used in a technological society. These experiences also provide occupational orien-tation
and exploration that may contribute to an individual's place in the world of work.
For the secondary school student Industrial Arts provides opportunities for them to
explore, in depth, personal interest areas. The use of materials, tools, and machines enables the
secondary school students to reinforce concepts and understandings basic to occupational and career
choices. Increased meaning and purpose are given by these courses to the theoretical principles of
art, science, the language arts, mathematics, social studies, and other related subjects.
69
Children in the Middle Grades Occupational Exploration Program have
opportunities to explore the world of work through "hands-on" experiences
as early as grade level six.
Middle Grades Occupational Exploration
Middle Grades Occupational Exploration programs are new during this biennium
through funds made available by the 1969 State Legislature. High interest in Middle Grades Occupa-tional
Exploration was evidenced by the fact the 72 local administrative units presented proposals
for implementing such programs during the 1969-70 school year. At least seven proposals were
received from each of the eight educational districts with some districts submitting twelve. The 72
units requested funds for 7.9 million dollars for the biennium. Twenty-one proposals were rec-ommended
for funding as the result of three teams which had reviewed all of the proposals.
The program for Middle Grades Occupational Exploration is basically an opportunity
for youth as early as grade level six to begin to explore the world of work. This exploration includes
an opportunity for students to go into shops and laboratories and have "hands-on" experiences so
that they may begin to relate their interests and aptitudes to future educational and occupational
opportunities. There programs will first provide for broad based exploratory experiences for students
according to their own interests and needs, and then lead to selective exploration, then to introduc-tory
experiences, and then into secondary occupational education programs in specialized areas.
In the Middle Grades Occupational Exploratory programs each subject area, whether it
be mathematics. English, the sciences, or whatever, will have built into them opportunities for the
students to see the relationship of these academic subjects to occupations. Students in the middle
70
grades also can have the opportunity to see the relevance of secondary courses as they relate to their
future.
The Middle Grades Occupational Exploration programs should benefit teachers of
academic subjects in helping these teachers to create more student interest in academic subjects
and should benefit the secondary school occupational programs in that students can select occupa-tional
courses at the secondary level more intelligently than in the past.
Occupational Programs
The occupational programs in the new section of the Division created in January 1970
include: Agricultural Education, Business and Office Occupations, Distributive Education, Occu-pational
Home Economics, and Trades and Industrial Education.
Agricultural Education
The underlying goals of occupational education in agriculture in the public school in
North Carolina are twofold: to contribute to the general educational objectives of public education
and to contribute to the overall purpose of occupational education by providing realistic education
in agriculture needed for educating or re-educating youth and adults in light of actual or anticipated
employment opportunities. At the secondary school level the program is designed to provide intro-ductory
and exploratory experiences in the early years and preparatory experiences during the latter
years. Also it provides youth an opportunity to elect a sequence of courses in agriculture, combined
with other courses in the school program, that will result in a foundation of learning upon which they
may continue their education in agriculture beyond high school in a more specialized area of learning
or enter directly into agricultural employment. For adults who are interested in continuing their
education in agriculture, it provides an opportunity to acquire new agricultural technology needed
in improving their vocational competencies by participating in short unit courses designed to meet
their special needs.
Basal education in occupational agricultural education is provided in the following
major learning areas: agricultural business management, agricultural mechanics, agricultural policy,
plant science and technology, animal science and technology, soil science and technology, and ag-ricultural
resources. All instruction is supported by vocational guidance and leadership development.
Learning opportunities beyond instruction at school and during normal school hours
is provided through exploratory and on-the-job training experiences. Currently new and experimen-tal
courses are being developed in rural recreation, wildlife management, landscape development
and maintenance, seafood production, and food processing.
Business and Office Education
Business and Office Education is a vital and important part of the total school cur-riculum,
and continues to be one of the most popular subject areas. Broadly defined, Business and
Office Education means "education for business careers." To this end, high school programs are
designed to encompass three major objectives: to develop an understanding of the business enter-prise
and of our economic system, to develop personal-use skills and knowledges of great value to
the college-bound student, and to develop occupational competencies necessary for initial job entry.
Occupational programs in the area of Business and Office Education include the regular
business program and three types of federally supported programs. The latter includes Preparatory
OfficeOccupations (in-school work experience. Cooperative Office Occupations (on-the-job training)
and Data Processing.
The Preparatory Office Occupations program is designed to accommodate schools
where staff and/or on-the-job training stations