NORTH CAROLINA
PUBLIC SCHOOLS
JUN121984
Education Building, Raleigh
BIENNIAL REPORT OF
THE SUPERINTENDENT OF
PUBLIC INSTRUCTION
OF NORTH CAROLINA
FOR THE SCHOLASTIC YEARS
1960 - 1961 AND 1961 - 1962
PART ONE
SUMMARY AND RECOMMENDATIONS
PUBLICATION NO. 358
The following parts of tlie Biennial Report of the State Superin-tendent
of Public Instruction for the scholastic years 1960-61 and
1961-63 are issued:
Part I—Sunuuary and Recommendations
Part II—Statistical Report, 1960-61
Part III—Statistical Report, 1961-63
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. Fing-er 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-
LETTER OF TRANSMITTAL
State of North Carolina
Superintendent of Public Instruction
Raleigh
December 3, 1962
To His Excellency, Terry Sanford, Governor
and MEMBERS OF THE GENERAL ASSEMBLY OF 1963
SIRS:
In compliance with G. S. 115-14.3, 120-12, 13 and 147-5, I am
submitting the Biennial Report of the Superintendent of Public
Instruction. This Report includes information and statistics
about the public schools, and recommendations for their im-provement.
I hope you and each member of the General Assembly will find
the opportunity to read this description of our public schools
in action. North Carolina, as this information shows, has made
tremendous progress in many phases of its educational program.
The Recommendations give some proposals which I believe will
improve our schools still further. These, I commend to your
earnest consideration and support.
Respectfully submitted.
State Superintendent of Public Instruction
Biennial Report of State Superintendent
H
X
O
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CONTENTS
Page
I. What Agencies Administer and Supervise the Public
Schools?
A. At the State Level _.... 7
1. The State Board of Education 7
2. The State Superintendent of Public Instruction 8
3. The Controller of the State Board of Education 11
4. Department of Curriculum Study and Research 13^
B. At the Local Level 13-
1. Boards of Education 13
2. County and City Superintendents 15
3. District School Committees 16
4. School Principals 17
n. How Are the Public Schools Financed?
A. Sources of Funds 19
B. Expenditures 20
in. How Are the Schools Organized? What Facilities Are
Available? How Many Children Are Enrolled? How
Well Do They Attend ? How Many Students Graduate
From High School? What Becomes of Them?
A. Number of Schools 29
B. Schoolhouses and Value of Property 31
C. Length of School Term 32
D. Enrollment and Attendance 33
E. Membership and Attendance 34
F. Drop-outs and Absences 35
G. Promotions 35
H. High School Graduates 36
IV. How Many Teachers, Principals, and Supervisors Are
Employed? What Is the Extent of Their Education?
What Are the Teacher Needs? What Salaries Are
Paid? What Is the Ratio of Number of Teachers to
Number of Pupils In Average Daily Attendance?
A. Number 37
B. Teacher Education 38
C. Prospective Teachers Scholarship Loan Fund 38
D. In-Service Education 39
E. Supply and Demand 40
F. Salaries Paid ___ 40
G. Attendance and Teachers 42
H. Teacher Merit Pay Study 43
V. What Educational Programs Are Available?
A. The Basic Program 44
B. School Health 49
C. Physical Education 51
D. Music Education 53
E. Industrial Arts 54
F. Safety and Driver Education 54
G. Vocational Education in Agriculture 56
H. Vocational Home Economics 59
I. Trade and Industrial Education 60
J. Industrial Education Centers 63
' K. Distributive Education .-. -. 66
L. Veterans Education 67
M. Vocational Materials Laboratory 68
N. Exceptional Children - 69
0. Exceptionally Talented Children 70
P. Guidance Services 72
Q. High School Equivalency Program 73
R. Testing 74
S. Textbooks 75
T. School Libraries 76
U. Printing and Publications 80
, V. Audiovisual Education 80
W. Education by Television -. 83
X. National Defense Education Act 84
Y. School Lunch Program - 85
Z. Transportation -- 87
AA. Insurance 87
BB. Vocational Rehabilitation 88
VI. What Other Educational Institutions Are Operated?
A. Public 90
B. Non-public 91
VII. What Are the Recommendations for Improving the
Public Schools?
A. A Decade of Progress 94
B. The "B" Budget Requests for 1963-65 ._ 98
C. Some Continuing Opportunities for Improving
Public Education 101
What Ag-encies Administer and
Supervise the Public Schools?
AT THE STATE LEVEL
1. The State Board of Education
Authority—State Constitution (Art. IX, s. 8.).
Mey7ihersh"/p—13 persons: 3 ex officio (Lieutenant Governor,
State Treasurer and State Superintendent of Public Instruc-tion)
and 10 appointed by Governor (8 from 8 educational dis-trict
and 2 from State at large).
Tei^m—Eight years (overlapping) for appointive members.
Meetings—once each month. Special meetings may be set at
regular meetings or called by the Superintendent with the ap-proval
of the Board Chairman.
Powers and Duties (G. S. 115-11) :
has general supervision and administration of the 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 controller, subject to approval of Governor
apportions and equalizes over the State all State school funds
directs 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
establishes city administrative units
allots special teaching personnel and funds for clerical assist-ants
to principals
makes provision for sick leave
8 Biennial Report of State Superintendent
• 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 recommendation
of the State Superintendent of Public Instruction
formulating rules and regulations for the enforcement of the
compulsory attendance law
regulating the conferring of degrees and licensing educational
institutions
repoi'ting to the General Assembly on the operation of the
State Literary Fund
approving the establishment of schools for adult education
under the direction and supervision of the State Superintend-ent
of Public Instruction
managing and operating a system of insurance for public
school property
• divides duties into two separate functions:
—matters relating to supervision and administration exclud-ing
fiscal affairs shall be administered by the State Superin-tendent
of Public Instruction
—matters relating to the supervision and administration of
fiscal affairs shall be under the direction of the Controller.
2. The State Superintendent of Public Instruction
Authority—Constitution (Art. Ill, s. 1.)
Term—Four years, elected by popular vote
Duties— {G.'^. 115-14, 15) :
to organize and establish a Department of Public Instruction
to keep public informed as to the problems and needs of the
schools
• to report biennially to the Governor
• to have printed and distributed such educational bulletins and
forms as he shall deem necessary for the administration of the
Department of Public Instruction
North Carolina Public Schools 9
• to administer the instructional policies established by the
Board
• to keep the Board informed regarding the developments in the
field of public education
• to make recommendations to the Board with regard to the
problems and needs of education
• to make available to the public schools a continuous program
of supervisory services
• to collect and organize information regarding the public
schools and to furnish such information as may be required to
the Board
• to inform local administrators regarding instructional policies
and procedures adopted by the Board
• to have custody of the official seal of the Board and to attest
all written contracts executed in the name of the Board
• to attend all meetings of the Board and to keep the minutes
• to perform such other duties as the Board may assign to him
THE DEPARTMENT OF PUBLIC INSTRUCTION:
Headed by the State Superintendent of Public Instruction, the
Department of Public Instruction includes an Assistant Super-intendent
and other professional and clerical staff. According
to functions, the staff has been organized as follows
:
Special Staff Services. This area includes services relating to
(1) publications—writing, compiling, editing, printing, and dis-tributing—
and central services—purchasing supplies and equip-ment,
selling and distributing printed materials, duplicating,
and receiving, distributing and dispatching mail; (2) educa-tional
research—planning studies, collecting, analyzing and in-terpreting
data, and making recommendations; (3) statistical
services—collecting, tabulating, and processing statistics; (4)
administration of the National Defense Education Act; (5)
school athletics and activities—administers regulations of the
Board governing athletics in the public schools and advises with
schools on co-curricular activities; and (6) teacher merit pay
program—develops, formulates, and administers an experimen-tal
merit pay plan for teachers.
10 Biennial Report of State Superintkademt
ORGANIZATION CHART
Stat* Svrrlces of the North Carolina Public Schools
THE PEOPLE
GOVERNOR
DEPARTMENT
OF
CURRiCUlUlM
STUDY
AND RESEARCH
IT. GOVERNOt
I
STATE TREASUDEt STATE SUPERINTENDENT
WEMBEt « SECT Y I
AND 10 MEMBERS APPOINTED BY THE COVESNOR AND
CONFIRMED BY THE CENERAl ASSEMBLY FORM THE
STATE BOARD OF EDUCATION
CONTROLLER'S OFFICE
DIVISIONS
•AUDITING AND
ACCOUNTINC
INSURANCE
PLANT OPERATION
• TEACHER ALLOTMENT
AND GENERAL CONTROL
•TRANSPORTATION
STATE DEPARTMENT OF PUBLIC INSTRUCTION
Stat* Sup*rirtl€nd«nt|
Aiil $gp»rinl«ndanl
STAFF SERVICES I
North Carolina Public Schools 11
new school buildings. Screening applications for State funds
for school construction and making surveys are also major re-sponsibilities
of this division.
Division of Vocational Education. This division administers
the programs in vocational agriculture, home economics, trades
and industries, distributive occupations, guidance, veterans re-lated
training, school lunch program, veterans farming (under
the G. I. Bill), and the program requiring the inspection, ap-proval
and supervision of those institutions and establishments
offering on-the-job-training to veterans under the G. I. Bill. It
also supervises industrial educational centers authorized by the
General Assembly of 1957 and maintains a vocational curriculum
laboratory.
Division of Vocational Rehabilitation. It is through this divi-sion
that the State cooperates with the Federal Government in
providing for the vocational rehabilitation of persons with dis-abilities
and for their return to employment.
3. The Controller of the State Board of Education
Authority—Chapter 115-11.5, General Statutes of North Caro-lina.
Term—At will of Board
Powers and Duties—(G. S. 115-16, 17) :
The controller is the executive administrator of the Board
in the supervision and management of the fiscal affairs of the
Board. "Fiscal affairs" is defined as "all matters pertaining to
the budgeting, allocation, accounting, auditing, certification, and
disbursing of public school funds" administered by the Board.
The controller, under the direction of the Board, performs the
following duties
:
• maintains a system of bookkeeping which reflects the status
of all educational funds committed to the administration of the
Board
• prepares all forms necessary to furnish information for the
consideration of the Board in preparing the State budget esti-mates
as to each administrative unit
• certifies to each administrative unit the teacher allotment as
determined by the Board
12 Biennial Report of State Superintendent
• issues requisitions upon the Budget Division, Department of
Administration, for payments out of the State Treasury of
funds placed to the credit of administrative units
•
•
•
•
•
procures, through the Division of Purchase and Contract, De-partment
of Administration, the contracts for the purchase
of janitors' suppHes, instructional supplies, supplies used by
the Board, and all other supplies purchased from funds ad-ministered
by the Board.
purchases textbooks needed and required in the public schools
in accordance with contracts made by the Board with pub-lishers
audits, in cooperation with the State Auditor, and school funds
administered by the Board
attends meetings of the Board and furnishes information con-cerning
fiscal affairs to the Board
employs all employees who work under his direction in admin-istration
of fiscal affairs
reports directly to Board upon matters coming within his
supervision and management
• furnishes information as may be necessary to the State Super-intendent
• performs such other duties as may be assigned to him by the
Board
CONTROLLER'S OFFICE
:
Duties, 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, including the appropriation for
the Nine Months School Fund, the State Department of Public
Instruction (administration and supervision), Vocational Edu-cation,
State Textbook Fund, State Literary Fund, and other
funds expended for public school purposes. Its work includes all
budget making, bookkeeping, writing vouchers, making reports,
applying salary scales to local school personnel, and performing
related services.
North Carolina Public Schools 13
Division of Plant Operation. Has charge of plant operation as
set forth in the Nine Months School Fund budget.
Division of Insurance. Administers the public school insurance
fund which was authorized by the General Assembly of 1949 to
provide insurance on school property.
Division of Textbooks. Has charge of purchasing and distri-buting
free basal textbooks and administering the rental system
for high school books and supplementary reading books in the
elementary grades.
Division of Teacher Allotment and General Control. Applies
the rules of the State Board governing applications of the local
units for teacher allotments, and for alloting funds to be ex-pended
for the object of general control in the local budgets.
Divisioji of Transportation. Administers the school bus trans-portation
system of the State—purchasing new buses, mapping
bus routes and administering the rules of the State Board
governing transportation.
4. Department of Curriculum Study and Research
Originally authorized by the State Board of Education in
November, 1957, and begun April 1, 1958, as a special Cur-riculum
Study supported by Richardson Foundation grants, this
service was set up by the 1961 General Assembly as a permanent
agency under the supervision of the State Board of Education.
The general objective of this department is to provide the
State Board of Education with information and recommenda-tions
needed in making policy decisions on the curriculum and
other problems. In addition to this general objective, typical
specific objectives are: (1) To sponsor new experiments de-signed
to produce high-quality education in the public schools;
(2) To disseminate information about new developments in
education and to adapt these developments to public school needs
in this State; and (3) To promote the adoption of successful
new educational developments.
AT THE LOCAL LEVEL
1. Boards of Education
Membership and Terms—
During the biennium there were 100 county and 73 city ad-ministrative
units, ranging in size from 540 to 59,225 pupils in
average daily attendance.
10
«
«
North Carolina Public Schools 15
to have general control and supervision of all matters per-taining
to the public schools and enforce the school law (115-
35(b))
to divide its unit into attendance areas without regard to dis-trict
lines ( 115-35 (c))
to provide for the enrollment in a public school of each child
residing therein qualified by law for admission and apply-ing
for enrollment (115-176)
to make all rules and regulations necessary governing enroll-ment
of pupils (115-176)
to make all rules and regulations necessary for conducting co-curricular
activities, including athletics. (Interscholastic ath-letic
activities shall be conducted in accordance with rules
and regulations prescribed by the State Board.) (115-35(d))
to fix the time for opening and closing the public schools and
the length of school day (115-35 (e), 36)
• to provide for the efficient teaching in each grade of all sub-jects
included in the outline course of study prepared by the
State Superintendent (115-37)
• to elect a superintendent of schools and to provide him with
an office, office equipment and supplies, and clerical assist-ants
(115-39,40)
• to elect teachers, principals and other professional employees
and to make needful rules and regulations governing their
conduct and work, including their salaries and professional
growth (115-21)
• to issue salary vouchers to all school employees when due and
to purchase the necessary equipment and supplies in accord-ance
with State contracts (115-50,52)
2. County and City Superintendents
Superintendents are elected by boards of education, subject to
approval of the State Superintendent and the State Board.
Term—Two years.
Qualifications—Holds a Superintendent's certificate, has 3 years'
experience in school work within past 10 years, and doctor's
certificate showing him free of communicable disease.
16 Biennial Report of State Superintendent
Salaries—The State salary schedule for superintendents of coun-ty
and city administrative units is based on size of unit in terms
of pupil membership, and the superintendent's experience and
certificate. It ranges from a monthly salary, based on twelve
calendar months, of $630 to $1,285. Several units pay a sup-plement
from local funds.
Duties—^"All acts of county and city boards of education, not
in conflict with State law, shall be binding on the superinten-dent,
and it shall be his duty to carry out all rules and regula-tions
of the board." (115-41)
The superintendent is ex-officio secretary to the board of edu-cation.
(115-56) It is the superintendent's duty:
• to visit the schools, to keep his board informed as to condi-tion
of school plants, and to make provisions for remedying
any unsafe or unsanitary conditions (115-56)
• to attend professional meetings (115-56)
• to furnish information and statistics to the State Superintend-ent
(115-56)
• to administer oaths to all schools officials when required
(115-56)
• to keep himself informed as to policies adopted by the State
Superintendent and State Board of Education (115-57)
• to approve, in his discretion, the election of all teachers, and
to present the names of all teachers, principals and other per-sonnel
to the board for approval (115-58)
• to prepare an annual organization statement and request for
teachers to the State Board of Education (115-59)
• to keep a complete record of all financial transactions of the
board of education and a separate record of local district taxes
and to furnish tax listers with the boundaries of each taxing
district (115-60,61)
• to keep a record of all fines, forfeitures and penalties due the
school fund (115-62)
• to approve and sign State and local vouchers (115-64)
3. District School Committees
Each county board of education appoints members (three to
five for each committee) to school committees of the districts.
(There are no committees in city administrative units.)
North Carolina Public Schools 17
Term—Two years.
Meetings—As often as business may require.
Duties (115-69-73)—
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 ed-ucation,
protects all school property in the district
4. School Principals
"The executive head of a district or school shall be called
'principal'." (115-8) He is elected annually by the district com-mittee
(in county units) upon recommendation of the superin-tendent
and subject to approval by the board of education. In
city units the principal is elected by the city board upon recom-mendation
of the superintendent.
Duties—
It is the duty of the principal
• to nominate teachers (in county units) to district committee
(115-72)
• to grade and classify pupils and exercise discipline over the
pupils (115-150)
• to make suggestions to teachers for the improvement of in-struction
(115-150)
• to instruct children in proper care of school property, and to
report any unsanitarv condition, damage, or needed repairs
(115-149)
• to carry out rules and regulations of State Board regarding
compulsory school attendance (115-167)
18 Biennial Retort of State Superintendent
• to assign pupils and employees to the buses on which they
may be transported (115-184)
• to prepare and submit plan of route for each bus to the
superintendent (115-186)
• to make all reports to the superintendent (115-148,150)
II
How Are The Public Schools Financed?
SOURCES OF FUNDS
Funds for the support of the public schools come from three
main governmental sources : State, local, and Federal.
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. In 1961-62 the amount and percentage from each
of these sources which made up the General Fund are estimated
as follows
:
Amount Percentage
Income taxes $ 87,664,522 40.1
Sales taxes 76,515,168 35.0
Franchise taxes - 17,926,411 8.2
Beverage taxes .._ 10,493,509 4.8
Insurance taxes -. 8,744,591 4.0
Non-tax revenue 6,995,673 3.2
Inheritance taxes 4,153,681 1.9
License taxes 3,935,066 1.8
All other 2,186,148 1.0
Total ._. __ $218,614,769 100.0
LOCAL FUNDS are derived in the main from property taxes,
from the sale of bonds and notes, and from other local sources.
For 1961-62 the amount and percentage from these several
sources were estimated (based on actual 1960-61 data) as fol-lows:
Amount Percent
Property taxes $ 69,446,925 57.9
Bonds, loans, and sinking
funds 31,582,770 26.3
Interest, donations 6,760,608 5.6
Fines, forfeitures, penalties,
poll and dog taxes 5,649,381 4.7
Intangible, beer, wine and ABC
funds 2,937,903 2.5
Collections from pupils 2,132,908 1.8
Sale of property 1,367,908 1.2
Total $119,878,403 100.0
20 Biennial Report of State Superintendent
FEDERAL FUNDS are appropriated to the states by Con-gress
for specific educational purposes—mainly vocational edu-cation,
lunch rooms, National Defense Education, and for operat-ing
schools in defense-impacted areas. Such funds are obtained
by the levy of taxes, largely on incomes, by the Federal govern-ment.
EXPENDITURES
Total Funds
Expenditures for public education are divided into three parts
in accordance with purpose for which the funds are expended:
(1) current expense, operation costs; (2) capital outlay, pay-ments
for buildings and other physical facilities; (3) debt serv-ice,
repayment of principal and interest on bonds and notes.
Current expense for operation of the public schools is the
largest portion of total annual school expenditures. The major
portion of current expense comes from State funds, 76.9 per
cent in 1961-62. Local funds provided 18.8 per cent, and only 4.3
per cent came from Federal funds.
North Carolina Public Schools 21
construction, improvement, and repairs. Federal funds have been
allocated for physical facility projects in defense-impacted areas.
(See table above).
Funds for debt service expenditures come from local sources.
(See Page 28).
EXPENDITURES FOR CURRENT EXPENSE PER PUPIL IN ADA.
1934-35 ii209i;
1939-40 :!!$40.56fe
1944-45 11 70^Jlllll
1949-50 $142 00'
1954-55 $171,541 .
1959-60 $218 77/
1961-62 $!275 41i
Expenditures per pupil indicate what is spent for public edu-cation
in relation to the number of pupils.
22 Biennial Report of State Superintendent
standards consider such items as salary schedules for various
classes of school employees, number of pupils in average daily
attendance, size of school, and other budgetary information.
General Control
Salaries of Superintendents—Determined by a State salary
schedule which includes 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 bien-nium.
Salaries of 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.
Por 1961-62 an annual salary of $8,640 was assigned to each
of these positions.
Travel Expense of Superintendents—Allotted in the various
administrative units on the basis of the average daily member-ship
of each school administrative unit for the year preceding
each new biennium.
Salaries of Clerical Assistants—Allotted to school administra-tive
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 vehi-cles
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 of 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 $100.00 to each unit.
North Carolina Public Schools 23
Instructional Service
Instructional Salaries—Teaching positions are allotted to dis-tricts
(a city unit considered as one district) in the administra-tive
units on the basis of average daily attendance for the best
continuous six months of the first seven months of the preceding
school year, with allowance for absence due to contagious dis-eases,
as follows
:
(1) Elementary schools—1 for 25 pupils
2 for 45 pupils
3 for 70 pupils
4 for 105 pupils
5 for 138 pupils
6 for 171 pupils
and 1 additional for each 30 additional pupils.
(2) High schools—1 for 25 pupils
2 for 40 pupils
3 for 60 pupils
4 Jfor 80 pupils
and 1 additional for each 30 additional pupils.
In addition to the base allotment set forth above, an additional
position is allotted for each 20 positions allotted in the base
allotment.
Separate allotments or positions are made to the administra-tive
units for special education and instruction of the excep-tionally
talented under rules and regulations adopted by the
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 exceeds
an average of 32 per teaching position 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.
24 Biennial Report of State Superintendent
Principals are employed to fill one of the teaching positions
allotted to a district (or city unit). A building principal is
allowed as one of the teaching positions when the school is as-signed
from 3 to 7 State-allotted positions. Classified princi-pals
are allowed in the number when a school or district has
been assigned 7 or more State-allotted teaching positions. Such
principals are paid from State funds in accordance with a State-adopted
principals' salary schedule based on teaching positions
allotted, education and experience.
Positions for supervisors of instruction are allotted on the
basis of size of the administrative unit. The supervisor is paid
in accordance with the State-adopted salary schedule for super-visors
for ten calendar months. In some instances a supervisor
may be employed jointly by two or more units.
Instructional Supplies—An allotment is made to each school
administrative unit for instructional supplies at $1.50 per pupil
in average daily membership for the preceding school year.
Clei'ical Assistmice in Schools—An allotment is made to each
school administrative unit for clerical assistance in schools at
$1.50 per pupil in average daily membership for the preceding
year.
Operation of Plant
Allotment of funds for operation of plant—wages of janitors
and maids, water, light and power, janitorial supplies and
telephone rental—is based upon the State-allotted teaching posi-tions
in each administrative unit. In the allotment of funds for
fuel, however, the geographic location is considered, since fuel
requirements in the eastern and southern part of the State
are less than in the northern and extreme western part of the
State.
Fixed Charges
Funds for fixed charges—compensation for school employees,
reimbursement for injury to school employees and tort claims
—
are allotted on a case basis.
North Carolina Public Schools 25
(1) Claims for medical or hospital expense in connection with
injury of an employee must be approved by the State In-dustrial
Commission. Compensation paid for loss of work
due to injury is paid in accordance with a schedule ap-proved
by the Commission.
(2) Reimbursement for injury of school pupils in connection
with bus accidents is paid not in excess of $600 in accord-ance
with a schedule adopted by the Industrial Commis-sion.
(3) Tort claims are paid upon approval or award of the In-dustrial
Commission or by the courts.
Auxiliary Agencies
Transportation of Pupils—Funds for operating a minimum
program of pupil transportation are allotted to the 100 county
administrative units. A budget, which includes drivers', me-chanics'
and other employees' salaries, cost of gas, oil, tires, bat-teries,
repair parts, other necessary supplies, and replacements,
is prepared for each county unit. Student drivers are paid at the
rate of $27.50 per school month. Mechanics, gas truck drivers,
and other employees are paid by the calendar month in accord-ance
with a State-adopted salary schedule.
School Libraries—Funds for school libraries—books, maga-zines,
newspapers, and supplies—are allotted to the various ad-ministrative
units on the basis of $1.00 per pupil in average
daily membership for the prior year.
Child Health Program—Allotment to the school adminis-trative
units for the school-health program is made on the basis
of $750.00 for each county including cities and 35 cents per pupil
in average daily membership for the prior school year. Ninety
per cent of the school-health program funds is used for diagnosis
and correction of chronic physical defects. The other ten per
xjent may be used for salary and travel of health personnel.
Tables
Expenditures as to objects and items from the Nine Months
School Fund for the two years of the 1960-62 biennium are shown
in the accompanying tables.
26 BiExxiAL Report of State Superintendent
SUMMARY OF EXPENDITURES STATE
(Including School
North Carolina Public Schools 27
SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1961-62
(Including School Bus Replacements)
Classification by Objects and Items
28 BiEX>'iAL Report of State Superintendent
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
page 19).
Except for the 1949 and 1953 State building funds and for
Federal funds allotted to impacted areas and under the NDEA
program, capital outlay budgets have been the responsibility
of local governments. Debt service budgets have always been
the responsibility of local governments.
Local units have gradually increased participation in the pro-vision
of funds for current expense.
Ill
How Are the Schools Organized? What Facilities
Are Available? How Many Children Are Enroll-ed?
How Well Do Children Attend? How Many
Students Graduate from High School and What
Becomes of Them?
NUMBER OF SCHOOLS
Elementary Schools
The first eight years of the twelve-year program constitute
the elementary schools. There were 1,977 schools of this kind
in 1961-62. There is a tendency for the number of small schools
to decrease as new modern buildings are constructed.
30 Biennial Report of State Superintendent
The statistical information below concerns only schools having-grades
9, 10, 11 and 12, or grade 9 when that grade is organized
with a 1-9 set up. Of the total 870 schools in 1961-62, 92 were
schools with ninth grade only. In other words, there were in
1961-62 only 778 public high schools that offered a four-year
program.
Hundreds
1930 5474
elementary
1945 3480
elementary
Number
1000 1500
of
2O00
Public Schools
2500 SOOO .'iSOO .4000
1962 1977
elementary
4500 550O
6340
4458
ToTAi, 2S47:
North Carolina Public Schools 31
SCHOOLHOUSES AND VALUE OF PROPERTY
Number of Schoolhouses
The erection of schoolhouses and the care of school property-are
responsibilities of boards of education. Construction is
financed by bond issues, borrowed money, gifts, tax levies, and
State grants. In 1961-62, the total was 3,131.
32 BiEXXiAL Report of State Siterintexdent
as newer needed facilities are provided. This total appraised
value in 1961-62 was $829,685,500. On a per pupil enrolled basis
the value was $726.79.
North Carolina Public Schools 33
ENROLLMENT AND ATTENDANCE
There were 1,141,574 pupils enrolled in the public schools of
North Carolina in 1961-62.
Average daily attendance during this year was 1,035,933, thus
indicating determination on the part of present-day boys and
girls to take advantage of educational opportunities.
34 Biennial Report of State Superintekdent
North Carolina Public Schools 35
36 Biennial Reiport of State Superintendent
HIGH SCHOOL GRADUATES
A larger number of seniors graduated from high school in
1961-62 than ten years ago. Recent studies show that 49.4
per cent of white graduates and 34.4 per cent of Negro graduates
continued their formal education in college or in other educa-tional
institutions.
IV
How Many Teachers, Principals and Supervi-sors
Are Employed? What Is the Extent of Their
Education? What Are the Teacher Needs? What
Salaries Are Paid? What Is the Ratio of the
Number of Teachers to Number of Pupils in
Averag-e Daily Attendance?
NUMBER
To take care of increased enrollment in the public schools, it
has been necessary to increase the number of teachers, both ele-mentary
and high school. In 1961-62 there was a total of 41,867
classroom teachers, 30,224 white and 11,643 Negro. Of this
number 3,729 were paid from local and vocational funds.
There were 1,049 elementary principals and 804 high school
principals in 1961-62. There were 261 white and 60 Negro super-visors
of instruction employed that year.
38 Biennial Report of State Superintendent
TEACHER EDUCATION
North Carolina instructional personnel rank high among the
states in their educational qualifications. Of the total 1961-62
staff, 95.8 per cent held certificates based on college graduation
and above. Only 1,835 of the 44,074 instructional personnel em-ployed
held certificates based on less than college graduation.
CERTIFICATE STATUS. INSTRUCTIONAL PERSONNEL,
(Teachers, Principals and Supervisors
Non- Elem. Elem. Class Class Class
Standard B A C B A
WHITE AND INDIAN .17 6 38 112 1.555 25,010
Elementary Teachers 14 6 38 107 1,317 17,418
High School Teachers... 3 — — 5 238 7,264
Elementary Principals...
—
— — — — 201
High School Principals..
— — — — 97
Supervisors — — — — — 30
NEGRO — — — 2 105 8,829
Elementary Teachers — — — 2 67 6,560
High School Teachers...
_ _ _ 38 2,185
Elementary Principals..
— — — — 45
High School Principals..
—
•
—
— — 29
Supervisors — — — — — 9
TOTAL ...17 6 38 114 1,660 33,839
Elementary Teachers. ...14 6 38 109 1,384 23,978
High School Teachers .. 3 — — 5 276 9,450
Elementary Principals ...
— — — — 246
High School Principals..
— — — — 126
Supervisors ... — — — — — 39
1961-62
North Cakoi.ixa Prni.ic Schools 39
The following table gives a picture of the status of the Pros-pective
Teachers Scholarship Loan and its recipients:
40 Biennial Report of State Superintendent
enthusiasm by the teachers and the quality of instruction was
excellent in most of the local programs.
SUPPLY AND DEMAND
A recent study shows that less than ten per cent of the
teachers leave the profession each year. In 1961-62 there was a
demand for 4,496 new teachers for the public schools, 3,451 white
and 1,045 Negro. This demand was based on increased enroll-ment
and replacements due to homemaking, retirement, illness,
formal study, death, employment, etc. Of the 2,974 white and 914
Negro teacher education graduates from North Carolina colleges
in 1961, only 1,487 white and 403 Negro teachers were employed
in North Carolina public schools. This indicates that less than
60 per cent of the teachers produced in North Carolina colleges
became active candidates for teaching positions in the State.
However, beginning in 1961-62 the percentage remaining in the
State increased considerably over the previous year.
SALARIES PAID
North Carolina instructional personnel are paid on a monthly
basis, twenty teaching days to the month, in accordance with the
State salary schedule. All teachers, except teachers of vocational
agriculture and home economics, are paid for a nine-months
term. Vocational teachers are paid for ten, eleven, or twelve
months each year. Supervisors and principals are paid on a ten
month basis.
Approximately 45 per cent of the total instructional personnel
are paid higher salaries than the State schedule, A number of
units employed 2,179 additional instructional personnel who were
paid entirely from local funds.
The average annual salary paid all teachers in 1961-62 was
approximately $4,935.
North Carolina Public Schools 41
AVERAGE ANNUAL SALARIES, ALL FUNDS
B. Principals and Supervisors
42 Biennial Report of State Superintendent
NUMBER EMPLOYED
North Carolina Public Schools 43
TEACHER MERIT PAY STUDY
The 1961 General Assembly passed an act authorizing the
State Board of Education to conduct an experimental program
in merit pay for teachers under the general supervision of the
State Superintendent of Public Instruction. A director for this
experimental program was employed on July 15, 1961, and, in
accordance with this legislation, the first year was devoted to
organization and preparation for putting the program into opera-tion.
The Gastonia City, Rowan County, and Martin County school
systems were selected as pilot centers in developing experimental
merit pay plans during the 1962-63 school year. Local merit study
committees work intensively during the spring and summer of
1962 in each of the cooperating school systems, devising evalua-tive
procedures and criteria. Training sessions were planned and
conducted for principals and instructional supervisors during the
late summer and early fall. The experimental plans were put
into operation in each of the pilot centers during October, 1962.
Any teacher who qualifies in these experimental programs for
merit pay will receive an extra increment of $500 near the end of
the 1962-63 school year.
V.
What Educational Programs Are Available?
This section of the Report shows the various instructional
programs and educational services available in the State. These
programs and services are not mutually exclusive of each other
or administered as separate entities. The services implement,
supplement, enrich, and broaden the basic program, and are
administered w^ithin the framew^ork of the total program. It
will be observed that for this biennium more educational pro-grams
and services are available to a greater number of school
children than at any time in the history of the State. This is
the result of State and local effort to widen educational op-portunity
so that more children have advantage of a greater
variety of offerings.
THE BASIC PROGRAM
The basic or fundamental instructional program provided by
the public schools includes curricula which begin with the first
grade and end with completion of the twelfth grade. With few
exceptions, as explained in Section III, this basic program is
divided into two parts: (1) Grades 1-8, termed the elementary
school and (2) grades 9-12, termed the high school.
Accreditation
Evaluation and accreditation by the State Department of
Public Instruction and by the Southern Association of Colleges
and Schools is an important element in the improvement of
education in North Carolina. Both elementary and secondary
schools are evaluated and accredited by each agency. North
Carolina is one of only 16 states in the union which accredits
elementary schools.
Secondary schools in the State have been accredited since the
school year 1919-1920. As of the school year 1961-62, 737 high
schools in North Carolina have attained State accreditation.
This figure represents 95 per cent of the high schools now in
operation. Ninety junior high schools are on the accredited list
of the State Department of Public Instruction. This represents
a large majority of the recognized junior high schools in North
Carolina. Accredited elementary schools total 1,184 or 64 per
cent of all elementary schools in the State.
NOKTH Carolina Public Schools 45
Southern Association accreditation and membership is con-tinuing
to increase year by year. In 1961-62, there were 176
secondary schools accredited by the Southern Association plus
all the elementary schools in four administrative units. Ele-mentary
accreditation by the Southern Association has been
given only on a system-wide basis. Thirty additional administra-tive
units are cooperating in the elementary program of the
Southern Association as a preliminary to accreditation by that
organization.
Elementary Curriculum
The elementary curriculum in North Carolina is designed to
provide for individual children, according to their needs and
abilities, a balanced program in reading, language, spelling,
writing, arithmetic, social studies, health, physical education,
art, music, and science. Through these subject areas, children
are given opportunities to gain competence in the basic skills;
to develop properly in the important areas of intellectual, phy-
•
•
46 Biennial Report of State Superintendent
sical, and emotional maturity; and to develop habits of good
citizenship.
Course offerings include:
Language arts, subjects used in everyday communication
—
reading, writing, spelling, listening, speaking—are tools for
learning in all curriculum areas.
Through the social studies, pupils are introduced to the nature
of the social world. Through related history and geography,
pupils are helped to understand their own cultural heritage
and the important events, discoveries, and inventions leading
up to the social world of today.
Through the study of arithmetic, pupils learn to compute,
weigh, and measure in exact terms ; and to think and solve
problems quantitatively.
Through the study of science, pupils are introduced to some of
the basic scientific principles and concepts. Emphasis is placed
upon observation of the more familiar natural phenomena and
drawing conclusions from simple laboratory experiences and
investigations.
Art and music develop aesthetic appreciation and enable chil-dren
to express themselves creatively and communicate ideas.
Health and physical education emphasize the development of
sound personal, physical and mental health. Stress is placed
also upon understanding and improving community health,
safety, and recreation.
In adapting and modifying the curriculum to varying commun-ity
needs, emphasis is directed to the necessity of planning a total
program which promotes maximum child growth and develop-ment.
This curriculum is implemented by the use of free textbooks.
Library books, supplementary readers, maps and globes, art and
construction supplies, music appreciation materials, and other
aids are also used in instruction.
High School Curriculum
A study of the North Carolina public schools reveals that many
of the problems relative to improving the educational opportuni-ties
for North Carolina youth are fundamentally associated with
the small size of many high schools. The curriculum for most
•
North Carolina Public Schools 47
small schools is limited to the five required subjects: English,
mathematics, social studies, science, and health and physical
education.
As shown in the accompanying table, the percentage of schools
offering other than the five subject areas named is as follows:
Typewriting 82.8 percent
French _ 72.6 per cent
Agriculture ._.._ 62,3 percent
Home economics 60.7 per cent
Driver education __ 59.3 per cent
Industrial arts 44.4 per cent
Music : -. 37.4 per cent
Latin 17.2 per cent
S*panish 14.9 per cent
Trades and industries .— 14.4 per cent
Art --.- - 11.0 per cent
Distributive education 6 per cent
Graduation from high school is based on four years of work
beyond elementary school including completion of a minimum
of 16 units as follows:
English __ ._ _ .—
_
4 units
Mathematics .---. -..l unit
Social Studies - -- 2 units
Science -— - -2 units
Health and Physical Education .1 unit
Electives -6 units
Many schools require 17, 18, or more, units for graduation,
and two schools are experimenting with the requirement of 24
units by concentrating three subjects per semester.
Slightly more than half of the students who enter high school
graduate four years later.
48 Biennial Report of State Superintendent
NUMBER HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS, 1961-62
WHITE NEGRO
Subjects No. No. No. No.
(Grades 9-12) Schools Students Schools Students
ENGLISH:
English I 582 75,168 246 26,548
English II 542 54,631 236 19,798
English III 542 43,899 235 15,504
English IV 542 38,678 235 12,619
Dramatics 47 1,577 30 964
Speech 65 1,820 17 484
Journalism 52 2,411 14 292
Spelling 23 2,147 25 1,057
Miscellaneous English .. 49 2,315 16 486
MATHEMATICS :
General Math 320 38,705 202 21,866
Algebra I 511 44,381 215 14,793
Algebra II 492 25,889 132 5,302
Advanced Algebra 95 3,323 9 117
Plane Geometry 477 21,525 182 6,649
Solid Geometry 259 5,033 26 350
Trigonometry 235 5,061 28 358
College Math 13 367
Miscellaneous Math 42 2,354 15 825
SOCIAL STUDIES:
Citizenship 380 32,231 180 12.911
World History 498 39,271 197 15,215
American History 542 44,738 235 15,404
Economics 348 13,577 155 6,332
Sociology 319 13,081 140 6,182
Government 81 3,075 33 1,317
Geography 295 12,624 67 2,227
Misc. History 14 638 9 190
SCIENCE:
General Science 501 53,975 200 18,964
Biology 542 55,391 235 19,565
Chemistry 424 18,292 190 7,839
Phvsics 365 7,779 149 3,334
Adv. Gen. Science 61 3,214 26 1,070
Adv. Biologv 23 753 10 323
Adv. Chemistry 10 138 1 17
HEALTH: 582 75,250 246 25,969
PHYSICAL EDUCATION: 598 80,025 249 27,407
DRIVER EDUCATION:.. 344 27,419 172 8,289
TOTAL
No. No.
Schools Students
828
778
777
777
77
81
66
48
65
522
726
624
104
659
285
263
13
57
560
695
777
503
459
114
362
23
701
777
614
514
87
33
11
828
847
516
101,716
74,429
59,403
51,297
2,541
2,304
2,703
3,204
2,801
60,571
59,174
31,191
3,440
28,174
5,383
5,419
367
3,179
45,142
54,486
60,142
19.909
19,263
4,392
14,851
828
72,939
74,956
26,131
11.113
4,284
1,076
155
101,219
107,432
35,708
ART:
Advanced
Arts and Crafts 72
MUSIC :
General Music 57
Chorus Choir Glee Club 221
Band 183
Instrumental and
Orchestra 20
AGRICULTURE:
Agriculture I 402
Agriculture II 399
Agriculture III and IV 398
HOME ECONOMICS:
Home Ec. I 396
Home Ec. II 396
Home Ec. Ill and IV .... 394
2,530
2,673
14,118
8,350
690
12,301
6,989
8,354
24,085
15,831
8,124
4
24
40
140
99
10
140
140
132
132
130
128
423
1,731
1,352
7,642
4,693
221
4,919
4,210
3,967
9,476
6,650
4,307
4
96
97
325
282
30
542
539
530
528
526
522
423
4,261
4,075
21,760
13,043
911
17,220
11,199
12,321
33,561
22,481
12,431
North Carolixa Public Schools 49
NUMBER HIGH SCHOOL STUDENTS TAKING VARIOUS SUBJECTS. 1961-62
WHITE NEGRO TOTAL
Subjects No. No. No. No. No. No.
(Grades 9-121 Schools Students Schools Students Schools Stucents
TRADES AND
INDUSTRIES: 71 2.180 54 2,041 125 4.221
INDUSTRIAL ARTS: .... 280 i:B,721 106 5,177 386 18,898
DISTRIBUTIVE
EDUCATION: 48 1,985 4 107 52 2,092
GUIDANCE 11 650 9 516 20 1,166
BUSINESS EDUCATION:
General Business 224 10,946 94 3,706 314 14,652
Typewriting I 511 41.683 209 10,261 720 51,944
Typewriting II 200 5,586 40 910 240 6,696
Shorthand I 380 10.039 95 2,116 475 12,155
Shorthand II 199 2,633 11 177 210 2,810
Business Arithmetic ... 156 8,472 38 1,607 194 10,079
Bookkeeping I 415 14,501 53 1,556 468 16,057
Bookkeeping II 30 571 3 67 33 638
Business English 40 1,606 4 116 44 1,722
Salesmanship 3 159 1 36 4 195
Office Practice and
Management 89 3,010 11 257 100 3,267
Business Law 21 900 7 225 28 1,125
Miscellaneous Business . 15 560 2 62 17 622
FOREIGN LANGUAGES:
French I 424 15,147 208 9,210 632 24,357
French II 390 9,960 196 4,782 586 14,742
French III and IV 39 1,103 2 33 41 1,146
French Conversation .... 4 128 1 49 5 177
Latin I 134 7,349 7 342 141 7,691
Latin II 141 6,297 9 290 150 6,587
Latin III and IV 17 432 17 432
Spanish I 110 6.888 20 1,097 130 7.985
Spanish II 102 4.003 16 511 118 4.514
Spanish III and IV .... 11 189 11 189
Spanish Conversation .. 2 67 2 67
German I 4 310 4 310
German II 4 260 4 260
German III and IV .... 1 24 1 24
Russian Conversation .. 2 82 2 82
BIBLE: 57 2,907 3 82 60 2,989
OTHER COURSES:
Psychology 24 1,526 3 120 27 1,646
Library Science 46 999 6 180 52 1,179
SCHOOL HEALTH
The fundamental importance of health in learning and living
points up the need for emphasis on the school health program.
The programs of health instruction and health services are
geared to the present health needs of children as well as pre-paration
for the future. Consideration is given to the physical,
social, and emotional well-being of children and their interac-tions
with intellectual achievement and successful living.
50 Biennial Report of State Superintendent
Health Instruction
Elementary: Health is taught as a basic subject in grades
one through eight.
High School: Health instruction is required in the ninth
grade for one semester or two days per week during the entire
year.
Many high schools are offering an additional semester of
health in either the tenth, eleventh, or twelfth grade.
School Health Services
The schools and public health personnel share a joint respon-sibility
for the school health services.
The importance of medical examinations for all beginners and
periodic examinations thereafter is recognized.
Teachers and public health nurses share the responsibility of
discovering remediable defects. Teachers screen the children
through observation and testing and public health nurses work
with referrals and assist in follow-up activities.
The following services were made possible for school children
during the current biennium through State appropriation to the
State Board of Education:
1960-61 1961-62
Tonsils .-- 2,654 1,980
Teeth 19,860 17,358
Ears .-.. 194 310
Hernia ..-.. - 125 102
Orthopedic 7 12
Intestional Parasites 442 764
Eyes
Examinations .-. 1,224 1,775
Glasses .- 3,452 4,153
Surgery 13 13
Other 3,840 2,086
Physical Examinations 112 2,968
Pre-School Clinics 11 1
North Carolina Public Schools 51
Environmental Health
School personnel are concerned with the mental and emo-tional
climate of the schools as well as with physical facilities.
Much improvement in physical facilities has been made in re-cent
years.
Public health and other personnel help the school by inspect-ing
the physical facilities and recommending improvements
when needed.
PHYSICAL EDUCATION
Aims and Objectives
The physical education program in the public schools is es-sential
to the total development of all children and youth.
Through the use of activities, learning experiences are provided
that make significant contribution to the physical, mental, social
and emotional development of boys and girls.
The educational objectives of the program are:
• To develop and maintain physical efficiency
• To establish desirable health habits and attitudes
• To contribute to the social and emotional development of
children and youth
• To develop permanent interest in recreational activities
Requirements
Elementary
The minimum requirement for physical education in the ele-mentary
grades is 150 minutes per week exclusive of recess
time and relief periods. It is recommended that 30 minutes per
day be scheduled.
High School
Physical education is required of all ninth grade students.
Three periods per week, 45-60 minutes each, alternated with
health instruction, are under the direction of a teacher certified
in the fields of health and physical education.
The Program
The program includes a variety of activities, rhythms, lead-up
games and team sports, calisthenics, stunts, tumbling and
self-testing activities, individual and dual activities, and games
of low organization.
52 Biennial Report of State Superintendent
Fitness
During the last two years the emphasis has been on physical
fitness as one phase of the required program.
Since 1959 the North Carolina Physical Fitness Test has been
given to thousands of school children in grades 4-12. The re-sults
of the test items have given impetus to improvement of
programs throughout the State.
In 1960 the President's Council on Youth Physical Fitness
launched a suggested school-centered program. This plan has
given added emphasis to the program. Through the cooperative
efforts of administrators, teachers and interested citizens, the
physical education programs in the North Carolina schools have
been strengthened.
Interscholastic Athletics
In 1961-62, basketball was played by more schools than any
other sport, with baseball and football being the second and
third most popular. Track is fast becoming a major interscho-lastic
sport with 241 teams organized last spring, an increase of
53 over the 1959-60 biennial report.
Individual and dual sports such as wrestling, golf, tennis, and
swimming are being offered by an increasing number of schools.
This trend of a variety of sports offered by our schools is
wholesome; it should be accelerated and broadened.
Total White Negro
Schools reporting 828 605 223
Sports Number of Schools Participating
Basketball
—
Boys 819 601 218
Girls 687 518 169
Baseball -..- 608 511 97
Football -- - 473 379 94
Track 241 187 54
Golf - - - 69 69 —
Tennis - - -- 43 35 8
Wrestling 32 32 —
Swimming 10 10 —
Speedball 11 —
Soccer 5 5 —
Volleyball 11 —
MUSIC EDUCATION
Elementary Schools
A basic program of music is an integral part of the school
curriculum. In the elementary school, which is organized on the
philosophy of the self-contained classroom, the responsibility for
music instruction is placed on the classroom teacher, with the
help of a music specialist, if one is employed.
During the past biennium a basic, minimum program of music
was adopted by the schools which integrates music into the acti-vities
of the school day through the use of music as recreation
;
music to aid devotions ; music used to celebrate special days ; and
music to intensify concepts taught in the social studies, language
arts and other areas of the curriculum. In addition, a sequential
development of the skills of music reading has been designated
for each grade level to insure that every child will be able to
read the music score when he finishes the sixth grade.
Secondary Schools
New music bulletins have been developed to guide the high
school vocal and instrumental programs beyond the grooming
of performance skills to an understanding- of the historical back-ground
of the literature studied.
In addition to course offerings of band, orchestra and chorus
on the high school level, an elective entitled "consumer" or
general music is commanding the interests of more students. It
54 Biennial Report of State Superintendent
is a study of music with which every individual is associated
during his life time; namely, music as recreation; music in
worship ; and music of a serious concert nature. This course is
taken one time during- a student's high school years.
INDUSTRIAL ARTS
The provision for consultative services in industrial arts by
the 1961 General Assembly has been most beneficial to this
rapidly expanding area of our school program. Educators are
increasingly aware of the unique contribution of this program
to the general educational needs of all students who must live
and work in a rapidly changing and advancing industrialized
society. Therefore, this program to the schools of North Caro-lina
assumes added significance as the State moves in transition
toward greater industrialization.
Industrial arts concerns itself with a study of industry and
technology and their broad impact on the social and economic
nature of our society. Experiences provided through this pro-gram
give added meaning and purpose to the language arts and
social studies programs ; and offer to all students realistic cir-cumstances
for applying principles of science, mathematics, and
art. Unique opportunities are provided for the student to think,
both creatively and critically. Students use materials, tools, and
machines to create form, solve problems, and synthesize con-cepts.
These experiences enable students to discover and de-velop
technical and scientific talents that are of assistance in
occupational and career choices.
The need for industrial arts in the schools of North Carolina
will continue to grow. Our efforts must be directed to: (1) im-proving
and expanding existing programs, (2) assisting in the
initiation and development of new programs, and (3) equipping
and staffing all programs.
SAFETY AND DRIVER EDUCATION
During the 1960-61 school year, driver education was pro-vided
for 43,920 students enrolled in 793 of the State's 818 high
schools located in all of the 174 administrative school units.
For the 1961-62 school year, 46,993 students enrolled in 787 of
the State's 795 high schools located in all of the 173 administra-tive
school units.
Of those who attended courses during 1961-62, about 91 per
cent completed both classroom and car phases of instruction
North Carolina Public Schools 55
and 9 per cent dropped out. About 7 per cent of the drop-outs
occurred during or just after the classroom phase and 2 per
cent dropped out during the car phase of instruction. Failures
amounted to about 7.8 per cent of the number who completed
both classroom and car instruction.
For each year of the biennium, North Carolina schools receiv-ed
national recognition for outstanding progress and achieve-ment
in safety and driver education.
The following graph illustrates, by years: (1) The number
of dollars necessary to teach driver education to every school
student, in the year he attains legal driving age (16 yrs.) ; (2)
The amounts of money collected for this purpose; and (3) Ex-penditures
from the $1 tax fund to teach those persons electing
to take the course.
i I 1 1 1
1:"^^'
$3,000,000
2,000,000
57-58 58-59 59-60 60-61 61-62 Yo;ir
cm Cost to enroll students who attain legal driving age
during the year. (The 10th grade or 16 years of age )
im Amount spent I Funds available from the $1.00 tax
This graph shows that a deficit in requests for the course
resulted in accrual of funds during the years 1958-61 and that
such funds as have accrued will be consumed in normal growth
of the program during the period 1962-64.
Program operations reached the approximated level of an-nual
income during the 1961-62 school year and would have
exceeded funds derived for that year except for the favorable
way in which cars were obtained. Auto dealers supplied 112 cars
on a free-loan basis plus 121 more on a low-cost basis. The
56 Biennial Report of State Superintendent
dealers also gave school administrators advisory assistance about
obtaining and replacing such cars.
The accompanying table shows expenditures by purpose for
each of four years.
EXPENDITURES FOR DRIVER AND SAFETY EDUCATION
1958-59 1959-60 1960-61 1961-62
Item (12 Months) (12 Months) (12 Months) (12 Months)
671-a. Salaries of Teachers $522,131.41 $ 778,587.55 $ 965,962.78 $1,171,242.82
671-b. Instructional Supplies 40,280.78 16,029.83 25,123.46 20,383.48
671-c. Car Operation Expense 44,983.08 61,861.92 73,823.16 79,581.00
671-d. Insurance 27,607.15 30,836.59 36,418.00 45,334.69
671-e. Rental of Cars 11,061.02 19,581.45 23,922.30 23,094.10
671-f. Replacement of Cars 10,108.94 102,492.67 175,069.97 212,520.68
671-g. other Equipment 17,178.66 15,599.91 16,947.45 14,068.71
671-h. Retirement and Social
Security 36,542.30 59,374.07 74,108.02 95,612.10
687. Original Cars 1 77,997.18 128,275.64 150,880.01 73,754.00
Total Expenditures $887,890.52 $1,212,6.39.63 $1,542,255.15 $1,735,591.58
Less: 965-3. Sale of
Cars and Miscellaneous
Receipts 12.981.75 90,552.36 116,001.39 190.291.55
Net Expenditures $874,908.77 $1,122,087.27 $1,426,253.76 $1,545,300.03
Local 39,776.34 29,930.16 19,680.39 38,855.76
State 835,132.43 1,092,157.11 1,406,573.37 1,506.444.27
State Administration &
Supervision $ 19,089.78 $ 52,254.84 $ 42,437.89 $ 50,112.00
VOCATIONAL EDUCATION IN AGRICULTURE
Vocational education in agriculture in the public high schools
of North Carolina provides educational opportunities for youth
and adults who are interested in agricultural vocations. For
youth, it provides an opportunity to elect a sequence of courses
in agriculture, combined with other courses in the high school,
that will result in a foundation of learning upon which they
may continue their education in agriculture beyond the high
school in a more specialized area of learning. 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 partici-pating
in short unit courses designed to meet their special needs.
In the high school courses in agriculture, emphasis is given
to developing attitudes, understandings, and abilities necessary
for the student to make a beginning and to advance in his edu-cational
preparation for a vocation in agriculture. This aim is
accomplished by combining classroom and laboratory instruction
at the school with off campus supervised learning experiences.
I
Opportunities are provided for the student to
:
® Explore his opportunities and potentialities in agriculture.
• Make sound decisions regarding a career in agriculture
and the educational requirements for entering and pro-gressing
in it.
• Acquire a broad knowledge of agricultural science and
technology and practice in the application of this know-ledge.
• Acquire an appreciation of such values as leadership, co-operation,
citizenship, and thrift, and secure practice in
developing those understandings and skills essential to parti-cipation
in a progressive and democratic society.
Basal education is provided in the following learning areas
:
—Agricultural Guidance —Plant Science and Teclinology —Agricultural Leaderstiip —Animal Science and Technology —Agricultural Business —Soil Science and Technology
Management —Agricultural Resources —Agricultural Mechanics —Agricultural Policy
Agricultural youth organizations—the Future Farmers of
America and the New Farmers of America—are promoted and
sponsored by the vocational agriculture departments of public
high schools as a means of motivating students and providing
supervised practice experiences designed to develop leadership,
cooperation and citizenship abilities.
Vocational education in agriculture for adults is essential to a
dynamic and ever-changing agricultural economy. North Caro-lina,
through its public high schools, is providing agricultural
education opportunities for adults to continue their education
58 Biennial Report of State Superintendent
on a part-time basis. Unit courses are tailor-made to fit the
special interests and needs of the people in the community and
area. In general, these courses are designed to develop attitudes,
understandings and abilities essential for advancing in farming
or some other closely related business. Emphasis is given to
:
• Agricultural economics and business management.
• Soil and water management practices.
• An evaluation and application of agricultural research as it
relates to new materials, equipment and practices which
might be used to increase agricultural income to improve
family living.
• Record keeping and the use of records in operating an agri-cultural
business.
• Agricultural credit and its wise use.
e Development of leadership abilities.
• Identification and solution of individual problems.
As a part of the teaching-learning process the local school
provides time for the vocational agriculture teacher to follow-up
classroom and laboratory instruction with individual on-the-job
instruction essential in the application and evaluation of
knowledge acquired. (See area public school agricultural edu-cation
programs listed under Industrial Education Centers,
pages 65-66.)
The following diagram illustrates the relationships between
vocational education opportunities in agriculture at the high
school and post high school levels, other educational opportuni-ties,
and the types of agricultural occupations for which such
education prepares one.
HIGH SCHOOL
ENGLISH
MATHEMATICS - SCIENCE
SOCIAL STUDIES
VOCATIONAL
AGRICULTURE
POST
HIGH SCHOOL
YOUNG AND ADULT
FARMER EDUCATION
AGRICULTURAL
TECHNOLOGY
EDUCATION
AGRICULTURAL
COLLEGE
VOCATIONAL GlIDANCE
INTRODUCTION TO WORLD CONTINUING GUIDANCE
OF WORK
AGRICULTURAL
OCCUPATIONS
PRODUCTION
BUSINESS
PROFESSIONS
North Carolina Pubijc Schools 59
The relationship between educational opportunities at the
high school and post high school levels and occupational oppor-tunities
in agriculture.
60 Biennial Report of State Superintendent
As a result of home visitations and supervision of home ex-periences,
the home economics teacher understands better the
needs and interests of her community, thus enabling her to give
organized instruction to out-of-school youth and adults in areas
related to homemaking.
In addition to the 680 vocational home economics teachers
employed in North Carolina, there are 308 additional home eco-nomics
teachers employed in the nine months school program.
The two student organizations. Future Homemakers of Amer-ica
and New Homemakers of America, are to be found in all
schools having homemaking departments. These organizations
supplement the classroom program and offer opportunities for
further development of students and emphasize the aims and
ideas of satisfying family living.
GROWTH
North Carolina Public Schools 61
The mission of trade and industrial education is the develop-ment
of PEOPLE—not products: people who can produce;
people with adaptability to the dynamics of the era; people
whose occupational interest or employment is in trade, service,
or technical pursuits—from the lowest to the highest positions;
people who share the benefits and the responsibilities of a dem-ocratic
society with all other people.
Trade and industrial education, financed from Federal, State
and local funds, in the past few years has developed into two
divisions : namely, the high school program and the adult pro-gram.
The High School Program
The high school program enrolls youth 16 years of age
or older who wish to learn a skilled trade or certain technical
occupations. These students attend day-trade classes (3 hours)
one-half of the school day and devote the remainder of the day
to other high school subjects. Day-trade classes enroll students
in courses such as auto mechanics, boat building, bricklaying,
carpentry, cabinetmaking, commercial cooking, commercial fish-ing,
cosmetology, machine shop, printing, tailoring and weld-ing.
In 1961-62, seventy-five day-trade classes were conducted in
62 BIE^'NIAL Report of State Superintendent
fifty-four high schools in forty-four different administrative
units with an enrollment of 2,298 students.
Industrial cooperative training is a cooperative program by
the school, business and industry to provide on-the-job training
for youth in carefully selected occupational areas. This program
is directed toward providing supervised occupational experi-ence
to enable student-learners to acquire skills and related
technical information. Industrial cooperative training programs
were held in thirty-three high schools with an enrollment of 836
students during 1961-62. Students received training in occupa-tional
areas such as automotive, building trades, cabinetmakers,
dental assistants and technicians, electrical trades, laboratory
technicians, metal trades, nurses' aides and printing trades.
The Adult Program
The adult program offers pre-employment training and up-grading
or updating of employed workers. The majority of this
type training is offered through the industrial education cen-ters.
Pre-employment training is offered in such courses as auto
mechanics, dental assistants, dental technicians, drafting, elec-trical
trades, electronics, metal trades, practical nursing, radio
and television service, sheetmetal, refrigeration and air condi-tioning,
textile occupations, tool and die making, and welding.
The upgrading or updating program includes related instruction
for apprentices, supervisory training for supervisors and fore-men,
fire service training for local fire department personnel,
and assists employed workers to update themselves in their
present occupation or to advance to more highly skilled jobs.
Trade and industrial education has its largest enrollment in the
adult program. All instructors in the upgrading programs are
employed on a part-time basis.
Fishery occupations operate in twelve of the coastal counties.
Fifteen administrative units have practical nursing programs.
North Carolina Public Schools 63
INDUSTRIAL EDUCATION CENTERS
Industrial education centers are a comprehensive system of
area schools, offering training opportunities in technical edu-cation,
trades and industries, agricultural technology, distribu-tive
education, home economics education, and training under
the Manpovv^er Development and Training Act of 1962. The
Center Program also provides training in cooperation with the
Area Redevelopment Act.
This State-wide system of area schools provides training op-portunities
for selected high school youth, out-of-school youth,
and adults who are seeking training to meet the needs of exist-ing
and new industries in North Carolina. Currently there are
seventeen centers in operation and three in various stages of
construction. There are five units of the Industrial Education
Centers in operation throughout the State.
The industrial education centers, authorized by the 1957
General Assembly, are planned to serve an area and are aimed
at reaching the great mass of people who want, need, and can
profit from specialized education to meet the scientific and
technological changes of the space age.
The Federal government, recognizing the increasing needs for
technicians, has allotted funds for technician training through
the provision of the National Defense Education Act. During
the 1961-62 school year, 2,140 students were enrolled in techni-cian
training courses. A total of 23,641 students were enrolled
I : <«« J. 9 . *v *.-^ i^. -T-
. ,^.1'-;^:: rSuawb^^'
a y yuy
Q^ y y !(«•• • I •<m I €»n
t.
^
.^i- .
1
64 Biennial Report of State Superintendent
in all other offerings in the centers. The total enrollment in-cludes
students from all vocational services, including prepara-tory
training, upgrading, updating, related instruction for ap-prentices,
and supervisory development training. Students enter-ing
into centers must meet quality admission standards.
Total capital outlay expenditures by local boards of educa-tion
for industrial education centers total $11,200,000. Some
local boards of education are now planning to enlarge their
center facilities. Industry has recognized the value of the pro-gram
and has donated $525,000 vv^orth of equipment to the
various centers.
The National Industrial Equipment Reserve has loaned $1,-
250,000 worth of heavy machine tools to the State for use in
the centers. Federal surplus properties, consisting principally of
machine tools with an estimated value of $350,000, have been
acquired. National Defense Education funds amounting to $1,-
017,573 and State funds totaling $484,996 have been used for
equipping modern up-to-date laboratories.
The need for industrial education centers is evidenced by the
growth of enrollment and the expressed interest of industrialists,
particularly those interested in developing the skills of North
Carolina youth and adult workers.
North Carolina Public Schools 65
The following- table shows statistical information for these
centers
:
Year
1958-59
1959-60
1960-61
1961-62
Units
4
10
12
20
SOURCE OF FUNDS
Local State Federal
1,816.30
19,791.72
20,415.66
$144,383.47
467,182.66
598,871.07
967,429.59
$144,383.43
460,206.26
586,339.37
967,429.59
Total
Expenditures
$ 288,766.90
929,205.22
1,205,002.16
1,955,274.84
Curriculums—1961-62
Technician
Electronics
Electrical
Industrial Chemistry
Mechanical Technology
Drafting and Design
Technology
Instrumentation Technology
Air Conditioning and Refrigeration
Technology
Engineering and Technical Secretary
Data Processing
Textile Technology
Civil Technology
Production Technology
Agricultural Equipment and
Technology
Poultry and Livestock Services
Technology
Agricultural Business Technology
Trade
Auto Mechanics
Machine Shop
Drafting
Air Conditioning and
Refrigeration
Welding
Practical Nurse Education
Marketing and Distribution
Commercial Art and Design
Dental Assistant
Dental Technician
Bricklaying
Radio and Television
Sheet Metal
Auto Body Repair
Cosmetology
Carpentry
Heavy Equipment Operator
Heavy Equipment Mechanic
Diesel Mechanic
Graphic Arts
Homemaking Education
Tool and Die
Farm Machinery
Upgrading Classes for Employed Adults
Electrical Code
Motor Rewinding
Electrical Inspection
Mathematics for Electronics
Power Plant Operation
Radio and T.V. Servicing
Color T.V. Servicing
Electrical Blueprint Reading
Sheet Metal Layout
Maintenance Mechanic Apprentice
Plumbing and Sleamfitting
Appentice
Carpentry Apprentice
Building Estimating
Textile Quality Control
Textile Mathematics
Fabric Analysis and Design
Furniture Billing and Specifications
Furniture Case Fitting
Furniture Knife Grinding
66 Biennial Report of State Superintendent
Machine Shop Related Mathematics Commercial Feeds
Machine Shop Practice Knitter Machine Fixing
Welding Work Simplification
Heat Treating Time Study-
Precision Measurement Industrial Chemistry
Tool Design Marine Diesel Repair
Paper Manufacturing Commercial Fishing Net Mending
Chemical Recovery Marine Navigation
Loom Fixing Furniture Design
Agricultural Chemicals Special Auto Mechanics
Nursery Practices
DISTRIBUTIVE EDUCATION
Distributive education is a vocational education program
which prepares people for more efficient work in the distribu-tion
of goods and services. As pointed out recently by the U.S.
Department of Commerce, education of workers in this field is
a major factor in determining the rate of economic growth. This
country has the productive capacity to turn out twice the amount
of consumer goods now being produced if these goods can be
marketed. Distributive education programs train people in the
fields of retailing, wholesaling, banking, finance, transporta-tion,
and services.
Three types of programs are conducted : the cooperative dis-tributive
education program in the high schools, a post-high
school programs in Industrial Education Centers, and extension
or up-grading programs for adults already engaged in some
phase of marketing or distribution.
In the high school program, the teacher-coordinator provides
vocational guidance for students interested in careers in some
field of distribution, secures placement opportunities to pro-vide
work experience for students as trainees, gives instruction
in the functions and practices of distribution and marketing,
and develops an understanding of economic responsibilities and
opportunities in the free enterprize system. Student-trainees
also participate in the youth club program. Distributive Educa-tion
Clubs of America, Inc., which operates on local, State, and
national levels to provide leadership development.
Follow-up studies of students trained in this program show
that about 80 per cent of those in the labor market remain in
some field of distribution and that during the recent period
of high unemployment of young people, less than 1 per cent
of them were unemployed when the studies were made. Some
of those enrolled in distributive education continue their educa-
North Carolina Public Schools 67
tion in colleges and universities ; most of them continue working
after graduation from high school.
Funds have been available to establish only one post-high
school program in an Industrial Education Center. Plans are
made for the establishment of additional programs. The post-high
school programs offer training for potential supervisory,
and management personnel in distribution. Extending over a
two-year period, the course of study is equivalent to a two-year
program in business administration at the college level. This
kind of program should be expanded rapidly during the next
biennium.
Extension or up-grading training is offered in Industrial Edu-cation
Centers and administrative units for adults already en-gaged
in some field of distribution. Short-term courses are of-fered
for managers of businesses, for persons on the supervi-sory
or mid-management level, and employees and operators. In
addition, specialized courses for persons engaged in similar
types of marketing are given. Enrollment and interest in ex-tension
training is growing rapidly.
68 Biennial Report of State Superintendent
barber schools, beauty schools, and special courses in high
schools.
• On-the-job training, where courses are offered in approved
establishments in which the job is learned by work and re-lated
training.
A total of 209,622 North Carolina veterans of World War II
have been trained under two programs—the World War II GI
Bill and the Vocational Rehabilitation Act for the disabled. Of
this number, approximately 197,607 have been trained under the
World War II GI Bill, using their education and training to
assist them in readjusting to civilian life and in making up for
the years in service. The remaining 12,015, disabled in World
War II service, needed vocational rehabilitation training to
overcome their handicaps in order to become employable again.
A total 63,950 Korean Conflict veterans in the State have tak-en
advantage of training benefits thus far, either under the
Korea GI Bill or the vocational rehabilitation program for dis-abled
veterans. In addition 1,650 war orphans have received
training under the War Orphans' Education Assistance Act of
1956.
VETERANS ENROLLED IN PROGRAMS AS OF OCTOBER 31: 1961 1962
Institutions of Higher Learning 1,774 1,121
Schools Below College Level 511 251
Correspondence, On-the-job, Apprenticeship, and Institutional
On-Farm Training 2,203 84
Total 4,488 1,456
VOCATIONAL MATERIALS LABORATORY
Changes are constantly taking place in all lines of industrial
endeavor. New products, services, methods, and technical ad-vances
require instructors of the various vocational and indus-trial
curriculums to stay abreast of these new developments in
order to incorporate necessary changes into existing courses or
to establish new courses.
Recognizing the monumental problem of the individual in-structor
to keep in touch with so many developments, the State
Board of Education established the Vocational Materials Labo-ratory
as a section of the Division of Vocational Education on
March 15, 1960, with the express function of collecting, evaluat-ing,
developing and distributing to teachers new materials and
new techniques for adaptation and use in all the areas of voca-
North Cakolina Public Schools 69
tional education. Since its establishment, the Laboratory has
been able to render curriculum service to all these areas to some
degree, with special emphasis on the fast-developing areas of
trade and technical materials.
The Laboratory uses its own staff to work extensively with
consultants and other part-time personnel within the State and
with out-of-State experts to coordinate production and to for-mulate
these needed instructional materials.
EXCEPTIONAL CHILDREN
The program for the Education of Exceptional Children en-compasses
those instructional services needed by pupils who are
handicapped, either physically or mentally, to the extent that
they require services different from or in addition to those pro-vided
for in the regular school program.
The following are some of the ways in which education for ex-ceptional
children is being provided
:
• Special classes or centers for severely crippled pupils, with
the pupils being transported in specially equipped station
wagons, small buses, or taxis to specially equipped ground-level
classrooms. These pupils may be severely crippled from
cerebral palsy, polio, heart, or other physical conditions.
• Instruction for pupils in hospitals, convalescent centers, and
sanitaria, and for homebound pupils.
• Speech therapy provided by itinerant teachers of speech cor-rection.
These speech correctionists work with pupils who
stutter, have delayed speech, or have articulation problems.
• Classes or services for visually handicapped pupils whose
vision is too poor to permit them to read regular textbooks
and who need large or clear type books as well as other aids.
In addition to four special teachers of the visually handicapp-ed
previously provided from State funds, the 1961 General
Assembly of North Carolina appropriated funds for the pur-pose
of purchasing special textbooks for use by visually
handicapped pupils. Under the rules and conditions prescribed
by the State Board of Education, ninety-one registered visual-ly
handicapped public school pupils received special textbooks
during the 1961-62 school year, the majority of whom received
instruction in regular classrooms. This number is expected
to more than double during the 1962-63 school year.
70 Biennial Report of State Superintendent
• Classes for mentally retarded pupils—those whose intellectual
development is so slow that they are unable to profit from
regular class instruction.
The following summary includes only that part of the program
provided by teachers employed full time by the public schools in
an area of specialty—crippled, speech correction, visual handi-caps,
or mental retardation
:
AREA 1958-59 1959-60 1960-61 1961-62
Number of Children Receiving Services
Speech and Hearing Handicapped 10,793 10,524 11,802 13,640
Educable Mentally Retarded 3,436 3,348 3,185 5,236
Crippled 258 165 175 180
Visually Handicapped 26 46 47 49
Sub-Total 14,513 14,083 15,209 19,105
Trainable Mentally Retarded 546 769 926 1,010
TOTAL 15,059 14,852 16,135 20,115
Number of Teachers
Speech and Hearing Handicapped 82 80 85 119
Educable Mentally Retarded 166 180 195 316
Crippled 14 14 15 17
Visually Handicapped 5 4 4 4
Sub-Total 267 278 299 456
State-allotted 203 207 207 372
"One for twenty" allotments —— H
Locally financed 64 71 92 73
Trainable Mentally Retarded 49 64 75 80
TOTAL 316 342 374 536
Training Trainable Mentally Handicapped Children
The 1957 General Assembly of North Carolina provided for a
program of training for trainable mentally handicapped child-ren
under the general supervision of the State Superintendent of
Public Instruction. These children have ordinarily been excluded
from the public schools as uneducable; but since the enactment
of the law, day training centers operated by local boards of
education may be eligible to receive State-aid from the appro-priations
provided for this purpose.
EXCEPTIONALLY TALENTED CHILDREN
The General Assembly of 1959 established by Joint Resolution
No, 69 a Commission to Study the Public School Education of
Exceptionally Talented Children. Under the direction of this
Commission, six pilot centers, representative of the various con-ditions
and geographic areas of the State, were established in
Henderson County, Hendersonville, Pitt County, Greenville, and
Winston-Salem (2).
North Carolina Public Schools 71
The 1961 General Assembly of North Carolina established a
program for the education of exceptionally talented children
within the public school system of the State under the general
supervision of the State Superintendent of Public Instruction.
During the 1961-1962 school year 64 classes for exceptionally
talented children were located: 23 programs, in addition to the
six legislative pilot centers, were alloted under the new State
program; 18 classes provided for gifted students with teacher
salaries coming from the Nine Months Fund ; six more programs
were approved under the one for twenty allotment; and 11
classes were financed with local funds.
A few academically talented children have been provided for
under locally financed programs ; but since the enactment of the
law, special programs, operated by local boards of education,
are eligible to receive State-aid upon submission of a written
application and subject to approval by the program director.
The following are some of the ways in which students are
being provided for under the program for education of excep-tionally
talented children
:
• Special self-contained classes for selected students in grades
1 through 8, with emphasis within the curriculum on depth
and enrichment.
• Instruction of children whose achievement indicates an under-standing
beyond their present grade level in subjects such as
language arts, social studies, mathematics, or science, for a
regular period of time everyday with a teacher trained in
the subject area.
• Special instruction provided by a teacher in an itinerant
position, serving in an entire administrative unit or one or
more schools with children who posses high capabilities in
subject matter areas, such as science, mathematics and social
studies.
• Classes on a junior high or senior high level in special sub-ject
areas ; for example, where students have demonstrated
high interests and ability in a special subject—English,
biology, botany, mathematics, chemistry, etc.—these courses
are geared to their aptitudes.
The following summary includes only that part of the pro-gram
provided by teachers employed full time by the public
schools in the education of exceptionally talented children:
72 Biennial Repokt of State Superintendent
North Carolina Public Schools 73
• Information service, which makes available the resources and
provides the activities needed by students insolving their edu-cational,
vocational and personal problems
• Counseling-, which guides individual students in identifying,
understanding, and solving their problems
• Placement service, which helps the student carry out his plans
and decisions
• Follow-up service, which maintains contact with former stu-dents,
both graduates and drop-outs
It is desirable that every school have on its staff a person
qualified to assume major counseling duties and to provide
leadership in guidance activities.
COUNSELING SERVICES
74 Biennial Report of State Superintendent
Applicants' scores must be comparable to the scores made by
the upper seventy per cent of seniors who are graduated.
North Carolina personnel in the Armed Forces also have the
opportunity of qualifying for the high school equivalency cer-tificate
by taking the same tests in the Service and by making
application through their education officers. Recently the pro-gram
has been opened to qualified persons in the North Caro-lina
prisons as an aid in their rehabilitation.
The high school equivalency program is an aid to individuals
who seek admission to college, who are qualifying for a job, a
promotion, or training program requiring a high school diploma
or its equivalent. Certificates currently are being awarded at
the rate of 1300 per year. Approximately half of these are to
applicants in the Armed Forces.
TESTING
Elementary
There is widespread use of scholastic ability or intelligence
tests in North Carolina. Based on the four-year testing plans of
152 administrative units filed in 1959-60, the typical elementary
student was tested slightly more than twice with a test of that
type. Grade levels at which intelligence tests were administered
was more often the third or fourth and seventh grades.
Standardized achievement batteries were administered an
average of 4.5 times in grades one through eight. Grades pre-ferred
for this type of testing were eight, six, three, and five,
in that order.
Purposes commonly reported for the administration of stand-ardized
achievement and intelligence tests in the elementary
school were for progress reports of students, diagnostic pur-poses,
improving the instructional program, grouping, guidance,
and screening for exceptional student programs.
Secondary
Objectives of the National Deferise Education Act Testing Plan
(Title V (a) )
• To provide such information about the aptitudes and abilities
of secondary school students as may be needed by school per-sonnel
in counseling youth relative to education and career
planning and progress.
North Carolina Public Schools 75
• To provide information to other educational institutions rela-tive
to the educational potential of students seeking admis-sion
to such institutions.
• To provide information needed in planning curricular and
instructional programs.
Types and Tests and Grades Tested
During the four-year period closing with the 1960-61 school
year, a pattern of testing was established by 147 local boards
of education which provided for:
• The administration of as many as two mental ability tests to
each student during the period of his secondary school enroll-ment.
• The administration of as many as two achievement batteries
(or a combination of basic subject area tests) to each student
during the period of his secondary school enrollment.
For the school year ending June 30, 1962, a total of 370,024
tests were administered to 238,397 secondary school students in
grades 7-12, inclusive. Tests administered under the above Na-t-
onal Defense Education Program accounted for the major por-tion
of the total tests administered. Sixty per cent of all stu-dents
enrolled in grades 7-12 were tested at least once during
the 1960-61 school year. Tests approved for purchase under the
NDEA are approved by a review committee each year.
TEXTBOOKS
Textbooks used in the public schools are adopted by the State
Board of Education.
AD books submitted by publishers for a particular subject
adoption are evaluated by a Textbook Commission appointed by
the Governor upon recommendation of the State Superintendent
and composed of teachers, principals, supervisors, and superin-tendents.
Textbooks are purchased and distributed by the Division of
Textbooks of the Controller's Office to the county and city units.
Basal books are furnished free for grades 1-8. Books used in the
high schools, grades 9-12, are furnished under a rental plan.
Supplementary readers for use in the elementary grades are also
rented to the schools.
76 Biennial Report of State Superintendent
INVENTORY OF BOOKS
(At the close of each fiscal year)
Basal High Supple- Elementary H. S.
Elementary School mentary Library Library
Year Books (Free) Books Readers Books Books
1939-40 5,050,532 1,016,135 505,186 5,736
1944-45 5,096,135 1,767,157 835.460 263,130 141,384
1949-50 6,700,336 1,406,619 1,385,658 565,629 275,190
1954-55 8.384,982 1,51.7,090 2,162,974 784,766 362,954
1959-60 7,379,491 1,624,448 2,859,718 917,313 395,636
1960-61 7,024,184 1,704,697 3,072,751 948,717 406,048
1961-62 6,828,936 1,790,702 3,262,475 980,233 402,498
EXPENDITURES FOR TEXTBOOKS
(This includes the cost of books, cost of rebinding and operating expenses)
1939-40 $ 193,324.74 $ 225,131.92 $ 19,115.09 $ 4.180.12 $
1944-45 221,243.01 993,404.58 69,049.18 40,209.02 87,237.78
1949-50 982,179.10 305,377.10 116,778.16 101,523.05 33,859.96
1954-55 1,110,043.19 514,829.77 213,850.15 286,230.46 169,133.35
1959-60 1,839,042.58 768,987.61 219,999.60 331,239.20 180,391.98
1960-61 2,178,286.76 821,802.20 241,881.61 337,856.16 210,341.78
1961-62* 1,179,518.94 1,274,588.74 315,541.54 511,181.13 244,852.27
*Estimated
SCHOOL LIBRARIES
A good school library makes important contributions to all
phases of teaching- and learning. School library services in-clude:
• Providing a broad, varied collection of materials—including
books, magazines, films, filmstrips, newspapers, pamphlets,
recordings—selected to meet the needs of the curriculum and
to provide for the individual needs and interests of boys and
girls
• Helping students and teachers to locate and use these mate-rials
• Providing space for reading, listening, viewing, and research
work by class groups and individuals
• Teaching boys and girls the skills they need in order to use
materials and libraries effectively
• Guiding students' independent reading and promoting lifetime
habits of reading
In order to develop effective school library services, schools
must make provisions for: (1) an abundance of well-selected
printed and audiovisual materials, (2) qualified personnel in
sufficient number, and (3) quarters to insure suitable space for
varying needs.
NoBTH Carolina Public Schools 77
Library Materials
In 1961-62, the total number of library books owned by the
public schools was 7,299,273 volumes, an increase of 533,901
volumes over the previous year. Number of volumes owned per
pupil was 6.6+ volumes. National standards recommend an
average of 10 or more books per pupil. A total of $3,080,397.54,
an average of $2.78 per pupil, was spent for printed and audio-visual
materials in 1961-1962. Increase in the State school
library maintenance fund from 50^ to $1.00 per pupil and
funds made available through the National Defense Education
Act contributed a large portion of the expenditures for library
books and audiovisual materials.
Library Personnel
Since 1961 there has been a phenomenal increase in library
personnel due to increased State support, accreditation stand-ards,
and an awareness of the need for librarians.
• School librarians. In 1961-1962 there were 938 school librarians
employed in North Carolina public schools, an increase in per-sonnel
of 66 per cent over the preceding year. The 1961 General
Assembly appropriated funds to support special services school
positions in addition to the regular State-allotted classroom
teachers and administrators. Of the 1,700 new positions es-tablished,
474 were used to employ school librarians. Because
of the critical shortage of qualified librarians, it was neces-sary
to train many of the new librarians on the job. Televi-sion
courses, in-service workshops, and expanded offerings on
campus have provided many new training opportunities. This
has resulted in renewed interest in recruitment. Even though
many schools had librarians in 1961-62 for the first time,
there are approximately 1,000 schools that operate their cen-tral
libraries under the direction of a classroom teacher who
has little time or training for the job.
• School library supervisors. In 1961-62, only 25 school admin-istrative
units, less than 15 per cent of the 173 administrative
units, employed full-time library supervisors. Several other
units employed personnel with part-time responsibility for
supervising school library services within the administrative
units. Where library supervisors are employed, the quality
of library service has greatly improved.
North Carolina Public Schools 79
• Services of the Department of Public Instruction. The staff
of the school Library Services Section is concerned with help-ing
local school units extend, expand, and strengthen school
library service. Work of the supervisor and the four consult-ants
include : visits to local administrative units to confer
with staff, to conduct in-service workshops and surveys, and
to assist with planning; participation on State and regional
school evaluations ; revision of standards ; publication of bib-liographies
and other professional aids ; evaluation of books
and audiovisual materials ; cooperation with other agencies
concerned with books, libraries, and youth; and service to
staff members of the Department of Public Instruction
through the Instructional Materials Library.
Library Quarters
Each public high school in North Carolina provides quarters
for housing library materials, but the space is frequently inade-quate.
In 1961-62 about 70 per cent of the elementary schools
had central libraries. Library quarters are included in new
school plants and many of the newly constructed school plants
provide space and facilities for effective utilization of the newer
media.
80 Biennial Report of State Superintendent
NUMBER AND CIRCULATION OF
North Caroi.ixa Prui.ic Schools 81
Audiovisual Directors
A supervisor}^ person in each of sixty-six units among the one
hundred seventy-three school administrative units in the State
has been assigned the responsibility of directing the audiovisual
program.
The newer media must be introduced to the teaching force.
Therefore, a continuing program of in-service education must
be provided to develop appreciation for effective use of the
materials for maximum contribution to pupil achievement.
Regional Workshops
Workshops on the dissemination of information about newer
educational media were held in all of the audiovisual regions
of the State. They were jointly sponsored by the Departments
of Audiovisual Instruction and Association for Supervision and
Curriculum Development of the National Education Association,
and the State Department of Public Instruction in North Caro-lina.
One hundred fifty audiovisual coordinators, one hundred
fifty supervisors and audiovisual directors, and three hundred
administrators attended the workshops. There was extensive fol-low-
up by individual administrative units through the organi-zation
of similar workshops on unit levels.
Audiovisual Education: A Manual For Administrators
The first audiovisual guide for the North Carolina public
schools was published in 1962. It provides leadership for the
greater use of newer media in the years to come through a dis-cussion
of functions and qualifications of the audiovisual direc-tor,
the audiovisual building coordinator, responsibility for the
audiovisual program, and the services of the administrative
unit audiovisual center.
Audiovisual Centers
Unit audiovisual centers are being established in North Caro-lina
to help provide students with perceptual experiences for
continuous learning.
In the unit audiovisual centers, the evaluation and selection
of materials is coordinated ; film is inspected and circulated
;
overhead transparencies are produced ; magnetic tapes are re-corded
and duplicated; equipment is repaired; and workshops
for teachers are conducted.
Film collections in the unit audiovisual centers have grown
considerably since 1958, as the following table illustrates:
82 Biennial Report of State Superintendent
MOTION PICTURE FILMS OWNED
Reporting date Jan. 1956 Sept. 1962
Units reporting- 93 163
Under 50 16 69
50-99 33 27
100 or more 44 67
100-199 * 37
200-399 * 15
400 or more * 15
*Data not available
Audiovisual materials and equipment information was obtain-ed
from each school concerning the amounts owned and the
number of times the materials was used. The figures were then
consolidated into the following State summary:
AUDIOVISUAL MATERIALS AND CIRCULATION
North Carolixa Public Schools 83
EDUCATION BY TELEVISION
The North Carolina In-School Television Experiment was ini-tiated
in 1957 as a joint project of the participating school
systems, the University of North Carolina and the Ford Foun-dation.
The Experiment continued through 1961 under the ad-ministration
of an Executive Committee, with details of the pro-ject
being supervised by an executive director.
The North Carolina General Assembly first appropriated
funds in 1959 to supplement the financial support given to the
in-school television project by the Ford Foundation. In view
of the degree of success achieved through the Experiment, the
State Board of Education agreed that television education should
be incorporated into the public school program of North Caro-lina.
An office of Television Education was established within
the Division of Instructional Services and an Advisory Com-mittee
on Educational Television was appointed to give counsel
to the State Board of Education and the Department of Public
Instruction in all areas of television education. The General
Assembly appropriated funds in 1961 to finance certain areas
of a State-wide program of television instruction. The school
year 1961-62 was the first year in which the television educa-tion
program operated under the supervision of the Department
of Public Instruction.
A terminal grant from the Ford Foundation enabled the 1961-
62 program to be continued at the same level as that carried out
by the Experiment.
All television courses were produced in the studios of WUNC-TV,
Channel 4, through a contractual arrangement between the
State Board of Education and the Consolidated University of
North Carolina. Lessons were 30 minutes in length, presented
five days a week from 9:00-11:00 a.m. during the school year.
The following commercia]ly owned stations donated time for the
simultaneous rebroadcast of one or more courses
:
WECT (TV)—Wilmington, N. C.
WNCT (TV)—Greenville, N. C.
WITN (TV)—Washington, N. C.
WBTW (TV)—Florence, S. C.
WSOC-TV—Charlotte, N. C.
WSJS-TV—Winston-Salem, N. C.
WBTV (TV)—Charlotte, N. C.
WUTV (TV)—Charlotte, N. C.
Carolina
North Carolina Public Schools 85
personnel of local educational units and of periodic reviews and
evaluation of the program for records and reports, (d) improv-ing
methods for obtaining educational data not collected by the
State educational agency, or (3) expediting the processing and
reporting of statistical data through installation of mechanical
equipment. This program did not get under way until after
June 30, 1960.
In the case of titles III and V (A), Federal funds were
matched with local funds. In the case of title X, however, Fed-eral
funds are matched with State funds.
The following table shows expenditures for titles III and V
(A) under which programs were operated:
Year
1958-59
1959-60
1960-61
1961-62
86 Biennial Report of State Superintendent
North Carolina Public Schools 87
TRANSPORTATION
The annual State appropriation for public schools includes an
amount for the maintenance and operation of school buses in
county units. Transportation is furnished to all children living
beyond one and a half miles from the school which they attend.
County boards of education purchase all original buses from
local funds. Replacement buses are purchased with State funds.
A separate appropriation is made for the purchase of replace-ment
buses. No State funds are provided for transportation in
city units.
Most drivers are high school students who are paid at the
rate of $25.00 per school month.
88 Biennial Report of State Superintendent
As of June 30, 1962, 105 of the 173 administrative school
units were provided with approximately $355,000,000 of insur-ance.
North Carolina Public Schools 89
of the State institutions for the mentally ill as well as the re-tarded.
VI
What Other Educational Institutions Are
Operated in North Carolina?
PUBLIC
Federal Schools
The federal government operates elementary or secondary
schools at two military bases, Camp Lejeune and Fort Bragg,
and one at the Cherokee Indian Reservation.
Special State-Supported Schools
Several State-supported institutions, established for certain
specific purposes, also provide instructional programs. They are
the following:
North Carolina School for the Deaf, Morganton
State School for the Blind and Deaf, Raleigh
Stonewall Jackson Training School, Concord
State Home and Industrial School for Girls, Eagle Springs
Morrison Training School, Hoffman
Eastern Carolina Training School, Rocky Mount
State Training School of Negro Girls, Kinston
The first two are operated under independent boards of trus-tees,
whereas the latter five are under the general supervision of
the State Board of Public Welfare.
Vocational Trade Schools
There was one public school in this classification in 1959-60,
the Vocational Textile School at Belmont. This school operated
under the direction of a special board of trustees and is closely
supervised by the State Department of Public Instruction.
Colleges and Universities
The State supports twelve senior institutions of higher learn-ing;
five junior colleges are partially supported. The accom-panying
table shows the enrollment in these institutions as of
October for each year indicated.
North Carolina Public Schools 91
ENROLLMENT IN NORTH CAROLINA COLLEGES, 1949-50 TO 1962-63
(As of October for Each Year)
PUBLIC INSTITUTIONS
Institution 1949-50 1954-55 1959-60 1960-61 1961-62 1962-63
1. Senior- White:
University 7,419 6,061 7,959 8,592 9,082 9,604
State College 4,6C0 4,280 6,117 6,510 7,117 7,234
Woman-s College 2,190 2,340 2,641 2,922 3,139 3,575
Appalachian 1,260 1,452 2,264 2,467 2,897 3,101
East Carolina 1,659 2,363 4,045 4,599 5,263 5,662
Western Carolina 608 897 1,501 1,673 1,824 2,121
Pembroke 153 161 411 440 570 758
Total White 17,889 17,554 24,938 27,203 29,892 32,055
—Negro
:
Agricultural &
Technical *2,832 2,122 2,006 1,913 2,553 2,851
N. C. C. at Durham.. 1,146 1,406 1,884 2,129 2,359 2,498
Elizabeth City 476 439 546 578 823 880
Fayetteville 538 626 575 743 943 1,045
Winston-Salem 463 796 912 1.017 1,078 1,213
Total Negro *5,455 5,389 5,923 6,380 7,756 8,487
Total Sr. Public -.23,344 22,943 30,861 33,583 37,648 4C,542
2. Junior-White:
Asheville-Biltmore *287 308 398 371 442 469
Charlotte *269 190 641 660 881 1,145
College of Albemarle ** ** ** ** 114 230
Wilmington 293 250 509 609 682 781
Oflf-Campus 135 ** ** ** ** **
Total White *984 748 1,548 1,640 2,119 2,625
—Negro
:
Carver 54 151 240 230 225 210
Wilmington ** ** 48 51 64 42
Off-Campus 31 25 ** ** ** **
Total Negro 85 176 288 281 289 252
Total Jr. Public *1,069 924 1,836 1,921 2,408 2,877
TOTAL PUBLIC ....24,413 23.867 32,697 35.504 40,056 43,419
*Includes those not classified as regular college students.
**Not operating.
NON-PUBLIC
Kindergarten
Although the law permits the establishment of public kinder-gartens,
none have been provided, A large number of non-public
.school's are operated either privately or by church organizations.
All such institutions, according to law, are subject to the super-vision
of the State Department of Public Instruction and stand-a,
rds adopted by the State Board of Education. A bulletin,
92 Biennial Report of State Superintendent
School for Young Children, containing these standards and
other suggestions for the education of children prior to their
enrollment in the first grade, is issued by the State Department
of Public Instruction.
Elementary Schools
A total of one hundred and nine non-public elementary
schools, eighty-four white and twenty-five Negro, operated in
1961-62. Thirty-one of these were for first grade children only.
Most of these schools were located in city administrative units.
High Schools
During 1961-62 there were forty-six non-public schools, thirty-seven
white and nine Negro, offering high school curricula. A
majority of these were church-related. Twenty-nine of these
schools were accredited by the State Department of Public In-struction
; thirteen were accredited by the Southern Association
of Schools and Colleges.
Business Colleges and Trade Schools
There are forty-four private business colleges and six private
trade schools licensed and approved to operate in North Caro-lina
under provisions of the General Statutes. Forty-one of the
business colleges enroll students belonging to the white race and
three of the business colleges enroll students belonging to the
Negro race. The six private trade schools enroll students belong-ing
to the white race. The total enrollment in these schools is
in excess of 5,000 students.
Colleges and Universities
There are (in 1962-63) 41 classified private and church-re-lated
institutions of higher learning located in North Carolina,
not including a seminary for graduate students, and three Bible
colleges. Of these 41 institutions, 26 are senior grade and 15
junior. Thirty-five of the 41 are for white students and six for
Negroes. The accompanying table shows the enrollment in these
institutions as of October for the years indicated.
North Carolixa Public Schools 93
1961-62 1962-63
1,195
563
**
1,429
940
977
6,122
1,301
**
566
1,738
1,271
990
*
777
216
*
233
884
732
505
879
2,869
24,187
279
592
921
641
568
642
3,643
27,830
388
***
701
600
379
552
1.058
360
245
153
68
253
***
84
188
**
262
263
884
6,438
6,438
1,289
613
**
1,727
953
1.009
6,360
1,262
**
592
1,816
1,311
1,023
1,141
880
345
310
578
1,027
692
635
732
ENROLLMENT IN NON-PUBLIC COLLEGES
(As of October of each year)
Institution 1949-50 1954-55 1959-60 1960-61
1. Senior-White:
Atlantic Christian 502 496 1,219 1,126
Belmont Abbey * 270 497 540
Black Mountain 48 16 ** **
Campbell * * , *
Catawba 766 539 767 848
Davidson 883 844 912 953
Duke U 5,084 5,026 5,766 5,972
Elon 832 884 1,304 1,242
Flora MacDonald 223 281 381 420
Greensboro 351 354 489 535
Guilford 562 574 1,251 1.339
High Point 748 855 1,044 1,154
Lenoir Rhyne 792 882 965 964
Mars Hill * * * *
Meredith 538 619 706 740
Methodist ** ** ** 132
Mon treat-Anderson ... 152 181 * *
N. C. Wesleyan ** ** ** 87
Pfeiffer * * 717 855
Queens 377 434 631 634
Salem 323 336 443 466
St. Andrews ** ** ** **
Wake Forest 2.172 1,704 2,505 2.603
Total White 14,353 14,295 19,597 20,610 —Negro
:
Barber Scotia 156 185 222 240
Bennett 482 450 490 542
Johnson C. Smith
University 697 634 810 809
Livingstone 351 388 561 586
Shaw University 802 521 572 561
St. Augustines 453 449 473 485
Total Negro 2.941 2,627 3,128 3,223
Total Sr. Non-Public 17.294 16,922 22,725 23,833
2. Junior-White:
Belmont Abbey 159 *** *** ***
Brevard 405 219 411 381
Campbell 362 452 914 938
Chowan 127 301 458 585
Gardner-Webb 430 356 533 579
Lees-McRae 254 316 327 295
Louisburg 214 202 440 497
Mars Hill 910 862 1,056 1,056
Mitchell 272 117 183 279
Montreat-Anderson .... *** *** 108 115
Mount Olive Junior .. ** ** 117 104
Oak Ridge Military .... 79 54 57 65
Peace 230 212 266 209
Pfeiffer 289 350 *** ***
Pineland-E. M. 1 65 146 54 61
Presbyterian 165 93 259 295
Sacred Heart Junior .. 51 174 178 166
St. Genevieve 80 82 ** **
St. Mary's Junior 215 203 256 259
Warren Wilson 82 143 224 238
Wingate 224 253 796 779
Total White 4,613 4,535 6,637 6.901 —Negro
Immanuel Lutheran .. 49 34 30 28
Total Jr. Non-Public. 4,662 4,569 6,667 6,929
3. Bible (Theological) :
Southeastern Baptist.. t 376 734 698
John Wesley t t 28 28
Piedmont Bible f 164 142 153
Southern Pilgrim f 69 29 38
Total Bible f 609 933 917
TOTAL
NON-PUBLIC 21,956 22,100 30,325 31,679
*Junior college this year. **Not operating. ***Senior college this year.
fData not available.
3,974
30.694
***
419
***
773
604
403
560
***
443
247
170
75
325
***
73
**
218
283
277
1,012
5,882
5,882
658
VII
What are the Recommendations for Improving-the
Public Schools?
One of the administrative duties of the State Superintendent
of Public Instruction, as defined in Chapter 115 of the General
Statutes, is ''to report biennially to the Governor" such informa-tion
and statistics as would reflect the status of the public schools
and to submit "recommendations for their improvement." Sta-tistical
and descriptive data on school operations in North Caro-lina
have been presented in the preceding sections of this Report;
this section, therefore, constitutes the State Superintendent's
analysis of these data and the State Superintendent's recommen-dations
to the Governor, the General Assembly, and the citizens
of the State for the further improvement of the public schools.
A DECADE OF PROGRESS
A Summary of Significant Aspects of Educational Change: ^
A Preface to the Recommendations for the 1963-65 Biennium.
The statistical inventory of social and economic characteristics
of the population as presented by the Bureau of Census for 1960
contains implications of profound significance for those of us
charged with the responsibilities for educational planning.
Of particular interest to the educator are the data regarding
the years of school completed by persons 25 years old and over.
In 1960, the median school years completed for the State of
North Carolina was 8.9, as compared with 7.9 in 1950, and 7.3 in
1940. To be sure, we can congratulate ourselves on the progress
made during this twenty-year period. We can observe that the
end product of this progress is that we are now a State of ninth
graders—almost—instead of a State of seventh graders as was
true twenty years ago. But, is this progress enough? Is it not
evidence that we, the people of North Carolina, have fallen far
short of achieving our full educational potential, especially when
we see that in this measure of educational attainment we are in
a tie-position with Arkansas and Mississippi, and when we see
that we are below such states as Georgia, Alabama, Virginia,
Florida, Hawaii and Alaska?
North Carolina Public Schools 95
Perhaps the most demanding facet of the entire problem is
revealed when the data regarding- median educational status are
analyzed by county. In 1960, the range between low and high in
median educational attainment was 7.2 to 11.6, as compared with
a range of 6.6 to 10.3 in 1950. When the State's one hundred
counties are arranged in order of median educational attainment,
we find that seventy-six of the 100 counties, representing 127
of the 173 school administrative units within the State, are below
the State's median of 8.9 years.
What factors should we study as we plan improved programs
for the future? One very significant item revealed in the 1960
census is a breakdown of school enrollment by age groups. The
total children 7 to 13 years of age in North Carolina in 1960 was
702,519. Of this number, 681,730 or 97 per cent were enrolled in
school. In the 14-15 age group, the total population was 168,488
and the school enrollment was 154,272 or 91.6 per cent. In the
two groups combined, both falling within the limits of North
Carolina's compulsory attendance law, we find 35,005 children,
according to the Census Bureau's estimates, who were not en-rolled
in school in 1960. The conclusion is inescapable that the
attendance law is not always an adequate safeguard of the child's
educational birthright under existing enforcement methods and
procedures.
The 1960 Census data give us reason for both shame and pride.
A distribution table utilizing the number of persons 25 years old
and over falling into each educational category reveals the start-ling
fact that in 1960 North Carolina had 70,828 persons (3.1%
of the total group 25 years and older) who had never completed
even one year of school. Another 309,226 (13.4 '/r) had completed
from 1 to 4 years of schooling, whereas an additional 317,379
(13.8' r ) had completed 5 or 6 years. These figures indicate that
the staggering total of 697,432 North Carolinians (30.3' < of the
total 25 years and older) are either functionally illiterate or per-ilously
near to functional illiteracy. Appalling as this statement
may sound, and granted that it relates primarily to older people,
the record nevertheless behooves us to examine it from every
angle and to search for a remedy rather than for an excuse.
What existed in 1940, 1950, and 1960 is now beyond our power
to change; but much of what will exist when the 1970 census is
made is still largely in our hands today!
Through the years, the people of this State have been aware
of their responsibilities and their opportunities ; and through the
years, they have labored diligently in their aspirations for the
96 Biennial Report of State Superintendent
youth of our State. With full appreciation for all the progress
which has been made through the decades, but in the conviction
that progress is dependent upon an honest appraisal of the status,
it is apparent that the immediate implementation of the concept
of universal education is urgent if the children of this State are
to attain the education which they need today and shall need as
participants in a thriving, virile, and highly competitive tomor-row.
Upon taking office in 1902, State Superintendent J. Y. Joyner
deplored poor school attendance and advocated improvement by
what he termed the "attraction and persuasion" method. This
method gave way four years later to an effort to obtain Statewide
compulsory school attendance legislation. Finally, on the 12th day
of March, 1913, the General Assembly enacted the first Statewide
compulsory school attendance law. Presumably, therefore, every
mentally-able person who has grown to maturity in our State in
the last 49 years should possess at least an elementary school
education. Would that this were true ! Because it is not true, it is
recommended that the General Assembly take the necessary steps
to implement the concept, the philosophy, the claim of universal
education by providing at State and/or local expense the services
of competent attendance counselors in every school administra-tive
unit in this State.
The public schools of the State as described by objective
statistical data were entirely different in 1961-62 from what they
were in 1950-51.
In the accompanying table, entitled "A Decade of Progress,"
four groups of statistical information are presented:
A. Population and Enrollment
B. Organization
C. Curriculum
D. Finance
Under each of these heads, data are shown for the school
years 1950-61, 1960-61, and 1961-62, together with the per cent
of change during this period.
North Carolina Public Schools 97
A DECADE OF PROGRESS
Items 1950-1951 1960-1961 1961-1962
A. Population and Enrollment
1. Total population of State (1950) (1960)
All Ages :.... 4,061,929 4,556,155
White 3,014,576 3,440,134
Negro 1,047,353 1,116,021
2. School enrollment 909,777 1,123,829 1,141.574
White 636,505 789,629 800,281
Negro 273,272 334,200 341,293
Elementary schools 719,885 857,370 855,700
White 494,258 592,942 588,588
Negro 225,597 264,428 267,112
High schools 189,922 266,459 285,874
White 142,247 196,687 211,693
Negro 47,675 69,772 74,181
3. First grade enrollment .. 109,983 117,158 116,653
White 70,317 77,752 77,846
Negro 39,666 39,406 38,807
4. Seventh grade enrollment 77,118 104,629 102,512
White 55,227 74,929 72,232
Negro 21,891 29,700 30,280
5. Per cent of first grade (A.D.A.)
completing 8th grade .. 58.0% 72.0% 76.2%
completing 12th grade 24.9% 48.7% 49.8%
6. Per cent of 8th grade (A.D.A.)
completing 12th grade 55.0% 63.9% 64.4%
B. Organization
1. Number elementary schools 2,697 1,996 1,977
White 1,436 1,395 1,384
Negro 1,261 601 593
2. Number pupils per
elementary school 267 430 433
White 344 425 425
Negro 179 440 450
3. Number high schools 957 888 870
White 721 638 618
Negro 236 250 252
4. Number pupils per
high school 198 300 329
White 197 308 343
Negro 202 279 294
5. Per cent of high schools
having 12 or more teachers 16.8% 41.6% 43.7%
6. Number high school graduates 30,812 50,187 48,068
White 24,288 38,676 36,753
Negro 6,524 11,511 11,315
7. Number high schools having
12th grade 917 794 777
White 694 561 542
Negro 223 233 235
8. Average number high school
graduates per school
having 12th grade 34 63 62
White 35 69 68
Negro 28 49 48
9. Number high schools
having 100 graduates.. 71 123 135
White 57 104 118
Negro 14 19 17
10. Per cent high school
graduates continuing
their education 43.8% 50.9% 52.2%
White 44.6% 54.4% 55.5%
Negro 41.2% 39.0% 41.3%
11. Pupils transported 410,692 550,171 563,484
White 317.972 393,922 399,407
Negro 92.720 156.249 164,077
11-Year Change
98 Biennial Report of State Superintendent
11-Year Change
Items 1950-1951 1960-1961 1961-1962 Number %
12. Transportation costs per
pupil per year $15.79 $16.57 $17.31 $1.52 9.6
1.3. Students served through
lunchrooms (average
daily) 310,197 565,682 595,416 285,219 91.9
C. Curriculum
1. Instructional personnel .. 30,025 40,060 42,221 12,196 40.6
White 21,790 28,965 30,518 8,728 40.0
Negro 8,235 11,095 11,703 3,468 42.1
Per cent of total.
Class "G" 7.4% 16.5% 18.4% 11.0% 148.6
Per cent of total,
less than "A" 8.6% 4.6% 4.3% —4.3% —50.0
Per cent of total.
Class "A" 84.0% 78.9% 77.3% —6.7% —8.0
Number paid from
State funds 27,794 36,297 38,406 10,612 38.2
Number paid from
local funds 1,037 2,302 2,179 1,142 110.1
Number paid from
vocational funds 1,194 1,461 1,636 442 37.0
2. Staff-teacher ratio
( A.D.A.) 27.1 to 1 25.6 to 1 24.5 to 1 —2.6 to 1 —9.6
3. Personnel in special areas :
Special education 77 207 372 295 383.1
Talented — 30 30 30 —
Librarians 234 588 963 729 311.5
Counselors Ill 455 514 403 363.1
4. Circulation of library
books 13,134,987 26,763,986 29,673,250 16,538,263 125.9
D. Finance
1. Percentage of State
General Fund appropri-ations
going to public
schools 61.5% 61.6% 59.1% —2.4% —3.9
2. Current expense $125,034,019 $233,731,268 $285,300,859 $160,266,840 128.2
State funds 95,276,063 179,747,464 227.335,129 132,059,066 138.6
Local funds 18,329,551 43,923,830 47,493,150 29,163,599 159.1
Federal funds 11,428,405 10,059,974 10,472,580 —958,825 —8.4
Per pupil (A.D.A.) 153.21 228.04 275.12 121.91 79.6
State 116.75 175.37 219.22 102.47 87.8
Local 22.46 42.85 45.80 23.34 103.9
Federal 14.01 9.82 10.10 —3.91 —27.9
3. State Funds for salaries
( average annual I :
Teachers $2,758.70 $3,992.13 $4,649.84 $1,891.14 68.6
Principals 4,147.18 6,185.13 7,174.49 3.027.31 73.0
Superintendents 5,911.48 8,701.53 10,752.31 4,840.83 81.9
4. Appraised value of school
property $282,558,115 $756,862,521 $829,685,500 $547,127,385 193.6
White 235,852.975 588,466,723 647,905,892 412,052,917 174.7
Negro 46,705,140 168,395,798 181,779,608 135,074,468 289.2
Per pupil enrolled 310.58 673.47 726.79 416.21 134.0
White 370.54 745.24 809.60 439.06 118.5
Negro 170.91 506.87 532.62 361.71 211.6
THE "B" BUDGET REQUESTS FOR 1963-65
A Summary of the Recommendations and Requests
Submitted to the Advisory Budget Commission and
Being Requested of the 1963 General Assembly.
The record of progress revealed in the table above is truly
remarkable, but North Carolina has not yet achieved its educa-
North Carolina Public Schools 99
tional potential. There are still too many children out of school.
There are still too many small schools with a restricted curricu-lum.
There are still too many children leaving school before
graduating. There are still too many high school graduates who
cannot or do not continue their education. There are still too
many teachers with too many children in their classes. There are
still too many superintendents and principals with too little time
to devote to educational planning and instructional improvement.
There are still too few librarians and counselors and supervisory
personnel. There are still too many children and too many schools
without adequate books, instructional supplies, and classroom
equipment. These inadequacies are the opportunities which have
been translated into a "B" Budget.
This Budget represents thoughtfully analyzed projections and
carefully constructed decisions. These requests are motivated by
what the State Board of Education and the State Superintendent
beheve to be their obligations to the children of the State and
their parents ; by what they believe to be the essential elements
of educational opportunity ; and, finally, by what they believe to
be a timely response to public sentiment in behalf of both more
and better education.
DETAILED DESCRIPTION OF "B" BUDGET REQUESTS FOR BIENNIUM 1963-65
I. Secure and hold better qualified teachers and principals
A. Raise teachers' salaries by $15 per month the first year and an
additional $10 per month the second year of the biennium as a
step in a long-term plan of salary increases to make N. C.
salaries competitive with national averages. (1961-62, N. C.
average $4877, national average $5527) $15,420,097
B. Provide up to 5 days sick leave per year for teachers, and cu-mulative
as is now provided for other state employees 2,623,260
C. Adjust and provide approximately i% increase in principals'
salaries and adjust the length of term by size and type of school. .. 1,787,288
D. Provide additional scholarships for students preparing to teach