Public Schools of North Carolina State Board of Education Department of Public Instruction
Reaching for the Goal
FIRST IN AMERICA
1999 2000
ANNUAL REPORT
OF THE NORTH CAROLINA
STATE BOARD OF EDUCATION
I BELIEVE that if 
North Carolina can lead 
the nation in education progress,
REACHING FOR THE
TABLE OF CONTENTS
Letter from the Chairman . . . . . . . . . . . . 3
Facts/Statistics  . . . . . . . . . . . . . . . . . . . 5
STRATEGIC PRIORITY I
High Student Performance   . . . . . . . . 7
Board Members  . . . . . . . . . . . . . . . . . 10
Governing Public Schools 
2000 Meeting Dates  . . . . . . . . . . . . 13
STRATEGIC PRIORITY II
Safe, Orderly and Caring Schools  . . . 14
STRATEGIC PRIORITY III
Quality Teachers, Administrators, 
and Staff  . . . . . . . . . . . . . . . . . . . . 17
STRATEGIC PRIORITY IV
Efficient & Effective Operations . . . . . 20
Beginning a New Century  . . . . . . . . . . 23
Strategic Priorities Outline  . . . . . . . . . . 25
1
Governor Jim Hunt
State of the State Address
February 1, 1999
Ð period.
FIRST IN AMERICA
GOAL
we can lead the nation in education
2
THE PEOPLE
HAVE A RIGHT
TO THE PRIVILEGE
OF EDUCATION,
AND IT IS THE DUTY
OF THE STATE TO
GUARD AND MAINTAIN
THAT RIGHT.
Constitution of North Carolina
Article 1, Sect. 15
Serving as chairman of the State Board of Education is
one of the most challenging and important opportunities I
have experienced in my career of public service. Each month
when the other 12 board members and I meet to set the
course for our stateÕs public schools, we do so with the 
conviction that every child in North Carolina deserves the
best education that we can reasonably provide. 
What makes service on the State Board so meaningful at
this particular time in our stateÕs history is that our public
schools are making more progress in more areas than any
other state. YouÕll see all of this progress outlined throughout
this report. One measure we can be especially proud of is 
the National Education Goals PanelÕs identification of North
Carolina as one of two states showing more progress in 
meeting the national bipartisan goals than any other state for
three consecutive years. 
Gov. Jim Hunt has challenged us and the stateÕs 2,156
public schools to be First in America by 2010, and we are
working in partnership with the 117 local school boards to
guide our state toward meeting this goal. The strategic 
priorities of the ABCs Plus: North CarolinaÕs Strategic Plan
for Excellent Schools serves as our guide to meet Governor
HuntÕs challenge. This report describes the work accomplished
and underway in each priority.
The year 1999 has been a watershed year for North
Carolina public education policy. This year, we completed the
ABCs of Public EducationÕs accountability model by extending
accountability to the individual student level. The Student
Accountability Standards change our expectations of students
and their families and clearly outline what it takes to perform
adequately at each level of schooling. 
This marks the first time North Carolina has established
statewide standards for elementary, middle and high school
promotion and graduation. The message to North CarolinaÕs
young people is clear:  we will provide you with the opportu-
nity to learn and to succeed. In return, we expect you to be
good students, to become proficient learners and to prepare
yourselves for the future. 
The State Board of Education has been focused on ways
to improve student achievement, but unique events in 1999
also have drawn our attention. The school shootings, which
have taken place in some parts of our country, have prompted
us to look even more closely at the efforts we already support
for safe schools. We are making every effort to keep schools
safe and orderly in North Carolina. 
LETTER FROM THE CHAIRMAN
PHILLIP J. KIRK JR.
Hurricane Floyd, which devastated portions of eastern
North Carolina, has prompted us to find ways to help our
neighbors. Not only did many schools in the eastern part of
our state need books, desks, paper, office equipment and
other supplies, but they also needed and still need our 
moral support as their communities work to rebuild and
recover. Many students and school staff have suffered 
tremendous losses.
State Board of Education members are hands-on board
members. The only state board or commission mentioned 
in the stateÕs constitution, the Board of Education has 11
members appointed by the Governor for eight-year terms, 
subject to confirmation by the legislature. Two members, the
State Treasurer and Lieutenant Governor, serve by virtue of
their positions. The Board is diverse. Recent appointments
have included a Native American female, a Hispanic female
and an African American male. We have business people,
elected officials, active and retired educators and community
leaders. We are advised by two student members and by the
current and previous yearsÕ North Carolina Teacher of the
Year. The board members work well together and we are 
committed to listening to our constituencies and enthusiasti-
cally working toward higher expectations and standards for
students and all educators.
We are convinced that all children can learn and most 
can do so at a higher level than we have expected in the past.
Our goal is to develop policies for North Carolina that help
assure that all children reach that higher expectation. This
annual report outlines the State Board of EducationÕs activities
in 1999 and our goals for 2000. In only 10 years, we plan
for North Carolina schools to be First in America in public
education. I believe we can reach that goal. 
Phillip J. Kirk Jr.
Chairman, State Board of Education
3
4
NEVER DOUBT
THAT A SMALL GROUP
OF THOUGHTFUL
CITIZENS CAN CHANGE
THE WORLD. INDEED,
IT IS THE ONLY THING
THAT EVER HAS.
Margaret Mead,
Cultural Anthropologist & Author
¥ Extra perks for teachers include a 12 percent bonus 
for those with certification from the National Board of
Professional Teaching Standards, a 10 percent bonus 
for masterÕs degree holders and bonus pay for veteran
teachers who serve as mentors to new teachers.
¥ On the National Assessment of Educational Progress,
often called the NationÕs Report Card, North Carolina 
was one of only five states or jurisdictions with significant
gains in fourth grade reading skills between 1992 and
1998. Our fourth and eighth graders surpassed the
national and Southeast averages in reading. On the 
mathematics assessment, our fourth graders were again
above the national average in 1996 (the latest data) and
our eighth graders posted the highest gain in the nation,
placing their performance right at the national average 
and well above the Southeast.
¥ The number of North Carolina students passing advanced
placement exams in math and science is the highest ever.
The Quality Education for Minorities Network recognized
North Carolina for leading the nation by exceeding its
contribution toward national goals for minority mathematics,
science and engineering baccalaureate degree recipients.
Public schools are credited with furthering this initiative.  
¥ The national alliance of Business presented North Carolina
the ÒEducation State of the YearÓ award. North Carolina
also has the nationÕs top school-business partnership with
the North Carolina Business Committee for Education,
Public School Forum, and N.C. Partnership for Excellence
winning national coalition of the year awards.
REACHING FOR THE GOAL
GOOD NEWS FOR NORTH CAROLINA SCHOOLS
¥ The National Education Goals Panel has three times 
identified North Carolina as one of two states showing
more progress in meeting the national bipartisan goals
than any other state.
¥ Education Week, the nationÕs education newspaper of
record, recognized North Carolina as a leader, having one
of the nationÕs most complete and strongest accountability
systems for teachers and students. North Carolina is in the
top two states in improving teaching, and has one-fourth
of the countryÕs nationally certified teachers.
¥ Last yearÕs end-of-grade tests show that nearly 70 percent
of our elementary and middle school students are perform-
ing at grade level. Fifty of our schools have 90 percent or
more of their students at or above grade level, and 408
schools have 80 percent or more at at or above grade level.
More than 81 percent of our schools either met or exceed-
ed their goal for student academic growth/gain last year.
¥ For our stateÕs college-bound students, the news gets 
better each year. In the past 10 years, our stateÕs average
SAT score has improved by 19 points on the verbal and
24 points on the math portion, the highest gains by far
among the 32 states where more than 12 percent of 
students take the SAT. The state SAT score is the best it
has ever been at a combined total of 986. While this is
lower than the national average, North Carolina tied the
Southeast average for the first time.
¥ School violence is down 19 percent after falling for three
straight years. The number of guns at school is down 
by 65 percent. Public schools remain among the safest
places for youngsters to be, and all schools have Safe
Schools Plans to help ensure this continues.
¥ Teacher standards and salaries are increasing, thanks 
to the Excellent Schools Act and other efforts. North
Carolina is on target to reach the national average in
teacher salaries next year Ð a tremendous improvement
from three years ago when the state ranked 43rd.
5
6
IT IS NO USE
SAYING ‘WE ARE
DOING OUR BEST.’
YOU HAVE GOT
TO SUCCEED IN
DOING WHAT IS
NECESSARY.
Winston Churchill,
British Prime Minister, 1940-45, 1951-55
7
Student achievement is the cornerstone of State Board 
of Education activity and its focus every year, but 1999 was a 
landmark time. After spending more than 12 months intently
studying issues surrounding social promotion and student
achievement and holding public hearings around the state, the
Board approved a new Student Accountability Standards Policy.
This policy sets clear requirements for student promotion at
grades 3, 5 and 8 and for high school graduation. State 
Board Chairman Phil Kirk called the meeting at which board
members unanimously approved the new policy Òone of the
most important meetings in the history of the State Board of
Education.Ó 
GATEWAY 1 - Grade 3
¥ Meet local promotion requirements.
¥ Demonstrate grade-level proficiency by scoring 
at Achievement Level III or above on state end-
of-grade tests in reading and math.
GATEWAY 2 - Grade 5
¥ Meet local promotion requirements.
¥ Score at Achievement Level III or above on state
end-of-grade tests in reading and math.
¥ Score at or above proficiency level 2.5 on the
grade 4 writing assessment. (Students who do 
not have this score will be given intervention and
assistance to develop their writing skills.)
GATEWAY 3 - Grade 8
¥ Meet local promotion requirements.
¥ Score at Achievement Level III or above on state
end-of-grade tests in reading and math.
¥ Score at or above proficiency level 2.5 on the
grade 7 writing assessment. (Students who do 
not have this score will be given intervention and
assistance to develop their writing skills.)
THE GATEWAYS
STUDENT
ACCOUNTABILITY
STANDARDS
This marks the first time that North Carolina has provided
specific requirements for promotion at all three levels of 
public schooling. In the past, the state provided high school
graduation requirements, but no specific requirements for 
promotion in earlier grades.
The new Student Accountability Standards are just a
beginning point, however, in addressing the problems of social
promotion and students who are not prepared academically 
to advance to the next grade or to graduate. The policy is
triggering positive changes in local schools. Not only are 
local districts and schools re-organizing to identify struggling
students sooner, they also are providing timely intervention for
these students. The idea is not to penalize students who are
unlikely to meet the new standards, but to find ways to
address their needs and to help them meet the standards. 
The goal, in the long run, is for students to be prepared for
success at every grade level.
GATEWAY 4 - High School
¥ Meet existing local and state graduation requirements.
¥ Achieve a passing score on an exit exam of essential skills. Students 
will take this exam in the spring of the 11th grade.
¥ Achieve a passing score on the computer skills test (effective with the
class of 2001.)
When will the standards affect my child?
If your child entered The standards will
the following grade apply when he or That means
in 1999-2000: she enters grade: school year: Gateway
K 3 2002-2003 1
1 3 2001-2002 1
2 5 2002-2003 2
3 5 2001-2002 2
4 5 2000-2001 2
5 8 2002-2003 3
6 8 2001-2002 3
7 12 2004-2005 4
8 12 2003-2004 4
9 12 2002-2003 4
10 * * *
11 * * *
12 not affected not affected not affected
*Students entering grades 10 & 11 in the 1999-2000 school year are 
required to achieve a passing score on the computer skills test in order 
to receive a diploma.
REACHING FOR THE GOAL
PRIORITY 1: HIGH STUDENT PERFORMANCE
8
The new Student Accountability Standards are consid-
ered a natural progression of the ABCs of Public Education,
North CarolinaÕs centerpiece for school improvement that
started in 1995. Prior to 1995, information about how 
students were performing was released for individual school
districts, but never school-by-school. With the advent of the
ABCs, performance is reported for each school in the state.
Teachers and other certified educators are rewarded accord-
ingly. This new model also allows the local districts and the
state to target assistance to schools that are having trouble.
The new Student Accountability Standards extend
accountability to the student level. Just as the ABCs provides
help to schools that need it, the new student standards pro-
vide help to students who need intervention to work at grade
level and to be ready to work successfully at the next grade.
Student Accountability Standards are not untested.
Several local school districts in North Carolina are leading 
the state in the area of social promotion and student 
THE ABCS OF PUBLIC EDUCATION
The year 1999 marked the third year of the ABCs of
Public Education for elementary and middle schools and 
the second year for the program in high schools. Schools at
every level continued to show their ability to increase student
achievement. In the 1998-99 school year, 2000 public
schools participated in the school improvement program 
centered on strong accountability, teaching of the basics and
local control. Each schoolÕs recognition status is based on
schools meeting or exceeding certain standards, including the
number of students proficient in key subject areas. The num-
ber of K-8 students proficient in reading and mathematics
continued to increase - from 66.3 percent in 1997-98 to
69.1 percent in 1998-99.
Most schools met their goals for growth in student
achievement in 1998-99, and State Board of Education 
members, joined by State Superintendent Mike Ward, visited
many of these schools and helped celebrate their success. 
A total of $120.5 million was awarded to local teachers, 
principals and teacher assistants as bonus money in recogni-
tion of their achievements in fostering student achievement.
THE ABCS MOVES FROM
NOVELTY TO STABILITY
accountability. Johnston, Transylvania and Lenior counties 
have already implemented local policies that are similar to 
the stateÕs. These districts have pioneered higher student
standards for several years, and their experiences paved the
way for the State Board of Education to embrace a similar
model for all 117 school districts in North Carolina. The
experiences of these local districts show that many students
improve their academic performance just because there are
now consequences to poor performance. For students who
need more than just stronger motivation, these school districts
have found ways to provide additional instruction or different
approaches to help them meet their goals.
While student accountability has been a major focus of
the State Board over the past year, the Board continues to
make needed improvements to the ABCs of Public Education
and to set guiding policies in many other areas, including
charter schools. North Carolina now has 97 charter schools,
3 short of the 100-school limit under the law.
ENGLAND’S EXPERIENCE
UNDERSCORES
FUNDAMENTAL NEEDS
A 29-person delegation of NC business leaders, 
policymakers and educators, including State Board members
Phil Kirk, Jane Norwood and Evelyn Monroe, traveled to
England in March 1999 to study school choice experimenta-
tion in that country. The delegation studied the countryÕs
accountability program, local school autonomy, the countryÕs
voucher program, and schools of choice. If policymakers in
North Carolina feel impatient after a decade of school reform,
it is worth reflecting on the English experimentation that 
touted school choice and vouchers as the drivers of school
improvement. No longer are English policymakers viewing
these programs as the panacea for improving schools, but 
are focusing on root causes like teacher preparation, school 
leadership and curriculum.
REACHING FOR THE GOAL
PRIORITY 1: HIGH STUDENT PERFORMANCE
¥ Approved the Student Accountability Standards
¥ Identified financial support for Student Accountability
Standards
¥ Approved policy regarding the high school diploma
¥ Approved the School-Based Management and Procedures
Manual
¥ Approved the ABCs Statewide Report Card for 1998-99 and
1997-98
¥ Approved the use of unexpended federal start-up funds to 
support technology planning in four charter schools
¥ Finalized policy changes for programs for children with 
disabilities in accordance with the re-authorized Individuals
with Disabilities Education Act
¥ Removed the administration and organization of the
GovernorÕs Schools from Special Education Laws
¥ Approved revisions to the North Carolina Standard Course of
Study in Science
¥ Approved revisions to the NC Standard Course of Study for
Information Skills, K-12
¥ Approved revised guidelines for Family and Consumer Sciences
Education
¥ Approved changes to State Board of Education policies 
regarding interscholastic athletics
¥ Approved changes to SBE/APA policies regarding graduation
requirements
¥ Approved changes to SBE/Administrative Procedures Act
(APA) policies regarding graduation requirements, disposition
of old textbooks, test administration, accreditation, end-of-
course tests, driversÕ education, due process, confidentiality,
special education assessment and placement
¥ Approved policies regarding the suspension of powers and
duties of local boards of education
¥ Approved charter school evaluation reports, enrollment
increases, preliminary and final approvals, revocation of 
charters, voluntary relinquishment of charters, changes to
charters, delays in openings, appointments to the charter
school advisory committee, transfers from private to non-
profit charters
¥ Considered and approved recommendations of the Compliance
Commission related to:
- deadline for dropping courses with end-of-course tests 
- ABCs High School growth model
- addition of dropout calculations to the high school model
- 160-day rule for the High School Competency Test
- Changes to the ABCs designations
- use of the most recent end-of-course test score when test 
is taken multiple times 
- use of end-of-course tests as part of the High School
Accountability Model
- the evaluation of alternative schools and special schools
- accommodations on the North Carolina High School 
Competency Test for newly-blinded students
- appointments to the Compliance Commission
- achievement level ranges for the NC High School
Comprehensive Test
¥  Approved and transmitted to the General Assembly the
Second Annual Report on the Implementation of the ABCs
¥ Approved and transmitted to the General Assembly the Status
Report on the Statewide Implementation of Reading
¥ Approved reports to the General Assembly on delaying the
start of the school day, on statewide reading initiatives, and on
the status of implementation of the ABCs
¥ Approved a K-2 Assessment Policy
¥ Approved waivers to the School Improvement Plans
¥ Considered appeals to the ABCs growth standards
¥ Approved the appointment of State Hearing Review Officers
¥ Approved and transmitted a report to the General Assembly
on requiring United States History and Economics, Legal and
Political Systems courses for graduation
¥ Approved expenditures from the SBE Education Foundation for
school systems to participate in the Southern Education Region
Vision for Education Senior Project Seminar
¥ Suspended open-ended assessments for grades 4 and 8 for
1998-99
¥ Approved membership of the NC State Advisory Council on
Indian Education and the CouncilÕs 1998 Annual Report
9
State Board of Education Accomplishments
August 1998 - August 1999
10
Chairman Phillip J. Kirk Jr. Member-at-Large
P.O. Box 2508
Raleigh, NC 27602-2508  919.836.1407
Phil Kirk was appointed to the Board in 1997 to fill an
unexpired term. A native of Rowan County and a graduate of
Catawba College, Mr. Kirk now serves as president and secretary of the NC
Citizens for Business and Industry and the publisher of North Carolina Magazine.
His extensive list of governmental positions includes serving as Chief of Staff for
two former governors and a United States senator. He also served in the NC
General Assembly and was the youngest state senator in history at the time of his
election. A former English and journalism teacher, Mr. Kirk has a remarkable
background in education, having been named Salisbury Teacher of the Year and
having received the Friend of Education award by the Professional Educators of
North Carolina. In addition, he served as the vice chair of the State Board of
Community Colleges, treasurer of Smart Start, and the chair-elect of the Public
School Forum. His term expires on March 31, 2005.
Lieutenant Governor Dennis A. Wicker
State Capitol Building
Raleigh, NC 27603-8006 919.733.7350 
Lt. Gov. Dennis Wicker, elected to the office in 1992, is an
ex officio member of the Board. An attorney from Sanford,
Mr. Wicker served in the NC State House of Representatives from 1981 to 1991.
Mr. Wicker attended UNC-Chapel Hill and graduated with honors in 1974. He
spent the following year in Washington working as a legislative aide to U.S. Senator
Robert Morgan. In 1978, Mr. Wicker earned a law degree from Wake Forest
University. He has served on Central Carolina Community College’s Board of
Trustees and is also a member of the UNC Board of Visitors. Lt. Gov. Wicker served
as chairman of the State Board of Community Colleges for the past six years.
State Treasurer Harlan E. Boyles
Albemarle Building
Raleigh, NC 27603-1388 919.508.5176
State Treasurer Harlan Boyles has served as an ex officio
member of the Board since January 1977. A Certified Public
Accountant, Mr. Boyles has held a number of state government positions since
his graduation from UNC-Chapel Hill in 1951. He serves as chairman of the
NC Local Government Commission, the NC Tax Review Board, the State Banking
Commission and the Board of Trustees of the NC Retirement Systems. Mr. Boyles
serves on the NC Community College Board and the Council of State.
REACHING FOR THE GOAL
STATE BOARD OF EDUCATION MEMBERS
Secretary to the State Board Mike Ward
301 N. Wilmington Street
Raleigh, NC 27601-2825 919.715.1299
Mike Ward is State Superintendent of the Public Schools of
North Carolina. Elected in 1996, Dr. Ward is a member of the
Council of State which includes the Governor, Lieutenant Governor and other
statewide elected officials. His duties include serving as the official secretary
of the State Board of Education. Dr. Ward has a strong background in public
education. Prior to his election as State Superintendent, he served as Executive
Director of the NC Standards Board for Public School Administration and as
superintendent of schools in Granville County. Earlier posts included services
as a teacher and principal. Dr. Ward is a three-time graduate of North Carolina
State University.
Vice Chair Jane P. Norwood
6th Education District
7026 Ballentyne Court      
Charlotte, NC 28210 704.554.9894
Jane Parler Norwood was appointed to the Board in September
1990 to fill an unexpired at-large term. She was re-appointed in March 1995
as an at-large member and again in April 1999 to the 6th Education District.
Dr. Norwood is a professor in the Department of Curriculum and Instruction at
Appalachian State University where she also supervises student teachers enrolled
in the Teacher Education Program. She holds advanced degrees in Education/
Psychological Services - Reading from the University of South Carolina and a
bachelor’s degree in Education from Coker College. Dr. Norwood is a member of
the Coker College Board of Trustees. Her term expires March 31, 2003.
Margaret B. Harvey 2nd Education District 
901 Dewey Street
Kinston, NC 28501 919.523.4490 
Margaret Blount Harvey was appointed to the Board in
1993. She has served on the NC Symphony Board of Trustees,
the Duke Divinity Board of Visitors and the NC Wesleyan Board of Trustees.
Ms. Harvey graduated from Duke University and has worked with the Department
of Public Instruction as coordinator of the State Education Policy Seminars.
In addition, Ms. Harvey has been a legislative lobbyist and on the staff of the
NC General Assembly. Her term expires March 31, 2001.
Edgar D. Murphy, III 3rd Education District 
Nortel Networks
Stop D16/01/0C9, 35 Davis Drive 
Research Triangle Park, NC 27709
919.997.2511
Edgar D. Murphy III was appointed to the Board in 1999. He is the manager of
Community Relations for Nortel Networks where he is responsible for implementing
a community relations program focusing on K-12 public education. A graduate of
North Carolina A&T University, he is the chairman of the Durham Public Education
Network board of directors, the Durham Workforce Partnership, the Center for
Employment Training and the executive committee of the NC School Improvement
Panel. Mr. Murphy’s term expires March 31, 2007.
Kathy A. Taft 1st Education District 
611 Queen AnneÕs Road
Greenville, NC 27858 919.355.7299
Kathy Taft was appointed to the Board in April 1995. She
attended NC State University and East Carolina University,
graduating from ECU cum laude with a bachelor of science degree in education
and also pursued graduate work in education. Ms. Taft is a former member and
past vice chairperson of the Pitt County Board of Education and has been active
in the NC School Boards Association, the Pitt County Boys and Girls Club, the
Communities in Schools Executive Board, the PTA and the Women’s Forum of NC.
Ms. Taft’s term expires March 31, 2003.
11
Evelyn B. Monroe 4th Education District 
525 Hardee Branch Road
West End, NC 27376 910.295.5710
Evelyn Bruton Monroe was appointed to the Board in August 1995 to
fill an unexpired term. Ms. Monroe is a graduate of UNC-Greensboro
and a former math and science and vocational education teacher. Her extensive
involvement in the public schools includes 14 years on Moore County school advisory
councils. Ms. Monroe is a former trustee for Sandhills Community College and has
served on the system planning committee for the State Board of Community Colleges.
Her term expires March 31, 2005.
Maria Teresa Palmer 5th Education District 
205 Wilson Street
Chapel Hill, NC 27516 919.932.4818
Maria Teresa Palmer was appointed to the Board in 1999 to fill
an unexpired term. Ms. Palmer is the founding pastor of Iglesia
Unida De Cristo (United Church of Christ) in Orange County. She graduated from
Jacksonville State University in Alabama with a degree in education. She also attended
the Southern Baptist Theological Seminary and the University of Louisville, where she
earned a master’s in education. Ms. Palmer is currently pursuing her doctoral degree
in education at UNC-Chapel Hill. Her professional experience includes being a Spanish
teacher, a multi-cultural counselor, and assistant director of the Center for Latin
American Education at the University of Louisville. Her term expires March 31, 2005.
Ronald E. Deal 7th Education District
1460 6th Street Circle, NW Hickory, NC 28601
704.324.7466 
Ron Deal, chairman of Wesley Hall Inc., was appointed to fill an
unexpired term in 1997. He graduated from Wake Forest University
where he is a former trustee and a past president of the University’s alumni association.
His experience in education includes serving as a member of the NC State Board of
Community Colleges. Mr. Deal serves on the Board of Directors for the BB&T Corporation
and as a trustee for Catawba Memorial Hospital. His term expires March 31, 2003.
Robert R. Douglas 8th Education District
P.O. Box 2807, Asheville, NC 28802
828.258.0546 
Bob Douglas, Branch Manager of A.G. Edwards & Sons, Inc., was
appointed to the Board in 1993. He graduated from Auburn
University with a degree in political science. He is currently president of the Asheville
City Schools Foundation and serves as chairman of the Asheville Quality Schools Task
Force. Mr Douglas has served as a board member with Asheville United Way and the
Asheville City Schools Advisory Budget Committee. His term expires March 31, 2001.
Zoe Locklear Member-at-Large
803 Harry West Lane
Pembroke, NC 28372 910.738.4844 
Zoe Woodell Locklear was appointed to the State Board of Education
in 1999 to fill an unexpired term as an at-large member. She
received her doctorate and master’s degrees in Special Education from the University
of North Carolina at Chapel Hill. Her bachelor’s degree is also in special education from
the University of North Carolina at Pembroke. Her extensive vita reflects service to both
the public schools of North Carolina and to the state’s university system as teacher,
administrator and professor. Dr. Locklear is currently the director of teacher education
and chair of the education department at the University of North Carolina at Pembroke.
She is a member of the North Carolina Association of Educators, the Robeson County
Partnership for Children, the American Association of University Women, the Council for
Exceptional Children and is actively involved in the Robeson County elementary school
that her two children attend. Dr. Locklear’s term expires March 31, 2003.
Eddie Davis, III Member-at-Large 
405 Stinhurst Drive
Durham, NC 27713-7553 919.544.3742
Eddie Davis, an English teacher at Hillside High School, was appoint-ed
to the Board in 1993. He received his bachelor’s degree in English
from Elizabeth City State University and teacher certification training at NC Wesleyan
College. Mr. Davis is a member of the Executive Committee of the National Education
Association and a board member of the North Carolina Association of Educators. He
also serves on the National Board for Teaching Standards, the National Advisory Board
for the Center on English Learning and Achievement, and the National Board of the
Center for Research on Evaluation. He was recognized as the “Tarheel of the Week” by
The News and Observer and the “Citizen of the Year” by the Independent. His term
expires March 31, 2001.
Kimberly Hughes
Teacher of the Year
1999-2000
Fox Elementary School
Wake County Schools
Term: June 1999 - June 2001
Walter Herring, III
Senior
James Kenan High School
Duplin County
Term: July 1999 - June 2000
Rebecca Hoyle
Teacher of the Year
1998-1999
Jacksonville Commons
Elementary School
Onslow County Schools
Term: June 1998 - June 2000
Teacher of the Year Advisors
Student Advisors
Leslie Jimison
Junior
Page High School
Guilford County
Term: July 1999 - June 2001
Map of North Carolina Education Districts
The State Board of Education includes representatives appointed by the Governor from
each district of North Carolina, as well as the State Treasurer and the Lieutenant
Governor. Appointments are confirmed by the General Assembly, and members serve
eight-year, staggered terms. The Board is a volunteer board, and its members represent
a wide variety of backgrounds and perspectives. Members receive only per diem to
defray their costs of travel and lodging for attendance at meetings. Advisors to the Board
include the current and immediate past N.C. Teacher of the Year and two students.
14
BASED ON MY VISITS
TO SCHOOLS ACROSS
THE STATE AND THE
STATISTICS IN THIS REPORT,
OUR PUBLIC SCHOOLS
CONTINUE TO BE THE
SAFEST PLACES FOR OUR
CHILDREN AND TEACHERS.
HOWEVER, AS LONG AS
THERE IS ANY VIOLENCE
IN OUR SCHOOLS,
IT IS TOO MUCH.
Phillip J. Kirk Jr., State Board of Education Chairman
15
REACHING FOR THE GOAL
PRIORITY 2: SAFE, ORDERLY AND CARING SCHOOLS
Few news stories garnered more attention than the shoot-
ings at Columbine High School, Colorado, in the spring of
1999. The scope and nature of that tragedy were significant,
and the copycat vandalism and threats, which some schools 
experienced in the aftermath, were so frightening that school
and youth violence continue to be hot topics in nearly every
community.
North Carolina public schools, however,
are very safe places for children and their
families. The sixth Annual Statewide Report
on School Violence showed that school 
violence figures remained steady between
1997-98 and 1998-99. While the number
of all reported acts rose by a statistically
insignificant four cases, the total occur-
rences of all acts per 1,000 students
decreased slightly from 6.343 to 6.243.
As in every previous reporting year,
three acts made up the majority of all 
acts reported. Possession of weapons 
(not firearms), possession of a controlled
substance and assault on school personnel
account for 86 percent of all reported 
misbehaviors. In addition, 77 percent of
the schools continue to report five or fewer
incidents each year. 
Incidents reported each year are specifically defined and
include obvious violent acts, such as assault, but also other
acts that may not be violent but are considered to be 
negative influences on schools climate, such as possession of
a controlled substance. There are 14 categories of incidents.
STATISTICALLY SIGNIFICANT DECREASES WERE SEEN IN
SEVERAL CATEGORIES IN 1998-99. 
¥ Possession of a controlled substance is down 9 percent,
from 2,620 in 1997-98 to 2,389 in 1998-99.
¥ Possession of a firearm is down 10 percent, from 160 in
1997-98 to 144 in 1998-99.
¥ Robbery without a dangerous weapon declined 29 percent,
from 143 to 102.
¥ Sexual offenses are down 7 percent from 92 incidents to 86.
THERE ALSO WERE REPORTED INCREASES IN SOME
CATEGORIES.
¥ Possession of a weapon (not a firearm)
increased by 7.3 percent, from 2,723 to 2,923.
¥ Assault on school personnel is up by 2 
percent in 1998-99 when 1,181 cases were
reported.
¥ Assault resulting in serious injury increased
by 13 percent from 288 cases to 325.
¥ Sexual assault reports were up by 16 
percent, with 233 cases reported in 1998-99.
¥ Assault with a weapon increased by 16 per-
cent, totaling 146 cases in 1997-98 versus 126.
ONLY 7,781 OUT OF THE 1,237,608
MILLION STUDENTS ATTENDING PUBLIC
SCHOOLS IN NORTH CAROLINA WERE
INVOLVED IN ANY REPORTED INCIDENT.
That is significantly less than 1 percent. North
Carolina schools have had decreases in school
violence for many reasons, but many attribute this to the
implementation of Safe Schools Plans, strong leadership, 
firm enforcement of the rules, and character education. The
continued use of Safe Schools assistance teams and increased
parental support for tough, but fair, rules are expected to result
in continued improvement in conditions for learning in our
public schools. North Carolina is one of the few states with
several years worth of data of school violence. The Annual
Report on School Violence has been issued since the Safe
Schools Act was passed by the General Assembly in 1993. 
Twenty-four percent of respondents to the 1999 Phi Delta Kappa poll said 
that they feel the schools in their community are Òvery safe and orderly.Ó 
Sixty-two percent believe that they are Òsomewhat safe and orderly.Ó
Ñ 1999 Phi Delta Kappa Poll
continued next page
16
Although it reports only the most serious types of disruption,
crime, and violence, this report gives an accurate look at how
widespread these incidents are in the schools.
Even with North CarolinaÕs very positive statistics in this
area, the state continues to use all strategies possible to
aggressively prevent violent and disruptive acts at school.
During the 1999 legislative session, lawmakers approved
House Bill 517, Stop Threats/Acts of School Violence. This
law makes it a serious felony, Class H, for people who make
school-related bomb threats or hoaxes. It also requires an
automatic suspension of 365 days for any student who makes
a false report or perpetrates a hoax. Parents or legal guardians
will be held liable for costs resulting from the disruption or
dismissal of school or school activities. The law also requires
the Division of Motor Vehicles to revoke the permit or license
of a person convicted of making a false threat. Detailed 
information, including ideas for spreading the word about this
important legal change, was provided to every school district
at the start of the 1999-00 school year.
At a more comprehensive level, local schools and school
districts are taking action before violence strikes. Since the
start of the 1998 school year, nearly half of the stateÕs 117
school districts and more than 100 schools have invited the
Department of Public InstructionÕs Safe Schools Teams to lead
them in making their campuses safer.  One of the most 
significant accomplishments of the teams is helping educators
overcome apprehension about setting safety goals. The result
is safe schools plans that are written with measurable goals
that can be evaluated. 
¥ Approved amendments to the Annual Report on School Violence
¥ Approved and transmitted a report to the General Assembly on Alternative Education Programs for
Suspended and Expelled Students
¥ Approved the use of At-Risk Funds for School Assistance Team Members
¥ Approved amendments to the SBE/APA Policy Related to Interscholastic Athletics
¥ Approved the 1997-98 NC Annual Report on School Violence
¥ Approved 1997-98 Safe Schools Bonuses
Following are some examples of the changes the
schools made to improve their Safe Schools Plans:
¥ School-wide discipline policies were studied and revised
¥ School traffic was re-routed with school parking lots
fenced
¥ Teacher assistants were trained in classroom management
¥ Assistant principalsÕ job assignments were revised to allow
for more efficient monitoring of students
¥ School Resource Officers received training to work more
effectively with students and staff
¥ Crisis management training was provided for school sys-
tems
¥ Conflict management programs were initiated in many
schools
¥ Safe Schools and Crisis Plans were reviewed and improved
SAFE, ORDERLY & CARING SCHOOLS, continued
State Board of Education Accomplishments
August 1998 - August 1999
17
REACHING FOR THE GOAL
PRIORITY 3: QUALITY TEACHERS, ADMINISTRATORS & STAFF
In a recent study, teacher qualifica-
tions ranked second only to school safety
as an important element that parents want
reported on school-level report cards,
according to The School Administrator
magazine. Parents care about who is
teaching their children, how well pre-
pared they are for the task and how well
they carry out that task every day.
Who schools hire, how these people were prepared for
their jobs, what kinds of support they receive once hired, and
how employees are evaluated and rewarded are now hot top-
ics. People in North Carolina want to know that their children
and their communityÕs future citizens are being taught by well-
prepared, professional teachers and that their schools are
being led by administrators who have 
studentsÕ best academic interests at heart.
In North Carolina, teachers, princi-
pals and other educators are paid mostly
through state funds, but hiring, evaluation
and other human resource issues are han-
dled by local school districts. The State
Board of Education sets policies and
guides initiatives to improve the quality of
personnel in public schools. Not only does the Board approve
college and university teacher preparation programs, it also
sets standards for licensing educators, designs programs to
recruit and support new teachers and recommends ways to
improve the structure of staff pay, benefits and professional
development. 
WeÕve all heard the old adage: you get what you pay for.
For example, if you want an exceptional dining experience, you
go to a four-star restaurant. If you want to see the ballgame
up close and personal, you buy front-row seats. If you want
strong student achievement, you employ quality teachers in
the classroom.
Attracting and retaining not only the stateÕs, but the
nationÕs, brightest teachers is what the Excellent Schools Act
(ESA) is all about. This two-year-old legislation has moved
North Carolina public school salaries and requirements to 
new levels.
As a result of the ESA, North Carolina has increased
teacher salaries more than any other state - jumping nearly 
16 percent since 1996-97 and in the process boosting the
stateÕs national average teacher salary ranking from 43rd to
29th. In 1998-99, North CarolinaÕs annual average teacher
salary was $36,141, up from $31,286 two years ago. The
national average teacher salary was $40,462.  
Lara Hall, a physical science and earth science teacher 
at Northwood High School in Chatham County, has looked
outside the state for better paying teacher jobs. ÒIÕve consid-
ered more lucrative careers but prefer to stay in the teaching 
profession because I love students,Ó Hall said. ÒHaving a
salary thatÕs in-line with the national average is an important
goal for the state if it is to stay competitive in attracting and
retaining teachers.Ó 
ItÕs a goal that has gotten closer thanks to the N.C.
General AssemblyÕs recent funding approval of the ESA which
resulted in an average 7.5 percent teacher pay increase. The
message to teachers is loud and clear: you are important to
our childrenÕs future.
The importance of quality teachers in the classroom has
taken on even more significance with recent passage of the
new statewide Student Accountability Standards. The account-
ability bar that was raised with the implementation of the
ABCs of Public Education in 1996-97, just got a little higher,
and with it, the pressure to produce.
Audrey Galloway, a ninth grade English teacher at Wake
Forest-Rolesville High School in Wake County, supports the 
EXCELLENT SCHOOLS ACT HELPS ATTRACT
HIGH QUALITY TEACHERS
continued next page
Alone we can do so little; together we can do so much.
Ñ Helen Keller, Author & Lecturer
18
EXCELLENT SCHOOLS ACT, continued
WHO WORKS IN NC PUBLIC SCHOOLS?
Many people have heard that North Carolina public schools
are Òtop-heavy,Ó with too many non-teaching personnel. Some
say that there is a 1:1 ratio of teachers to administrators. Who
actually works in our schools? Here are the facts.
School-based instruction - 72 percent:
¥ In 1998-99, a total of 78,627 teachers were employed 
in public schools grades K-12 to teach youngsters.
Classroom teachers make up nearly 52 percent of all 
public school employees.
¥ There are 25,638 teacher assistants providing direct
instructional help to classroom teachers and students.
They  comprise almost 17 percent of the workforce.
¥ Principals and assistant principals are the instructional
leaders of schools. Together, these 4,279 people total
nearly 3 percent of public school employees.
¥ Teachers, principals and teacher assistants make up 
almost 72 percent of all public school employees.
Non-teaching - 28 percent:
Someone has to keep buses running, buildings maintained,
business records kept  and lunches served. It takes 31,503
technicians, secretaries and clerical staff, service workers,
skilled crafts workers and unskilled laborers to provide this
type of support service for schools. This group makes up
nearly 21 percent of public school employees.
Guidance counselors, school psychologists, psychiatrists,
librarians and instructional supervisors, as well as other profes-
sional staff such as speech therapists, attorneys, architects,
engineers, registered nurses and other professionals provide
important services to students and to schools. There are 9,733
of these professionals, 6 percent of public school employees.
A total of 1,451 officials, administrators and managers set
policies and direct operations at the school district level under
the direction of local school boards. These professionals
include the local superintendents, associate superintendents,
school business officials and directors of district-wide programs.
They make up nearly 1 percent of public school employees.
National Trends:
According to the Education Research Service, the number
of administrators in public schools compares favorably to the
number of managers in business. Generally, education leaders
supervise more staff, 1 to 13.5, than in other businesses or
industries identified by the U.S. Bureau of Labor Statistics. For
example, in hospitals, the ratio of supervisors to employees is
1: 12.6. In manufacturing, the ratio is 1: 6.2. 
higher standards and the compensation that goes with it. ÒIt 
is extremely important that educators be prepared and held
accountable for what they do in the classroom. But itÕs equally
important that we be compensated for the professional job
that we do.Ó
The ESA provides additional opportunities for teachers to
increase their paychecks' bottom line, such as the one that
comes with earning a continuing license and tenure. National
Board Certification also can increase a teacherÕs base pay by
12 percent. For the 1997-98 school year, National Board
Certification meant an average increase of $4,175 in teacher
paychecks. Our state leads the nation in the number of 
teachers attaining National Board Certification with 538.
The Excellent Schools Act is not only helping us keep good
teachers through competitive wages, it also is raising teacher
standards by increasing accountability, providing two years of
paid mentoring for new teachers, strengthening evaluations,
and streamlining the process to terminate poor teachers. 
Teachers are now required to teach for three years - as
opposed to two - and undergo rigorous performance-based
evaluations before obtaining a continuing license. To be 
eligible for tenure, beginning teachers must now be employed
for four years. During this time, they are observed four times
a year and at least annually by a school administrator.
Expecting more from teachers, and rewarding them both
monetarily and professionally for meeting those expectations,
may be one of the main reasons North CarolinaÕs public
school students are making significant academic gains in the
classroom. With the ESA, we can make sure teachers are 
prepared to teach, are supported in the classroom, and are
rewarded for their accomplishments.
REACHING FOR THE GOAL
PRIORITY 3: QUALITY TEACHERS, ADMINISTRATORS & STAFF
19
State Board of Education Accomplishments
August 1998 - August 1999
¥  Changed the name of the Challenge Scholarship Program
to the Prezell R. Robinson Challenge Scholarship
Program, in honor of the former Board member
¥ Approved the recommendations regarding non-teaching
work experience
¥ Approved job class specifications for speech-language
pathologists
¥ Approved Initial Licensure Plans for charter schools
¥ Approved a policy regarding renewal credit for 
unemployed teachers with expired licenses
¥ Approved revisions to the National Teachers Exam
requirement for instructional technology specialists
¥ Designated local school districts as geographic areas of
teacher shortages
¥ Approved a plan to review/revise PRAXIS testing 
requirements
¥ Approved the plan for remediation of teachers found to 
be lacking in competence in their areas of certification
¥ Approved waivers to current Praxis testing requirements
¥ Approved revisions to Board/APA policies regarding:  
- licensure renewal
- licensure endorsement
- temporary permits
- suspension of licensure
- licensure revocation
- criminal history checks
- credit for licensure
- teacher education program approval
- SBE program approval review standards
- consortium-based programs
- Prospective Teacher Scholarship Loans
- expired licenses
- the General Knowledge Test for licensed staff
¥ Adopted cut-off scores for new PRAXIS exams
¥ Deleted the statutory reference to the Professional
Practices Board
¥ Established the Superintendents Professional Ethics Board
¥ Approved Revisions to the Teacher Education Program
Approval Standards to facilitate lateral entry programs
¥ Approved State Evaluation Committee institution of higher
education program approval recommendations
¥ Approved the alternative entry licensing process
¥ Approved the pre-service teacher technology licensing
process
¥ Approved the issuance of provisional certification for
assistant principals and improved working conditions for
beginning teachers as directed by the General Assembly
¥ Approved guidelines for the evaluation of superintendents
¥ Received the Teacher/Administrator Supply and Demand
Studies and the Teacher Turnover Studies and transmitted
the reports to the General Assembly
¥ Approved the 1998 Principal Salary Study
¥ Transmitted recommendations of the Allied Health
Professions Salary Study to the General Assembly
¥ Approved revisions to the Initial Licensure Program
¥ Approved report on the Status of Certification
Requirements for Teachers at Residential Schools
¥ Considered and approved recommendations for licensure
revocations and re-instatements
¥ Approved guidelines and competencies for teacher 
education programs for elementary education
20
WHATEVER IS WORTH
DOING AT ALL IS
WORTH DOING WELL.
Phillip Stanhope,
18th Century British Statesman & Writer
21
REACHING FOR THE GOAL
PRIORITY 4: EFFICIENT & EFFECTIVE OPERATIONS
Operating public schools is a big business in North
Carolina, with expenses for day-to-day operation and for 
capital outlay totaling more than $7.5 billion annually. In any
endeavor, it pays to be as efficient and effective as possible.
When it involves billions of dollars, it pays even more.
The strategic priority of the State Board of Education,
Effective and Efficient Operations, is designed to ensure that
the stateÕs school system - from the State Board to local
boards to each individual school - is operated as smoothly 
as possible with minimal waste. Financial services, school 
transportation, child nutrition, textbook services, plant opera-
tion, school planning and school insurance are all services
provided to local school districts under the leadership of the
State Board of Education. While none of these activities
occurs in the classroom, they are necessary to set the stage
for teaching and learning to occur.
Financial services make up 
the backbone of the operations
that enable the stateÕs public
schools to operate and be 
successful. In North Carolina
78.6 percent of the day-to-day 
operating funds for public
schools comes from the state or
federal government, with the
state providing the lionÕs share.
More than $5 billion in state
and federal funds are disseminated each year through the
Department of Public Instruction, in compliance with federal
law, state law and State Board of Education allotment policies.
Special grants to serve specific groups of students or special
needs also are provided. 
In other areas of school operation, the State Board of
Education strives for similar efficiency and for effective use of
auxiliary programs to reach the educational goals of the state.
In 1996, North Carolina voters approved a $1.8 billion
state bond referendum for local school construction for new
schools, additions and renovations to address the stateÕs
growth and aging school facilities. The State Board and the
Department of Public InstructionÕs School Planning section, 
in conjunction with the School Business Division and the State
TreasurerÕs Office, have scheduled the rapid processing of
school construction payment requests. School Planning has
reviewed plans for bond construction projects totaling over
$1.6 billion and approved bond payments on those projects
for close to $1 billion. The Department of Public InstructionÕs
School Planning and Plant Operations sections work with local
school districts on developing durable school construction 
and insuring ways to maintain and operate these facilities 
efficiently. The Plant Operations section is receipts supported
by the 88 school districts that subscribe to its services.
The School Planning section develops and maintains 
the State Board of EducationÕs North Carolina Public Schools
Facilities Guidelines that describe the safe and efficient
instructional spaces that are necessary to support current
instructional programs. One special project in the facilities
area is an on-line School Facilities Clearinghouse that allows
local school planners and others to see some of the premier
school buildings from around the state (www.dpi.state.nc.us or
www.schoolclearinghouse.org).
North CarolinaÕs school
transportation system has been
funded since the early 1990s
according to a formula that
rewards efficiency in transporta-
tion operations. Currently, the
school transportation section 
of the Department of Public
Instruction is involved in a
study to find ways to improve
the transportation of children
with special needs. Another project this year - one of four
funded by the National Highway Traffic Safety Administration -
focuses on reducing incidents of motorists passing stopped
school buses. 
Child nutrition programs provide nutritious school 
lunches and breakfasts to more than 742,000 children in
North Carolina and help to advance the stateÕs educational
goals. Research shows that children who are well fed are
healthier, more cooperative and more prepared for learning
each day. North CarolinaÕs school nutrition programs are
operated locally under direction and guidance of the state and
federal governments. More than 95 percent of the stateÕs
public schools offer both lunch and breakfast to students each
day. North CarolinaÕs child nutrition program is considered
one of the best in the nation for reaching both low-income
and other students.
continued next page
¥  Approved a variety of grants to local school districts for:
- Homeless Children and Youth
- Innovative Practices for Pre-School Programs for
Children with Disabilities
- School Improvement
- School-Based Learn and Serve America Innovative
Programs
- Even Start Family Literacy Initiatives
- Capacity Building and Improvement in Schools
- Job Training Partnership Act
- Mentor Training and Development
- Literacy Challenge Programs
- Safe and Drug-Free Schools
- Migrant Education
- Technology Literacy Challenge Programs
- Comprehensive School Reform
- Dwight D. Eisenhower Professional Development
Opportunities
- Field-based Teacher Employment Services
¥  Reallocated funds for Children with Disabilities
¥ Approved funding to support the Web Academy
¥ Approved a policy delineating the SBE Policy Making
Process
¥ Approved policy guidelines for the NCSBE Education
Foundation
¥ Approved the 1998-99 Salary Schedule for Public School
Employees and Allotment Policies
¥ Approved the 1999-00 Salary Schedule for Public School
Employees and Allotment Policies
¥ Exempted student transportation from local education
agency purchasing flexibility
¥ Approved revisions to the SBE Rules of Procedures
¥ Approved changes in local education agency boundary
lines
¥ Approved increases in substitute teacher pay
¥ Approved the funding formula for Limited English
Proficient Students
¥ Approved changes in textbook mark-up reductions
¥ Approved the textbook adoption list for 1999
¥ Elected and installed SBE officers, board members and
advisors
¥ Approved the 1999-2001 Biennial Budget Request
¥ Approved DPI leadership team staff recommendations
¥ Transferred SBE policies to the Internet
State Board of Education Accomplishments
August 1998 - August 1999
The State Textbook Warehouse operation has been 
studied as an area of state services that may benefit from 
electronic commerce. The Textbook Automation Project 
currently underway will automate warehouse management 
and textbook distribution to local school districts. Districts 
will be able to generate textbook orders and check on the 
status of orders online. The result will be timely delivery of
textbooks and instructional materials to support high student
achievement.
22
EFFICIENT AND EFFECTIVE
OPERATIONS, continued
23
REACHING FOR THE GOAL
BEGINNING A NEW CENTURY
The ultimate measure of a man is not where he stands in moments of comfort and
convenience, but where he stands at times of challenge and controversy.
Ñ Martin L. King Jr.
One hundred years ago, North Carolinians faced the start
of the 20th century. Little did they know that the next 100
years would encompass two world wars, the full flowering of
industrialization, the rise of the automobile and air travel, the
institution of Social Security, the movement for civil rights, the
rise of the information age and the beginning of the Internet.
The 20th century also brought tremendous prosperity and
dramatic improvements in health and longevity. 
Today, we are poised at the start of another new century,
and it is difficult to predict the scope of world events and 
economic trends that will shape our state in the next 100
years. One thing is certain:  a well-educated citizenry will 
be better equipped to meet those challenges than a poorly
educated one.
The State Board of Education is committed to doing
whatever it can to ensure that all of North CarolinaÕs children
are well taught and well prepared to thrive in the new century.
In practical terms, that means preparing young people with
knowledge, but also with the skill to learn on their own. We
must provide todayÕs students with high expectations, support-
ed by a variety of instructional approaches to help them reach
expectations. We must continually evaluate where we are and
chart a course to where we want to be. That is one reason the
board added a new priority in December to the four strategic
priorities already guiding us: Strong Family, Community, and
Business Support. This priority will help us build the connec-
tions and community we need to have strong schools.
North CarolinaÕs schools are the best that they have 
ever been, but not the best that they can be. There are many
challenges to meet. Our overarching goal is to lead the nation
in education by 2010.
We continue to seek ways to ensure that our schools are
safe places for children. We must close the achievement gap
between racial minority and majority students. To provide 
rigorous instruction for our students, we need the best teach-
ers that we can recruit and keep. Next year, the new Student
Accountability Standards will go into effect for fifth graders,
with third and eighth and 12th grades to follow. Our very best
students continue to need challenging instruction to close the
gap between their performance and the performance of their
peers nationally.
This report outlines some of the activity of the State
Board of Education as it seeks to meet the challenges facing
North Carolina public schools. Board members set policies
and give direction to the stateÕs public schools, but that 
activity, of course, does not happen in isolation. It requires 
the cooperation and partnership of each school district and
school, of families throughout the state, of small- and large-
business leaders. Public education is an endeavor that thrives
on public participation and dialogue and a certain amount of
creative tension. A renewable resource, it is still a resource
that North Carolina must tend with care.
STRATEGIC GOALS STRATEGIC GOALS
24
1.1 Every child ready for school:
¥ Developmental criteria for 
the child ready for school
¥ Assessment of readiness for
school
¥ Relevant criteria for schools
ready for the child
¥ Promotion of the criteria for
early childhood and school
readiness
1.2 Rigorous and relevant academic 
standards and assessment 
systems for every student
1.3 Every student masters essential
knowledge and skills 
1.4 Every student graduates from
high school
1.5 Every student a life long learner
and ready for work
2.1 Learning environments inviting
and supportive of high student 
performance
2.2 Schools free of controlled 
and illegal substances and all
harmful behavior
2.3 Mutual respect of students, 
teachers, administrators, and
parents
2.4 Adequate, safe education 
facilities that support high 
student performance  
STRATEGIC PRIORITY:
High Student Performance
STRATEGIC PRIORITY:
Safe, Orderly, 
and Caring Schools
Note: Applications of technology and information management systems will be
integral to strategies undertaken in support of the strategic goals.
THE ABCS PLUS:
NORTH CAROLINA'S STRATEGIC PLAN
FOR EXCELLENT SCHOOLS
STRATEGIC GOALS STRATEGIC GOALS STRATEGIC GOALS
Mission: North CarolinaÕs public schools will create a system that will be customer
driven with local flexibility to achieve mastery of core skills with high levels of
accountability in areas of student achievement.
North Carolina State Board of Education, April 10, 1996
25
3.1 Professional preparation aligned
with state priorities
3.2 A system to develop, train, and
license a BK professional staff
for public schools
3.2 A system to recruit, retain, and
compensate a diverse corps of 
quality teachers, administrators, 
and staff   
3.3 A system to ensure high 
performance of teachers, 
administrators, and staff
3.4 A system of continuous learning
and professional development 
to support high performance of
all employees 
3.5 High ethical and professional 
standards for all employees
4.1 State education priorities
responsive to the needs of 
the family, community, and
business customers
4.2 A comprehensive and aligned
system of support for the 
academic success and general
well-being of all children that
promotes:
¥ Meaningful involvement in
schools
¥ Interagency collaboration
for health, nutrition, and
social services, and
¥ State and local partnerships
4.3 A system to build the capacity
of local districts to create,
respond to, and sustain 
meaningful partnerships
STRATEGIC PRIORITY:
Quality Teachers, 
Administrators, and Staff
STRATEGIC PRIORITY:
Effective and 
Efficient Operations
* STRATEGIC PRIORITY:
Strong Family, Community, 
and Business Support
5.1 Components of the education
system aligned to achieve high
performance
5.2 Decision making authority and 
control at the most appropriate
level closest to the classroom 
5.4 Information and accountability
systems capable of reporting
strategic and operational results
5.5 A funding system that provides
adequate and aligned financial
and personnel resources 
to maximize educational
achievement
* New priority, adopted 
December 1999.
GOVERNING PUBLIC SCHOOLS:
12
The State Board 
of Education 
shall supervise 
and administer 
the free public
school system 
and the 
educational 
funds provided 
for its support.
Constitution of 
North Carolina 
(Article IX, Sec. 5)
The North Carolina General Assembly, elected by the voters,
passes laws and appropriate funding for public schools, as
well as other state functions. Public school funding constitutes
36 percent of the state budget. Legislators make decisions
with input from the State Board of Education, local school
boards and citizens.
The State Board of Education is
charged with supervising and
administering the public schools,
including charter schools, and the
educational funds provided for their
support. Its agendas are driven by
many factors, including General
Assembly and Congressional action,
interests of Board members and
constituents, and requests and
needs of local public schools,
educators, parents and students.
Locally elected boards of education set policy
for and administer each local school district.
While they operate under state and federal
laws, as well as under State Board of Education
policy, many decisions affecting public schools
are local. Local school boards set student
discipline policies, school calendars, local
graduation requirements, student attendance
patterns and provide school buildings. Local
boards hire a superintendent to administer their
schools and guide operations. There are 117
local school districts and local school boards.
STATE LEGISLAT
STATE 
BOARD OF
EDUCATION
LOCAL 
SUPERINTENDENTS
AND CENTRAL
OFFICE STAFF
STATE       
REPORTS,
STUDIES,
INFORMATION
IDEAS
LAWS
AFFECTING
SCHOOLS
LAWS AFFECTING
SCHOOLS
POLICIES AND GUIDELINES
INFORMATION
AND REQUESTS
AN OVERVIEW
13
Board meetings 
are usually 
held on the first
Wednesday &
Thursday of 
each month in 
the State Board
Room, Education
Building, 301 N.
Wilmington St.
These are open 
meetings, and the
public is invited 
to attend.
2000 Meeting Dates
January 11-12, Pinehurst
February 2-3, Raleigh
March 1-2, Raleigh
April 5-6, Raleigh
May 3-4, Raleigh
May 31- June 1, Raleigh
July 12-13, Asheville
August 2-3, Raleigh
September 13-14,
Location to be announced
October 4-5, Raleigh
November 1-2, Raleigh
December 6-7, Raleigh
North Carolina’s Governor appoints the 13-member State
Board of Education, with the exception of the State Treasurer
and Lieutenant Governor who serve by virtue of their elected
positions. The Governor’s appointments are subject to
confirmation by the General Assembly in joint session.
Local schools are headed by principals who operate
under state, federal and local laws and policies.
Each school may have a slightly different leader-ship
model, but all North Carolina public schools
have school improvement teams comprised of
teachers and other educators, administrators and
parents. North Carolina has 2,024 regular public
schools and 80 charter schools. These schools
serve approximately 1.2 million students.
RE GOVERNOR
LOCAL
SCHOOLS
UPERINTENDENT
DPI
The Department of Public Instruction
implements the policy and direction of
the State Board of Education. With
approximately 500 employees, this state
agency develops the N.C. Standard
Course of Study for K-12 schools and
provides testing, reporting, financial and
other services to local school districts.
DPI also monitors compliance with a
variety of laws and policies. The State
Superintendent of Public Instruction, an
elected official, leads the day-to-day
operations of the Department and serves
LOCAL as official secretary to the Board.
OOL BOARDS
TE BOARD
LICIES, REQUESTS,
AND DIRECTION
ORMATION
D INPUT
LAWS
AFFECTING
STATE AGENCIES
INFORMATION
AS REQUESTED
EAS, INFORMATION
INFORMATION
SERVICES AND
MONITORING
301 NORTH WILMINGTON STREET
RALEIGH, NORTH CAROLINA 27601-2825
www.dpi.state.nc.us