State Education Indicators with a Focus on Title I, 2002-03

North Carolina
http://www.ncpublicschools.org

Districts and schools
Number of districts
(CCD)

1993-94 121

2002-03 117

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 1,167 407 321 29 28 1,952

2002-03 1,323 464 359 95 4 2,245 2002-03 93

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200102)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $4,046,687 501,891 2,038,528 6,587,106

2001-02 $5,412,927 494,358 2,643,261 8,550,546

2001-02)

1993-94 $5,812

2001-02 $6,501

Sources of funding
(CCD, 2001-02)

Title I allocation 2001-02 (ED;
Includes Title I, Part A)

$214,422,710

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12) Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 8,469 798,816 305,060 1,103,876 1993-94 2% 1 30 1 66

2002-03 10,310 953,657 371,987 1,325,644 2002-03 1% 2 31 6 59

1993-94 11%

2002-03 12%

Students with limited English proficiency (NCELA)

1993-94 1% 1993-94 1%

2002-03 5% 2002-03 2%

Migrant students (OME)

Eighth-grade students enrolled in Algebra I for high school credit (NAEP)

1996 29%

2003 29%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)

452,486

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)

2 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 33,841 15,990 18,559 778 253 69,421 2002-03 44,233 17,507 23,926 1,877 134 87,677

1993-94 20,721 767 5,228 36,922 63,638

2002-03 27,476 889 6,288 46,998 81,651

1994 87% 79 73 88

2000 81% 64 75 93

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Outcomes
1993-94 n/a 70% 51 2000-01 6% 67 65

High school dropout rate (NCES) Averaged freshman graduation rate (NCES) College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 30% 59 1996 20% 56

2003 32% 65 2003 32% 71

Statewide Accountability Information:
State Accountability Website:

http://www.ncreportcards.org/src/stateDetails.jsp?Page=1&pYear=2003 -2004
State assessment for NCLB accountability: End-of-Grade

Mathematics/Reading
State student achievement levels: Level I, Level II, Level III, Level IV 2001-02 Annual measurable objective starting point 68.9% 74.6 68.9 74.6 52 54.9

Grade 4 Grade 8 High school

Reading Mathematics Reading Mathematics Reading Mathematics

Target 2002-03 68.9% 74.6 68.9 74.6 52 54.9

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

AYP outcomes and consequences* Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited improvement status (made AYP twice after missing twice or more, includes total “made” above)

Title I schools 617 55% 36 0 0 0 3% 0 0 0

All schools 1,031 47% 1,195 0 0 0 53% 0 0 0

All districts 2 2% 115 0 0 0 54% 0 0 0

n/a

n/a

n/a

n/a

n/a

n/a

*AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information, please visit the state’s Web site, above. Other indicator, 2002-03 Elementary Indicator: Attendance Middle Indicator: Attendance High School Indicator: Graduation rate State target Meet or at least .1% progress toward 90% Meet or at least .1% progress toward 90% Meet or at least .1% progress toward 90%. State outcome Met Met Met

NCLB choice participation Title I school choice Supplemental educational services

Number of Title I students 337 362

Percent of Eligible Students * *

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

North Carolina

Student Achievement 2002-03
End-of-Grade/Course Tests, used for NCLB accountability Grade 3 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 80% 69 59 48 53 69 64 88

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 87% 79 75 63 71 77 78 93

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 4 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 81% 70 60 48 48 71 64 89

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 92% 87 80 71 72 87 82 95

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 5 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 86% 77 67 54 52 77 71 92

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 90% 84 77 66 67 83 80 95

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 6 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 79% 67 56 41 38 66 61 88

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 88% 80 76 58 60 79 76 94

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 7 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 83% 72 57 46 41 73 63 90

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 82% 70 58 46 48 69 66 90

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 8 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 86% 74 57 50 41 76 65 92

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 82% 70 64 46 52 69 68 90

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability High School Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 64% 43 27 21 25 43 44 75

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 North Carolina

End-of-Grade/Course Tests, used for NCLB accountability High School Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 69% 50 44 26 41 48 53 79

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available