North Carolina

Districts and schools
Number of districts
(CCD)

http://www.ncpublicschools.org
Students
2002-03
117

Staff
1993-94
Pre-K 8,469 K-8 798,816 9-12 305,060 Total (K-12) 1,103,876

1993-94
121

Public school enrollment (CCD)

2002-03
10,310 953,657 371,987 1,325,644

Number of FTE 1993-94 teachers (CCD) Elementary 33,841
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 15,990 18,559 778 253 69,421 20,721 767 5,228 36,922 63,638

2002-03
44,233 17,507 23,926 1,877 134 87,677 27,476 889 6,288 46,998 81,651

Number of public schools

(CCD)

1,167 407 321 29 28 1,952 1,323 464 359 95 4 2,245 93

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White-non-Hispanic Students with disabilities (OSEP) 2% 1 30 1 66 11% 1% 1% 2 31 6 59 12% 5%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands) Instructional $4,046,687 Noninstructional 501,891 Support 2,038,528 6,587,106 Total

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

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 87% 79 73 88 81% 64 75 93

1%

2%

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

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$5,812

$6,501

Eighth-grade students enrolled in 1996 29% Algebra I for high school credit
(NAEP)

2003

29%

All schools High-poverty schools Low-poverty schools

83% 78% 86%
2000-01
6% 67 65

Sources of funding
(CCD, 2001-02)

Federal 9% State 65%

Local 27%

Students eligible to participate in the Free or Reduced452,486 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)
0-34% 35-49% 50-74% 421 509 281 1,034

Outcomes

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 70% 51 College-going rate (IPEDS/NCES) NAEP state results (NCES)
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

2003
32% 65

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

$214,422,710

75-100%

1996
20% 56

2003
32% 71

KEY:

78

K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

Statewide Accountability Information
See Appendix B for North Carolina’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.ncreportcards.org/src/stateDetails.jsp?Page=1&pYear=2003-2004 for more details on the statewide accountability system. State assessment for NCLB accountability: End-of-Grade Mathematics/Reading State student achievement levels: Level I, Level II, Level III, Level IV

North Carolina

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
North Carolina End-of-Grade/Course Tests, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 High school
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 86% 74 57 50 41 76 65 92 64% 43 27 21 25 43 44 75

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 68.9% 74.6 68.9 74.6 52 54.9

Target (2002-03)
68.9% 74.6 68.9 74.6 52 54.9

Student achievement trend: Reading percent proficient level or above

100% 77 75% 74 50% 25% 0%

81 83 85 86

68 69 64

2003 2002 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
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 (3%) 0 0 0 n/a

All schools
1,031 (47%) 1,195 (53%) 0 0 0 n/a

All districts
2 (2%) 115 (54%) 0 0 0 n/a

Grade 4

Grade 8 High School
Grade 8
82% 70 64 46 52 69 68 90

Mathematics Proficient level or above for: Grade 4
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

High school
69% 50 44 26 41 48 53 79

Other indicator, 2002-03
Elementary/Middle indicator: Attendance High school indicator: Graduation rate

State target

State outcome
Met Met

Meet or at least .1% progress toward 90% Meet or at least .1% progress toward 90%. 337 362 * *

Student achievement trend: Mathematics percent proficient level or above

100% 87 89 92 75% 50% 25% 0% Grade 4

80 83 82

76 79

69

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students

2003 2002 2001

*Some 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.

Grade 8 High School

79