North Carolina

Districts and schools
Number of districts
(CCD)

http://www.ncpublicschools.org
Students
2003-04
117

Staff
1993-94
Pre-K 8,159 K-8 798,074 9-12 305,060 Total (K-12) 1,103,134

1993-94
121

Public school enrollment (CCD)

2003-04
11,686 962,333 386,190 1,348,523

Number of FTE 1993-94 teachers (CCD) Elementary 34,057
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 16,047 18,883 1,050 750 70,787 20,721 767 5,228 36,922 63,638

2003-04
44,266 21,158 24,006 1,567 662 91,659 27,852 852 6,386 47,115 82,205

Number of public schools

(CCD)

1,167 407 321 29 28 1,952 1,329 465 361 78 27 2,260 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 32 7 58 12% 5%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $4,027,758 Instructional 499,539 Noninstructional 2,028,993 Support Total 6,556,290

2002-03
$5,574,861 489,107 2,703,000 8,766,968

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, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$5,785

$6,562

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

2003

29%

All schools High-poverty schools Low-poverty schools

85% 82% 87%
2000-01
6% 67 65

Sources of funding
(CCD, 2002-03)

Federal 10%

Local 27%

Students eligible to participate in the Free or Reduced605,253 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 0-34% 649

Outcomes

1993-94 High school dropout rate (NCES) - 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

State 64%

35-49% 50-74%
Title I allocation 2002-03
(ED; Includes Title I, Part A)

511 693
405

1994
30% 59

2005
30% 64

$261,980,283

75-100%
^

1996
20% 56

2005
32% 72

KEY:

80

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

2 schools did not report.

North Carolina
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/Course Tests State student achievement levels: Level I, Level II, Level III, Level IV

St udent Achievement 2003-04
End-of-Grade/Course Tests, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 83% 73 71 52 61 72 71 89 88% 79 74 57 54 79 74 93

High school
66% 46 25 26 22 46 46 76

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 (2003-04)
68.9% 74.6 68.9 74.6 52 54.9

Student achievement trend: Reading percent proficient level or above
100% 75% 50% 25% Grade 4 Grade 8 High School Mathematics Proficient level or above for: Grade 4 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 93% 89 89 75 86 88 90 >95 84% 74 75 53 62 72 75 91

77 81

83

85 86 88 69 64 66

2004 2003 2002

2003-04 NCLB accountability results, applied to 2004-05 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 being identified for improvement)

Title I schools
911 (79%) 140 (12%) 14 (1%) 6 (1%) 0 0

All schools
1,318 (71%) 140 (6%) 14 (1%) 6 (*) 0 0

All districts
8 (21%) 39 (33%) 43 (37%) 0 0 0

0%

High school
71% 55 37 33 42 52 57 81

Other indicator, 2003-04
Elementary/middle school 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 4% 31%

Student achievement trend: Mathematics percent proficient level or above
100% 89 92 93 75% 50% 25% 0% Grade 4 Grade 8 High School 83 82 84 79 69 71 2004 2003 2002

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

Number of Title I students Percent of eligible students

81