HOW ARE NORTH CAROLINA PUBLIC SCHOOLS REALLY DOING?
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How are North Carolina Public Schools Really Doing?
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North Carolina's public schools have experienced many successes over the past 10 years. While the state has improved in several key indicators such as mathematics achievement, SAT scores and teacher quality, challenges remain to continue that progress. Here are a few of the facts:
In 2004-05, the ninth year of the ABCs of Public Education for K-8 schools and the eighth year for high schools, 80.9 percent of students in grades 3-8 were considered proficient in reading and mathematics, up 19.2 points from 1996-97. In grades 9-12, student proficiency in core subject areas increased to 74.8 percent, up 17.3 points from 1997-98. In addition, almost 22 percent of all schools, or 490 schools, earned designation as Honor Schools of Excellence, the highest recognition category under the ABCs. Over half, or 56.3 percent, of all schools made their Adequate Yearly Progress (AYP) targets under No Child Left Behind. This figure was down from the previous year because the standard for achieving AYP was raised in 2004-05 as part of the state's strategy to eventually achieve 100 percent student proficiency.
The 2005 SAT results showed North Carolina's average total SAT score increased by four points to 1,010, and participation rose by four points to 74 percent. The national average total SAT score grew by two points to 1,028. The state's score exceeds the Southeast score of 1,004, which increased by three points. North Carolina ranks ninth (tied with Delaware) among the 50 states in terms of participation rate. In North Carolina, 53,314 students took the SAT.
North Carolina public schools increased the number of students taking Advanced Placement (AP) exams in 2005 by 13 percent to 34,204 and the number of exams taken by 14.3 percent to 62,358. These students posted a 12.3 percent increase in the number of 3, 4 or 5-level scores. Students who take the AP exams and earn a score of 3 or above can qualify for college credit at participating colleges and universities.
On the 2005 National Assessment of Educational Progress (NAEP) Mathematics Assessment, North Carolina's fourth grade students' average scale score (241) was not significantly different from the state's 2003 performance (242) but was significantly higher than that of the nation's public schools (237). For eighth grade, the average scale score (282) was not significantly different from 2003 (281) but was significantly higher than that of the nation's public schools (278). North Carolina has made the greatest mathematics gains in the nation since state NAEP testing began in the early 1990s.
On the 2005 NAEP Reading Assessment, North Carolina's fourth grade students' average scale score (217) was significantly lower than the state's average scale score in 2003 (221). Fourth grade performance was not significantly different from the nation's public schools (217) in 2005. The state's eight grade students' average scale score (258) was significantly lower than the average scale score in 2003 (262) in addition to being significantly lower than the nation's public schools (260).
A July 27, 2005, article published by Education Week, South Posts Big Gains on Long-Term NAEP in Reading and Math, noted North Carolina's accountability model, the ABCs of Public Education, as being "long viewed as a national model," and credited the state's sustained academic gains on NAEP's assessments as being a result of the program's longevity saying, "the state has been among those whose performance has improved the most on the national assessment."
North Carolina continued to receive solid grades on Education Week's ninth annual 50-state report card on public education, earning a B in Standards and Accountability, and a C+ in both School Climate and Equity of Resources. North Carolina also was among the top tier of states in its efforts to improve teacher quality, earning a B in this area. Addressing the quality of the state's teaching force is an integral component of North Carolina's ongoing efforts to improve schools for the long run.
North Carolina accounts for one-fifth of the nation's National Board Certified teachers at 9,818. This represents almost 10 percent of the state's teachers, library media coordinators, and guidance counselors. The next closest state is Florida with 7,732. The 1997 Excellent Schools Act is credited with increasing teaching standards and improving the profession. An independent, multi-year study of North Carolina's National Board Certified teachers and elementary student performance released in March 2004 found that there is a correlation between certification and improved student performance. Gains were particularly pronounced for younger and lower-income students.
The Carolina Poll [fall 2003] by the UNC Journalism School showed over half (58 percent) of North Carolinians surveyed said their schools deserve either an "A" or "B" grade. This strong support for public schools also is reflected in the 2004 Phi Delta Kappa/Gallup Poll, which found that 70 percent of parents assign the school their oldest child attends an "A" or a "B." In addition, 66 percent of Americans would improve and strengthen existing public schools, while 26 percent would opt for vouchers.
Public Schools of North Carolina
December 2005