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School Information

Directory Information

Each district (LEA) and charter school provides all school identification information through the Educational Directory and Demographical Information Exchange (EDDIE) application found online at EDDIE is kept up-to-date by subscribed users in each district or charter school.

For school-level Report Cards, EDDIE provides the school’s current name, address, telephone number, a link to its website (when available), and the prior year grade range, school type, and calendar type.

For the district-level Report Cards, EDDIE provides the current superintendent’s name and email address, the district’s name, address, telephone number, and a link to its website (when available).

For additional EDDIE information, including a list of subscribed users, see the NC Department of Public Instruction’s website

Source: NCDPI, Financial & Business Services, School Business Division, August 2016.

Title I Status
Title I status indicates whether a school is part of the federal program that provides funding for high poverty schools to help students who are behind academically or at risk of falling behind. If a school is not considered a Title I school, then no designation will appear.

Each year, about half the schools and all school districts in North Carolina receive Title I funding. Many of the major requirements in the Elementary and Secondary Education Act (ESEA) are outlined in Title I: teacher and paraprofessional requirements; accountability; standards and assessments; annual state Report Cards; professional development; and parent involvement.

For additional Title I information, see the NC Department of Public Instruction’s Federal Program Monitoring website at

ESEA Status
North Carolina’s ESEA Flexibility Request provides the State with waivers to certain provisions of the Elementary and Secondary Education Act (ESEA). As part of its differentiated recognition, accountability, and support system, NC has identified a list of schools as Reward, Focus, and Priority. Reward Schools are schools that have demonstrated high student achievement or high student progress over a number of years. Districts with schools identified as Focus and Priority must implement interventions to assist at-risk students in meeting the State’s high academic achievement standards and graduate students on time. For more information about ESEA Flexibility, please see the ESEA Flexibility website.

Graduation Project Status
The SBE (December 2011) included a graduation project as one of the six indicators in the high school accountability model. The Board specified that high school graduation projects must meet defined "Standards of Quality" in order for a high school to receive credit. High schools are not penalized if they do not require a graduation project; however, information is reported out for those that do and do not require a graduation project.

Implementation of a graduation project is reported for high schools on the SRC as ‘Yes’, ‘No’, or ‘N/A’. To review the procedures of implementing and reporting the graduation project, refer to the following document: (pdf, 695kb)

STEM Schools of Distinction
To identify and recognize exemplary STEM Schools and STEM Programs, the STEM Recognition Program was developed by the NC Department of Public Instruction. This program provides a standard definition of quality STEM instruction using the STEM Attribute Implementation Rubric as the framework for implementing the 11 essential STEM Attributes. Schools have the opportunity to submit an application describing demonstrated evidences of their schools distinguished STEM approaches to leading and learning. Schools receiving this honor underwent a rigorous application process that required: detailed responses covering 40 key elements that define the quality characteristics rooted within the attributes; including strategic class documents and video evidences, a self-assessment of their school aligning to the Attribute Implementation rubric; and identification of their one best practice of educational excellence. These criteria, along with a panel of reviewers' consensus and a site visit, led to the designations. For more information about STEM programs, please see the NCDPI website:

School Size

School size is the final Average Daily Membership (ADM) and is reported through the Principal's Monthly Report (PMR) at the end of every PMR interval collection of the school year. This figure includes all of the grades within the school, with the exception of pre-kindergarten. Students in violation of the "Ten Day Rule" when the PMR is submitted will not be included in the school's funded membership data from the day after their last day of attendance. Days prior to the “Ten Day Rule” violation will count toward funded membership. School size is a calculated number using the monthly membership day figures and the number of days in the school year.

District and state counts are the average number of students in schools in the same grade span category (elementary, middle, high, combined elementary, middle, and high, combined elementary and middle, or combined middle and high).

District- and state-level demographic data are included as a drill-down link on the district report card. The number and percentage of students in each racial/ethnic and gender group are displayed, as provided in the Grade/Race/Sex report of the 1st month’s Principal's Monthly Report (PMR). Schools categorized as high or low poverty are noted on the Web version of the report card.

Source: NCDPI, Financial & Business Services, School Business Division, Principal's Monthly Report, 2014-15.

Average Class and Course Size

Average K-8 classroom sizes are reported through the School Activity Report (SAR) as of the 40th day of the first semester. Reports are produced and returned to the school system's Student Information Management System coordinators for amendments.

All class size averages for grades K-8 are for “typical” classes. In grades K-3 a “typical” class is defined as a class in which a teacher spends the majority of the day with the same students. This will be considered the language arts classes. In grades 4-8, “typical” classes those related to language arts, math, science and social studies. Classes designated as special education, advanced, or English as a Second Language (ESL) are excluded. Average class sizes of less than 10 and over 50 students in grades K-8 are reported as N/A (not available).

Starting fiscal years 2012-2013, notwithstanding G.S. 115C-301 or any other law, local school administrative units shall have the maximum flexibility to use allotted teacher positions to maximize student achievement in grades 4-12. For 2015/16 year the class size requirements in kindergarten through third grade shall remain unchanged.

A local board of education may request an individual class size exception waiver for a K-3 class size overage that the local board determines it cannot correct. The State Board of Education may grant a local board an individual class size exception waiver if the overage exists due to reasons allowed in class size legislation. An individual class size exception waiver will remain in effect only for the school in which it is granted.

Class sizes are not available for students in pre-kindergarten. A text note appears on the web version of a school’s report card to indicate that a school enrolls pre-kindergarten students.

Average course sizes for grades 9-12 are reported through the membership file collected by the Accountability Services Division. Course size averages are provided only for courses finishing with a North Carolina End-of- Course test and are based on the number of students in the school/district with a course using the official NC course code for an End-of-Course Test. The total number of students in a course is divided by the number of sections of that course. Average course sizes of fewer than five students are reported as N/A.

Sources: NCDPI, Financial & Business Services, School Business Division, School Activity Report, 2nd

Month, 2014-15, and Accountability Services Division, Reporting Section, Testing Data Files, 2014-15.

Source of Funds (Charter Schools & Districts only)

Per pupil expenditures and the source of funds are calculated annually by the NC Department of Public Instruction as a guide for local school administrators, legislators, and the general public. It includes all disbursements necessary for the daily operation of the public schools. Capital expenditures for new buildings and grounds, existing building renovations, and miscellaneous equipment purchases are excluded, as are community service programs, Head Start, adult education, and inter/intra fund transfers.

Local Education Agencies (LEAs) code expenditures to the appropriate funding source (local, state, and federal). The expenditure data are collected on a monthly basis throughout the school year. The Monthly Financial Report allows the state to monitor how school districts are spending their resources and provides the state with the tools to summarize and report expenditures to the General Assembly, Office of State Budget and Management, and Fiscal Research for decision-making purposes.

Final expenditures are transmitted to the state level through the Annual Financial Report late August. This is after all payments are made to those teachers who elect to have their 10-month salary paid over 12 months and the final expenditures are audited by a local CPA firm. Average Daily Membership (ADM) is the other component of the Amount per Student calculation. This also is collected monthly through the Principal’s Monthly Report (PMR). ADM is based on the sum of the days in membership for all students in individual school districts, divided by the number of days in the school month. Per pupil expenditure is derived by dividing the total expenditure by source (local, state, and federal) by the number of students in ADM in the school district.

Source: NCDPI, Financial & Business Services, School Business Administration, 2014-15.

Use of Funds (Charter Schools & Districts only)

Like Source of Funds, each LEA codes expenditures to the appropriate funding source (local, state, and federal). Expenditures are reported monthly and annually. Expenditures also are coded to objects that reflect the use of the funds. Those objects in the 100 series are salary-related, the 200 series reflects employee benefits, the 300 series is purchases and services, the 400 series is supplies and materials, and the 500 series indicates equipment purchases.

Source: NCDPI, Financial & Business Services, School Business Administration, 2014-15.