Executive Summary

Background

This report has been produced in partial fulfillment of the requirements set forth in General Statutes 115C-12(9) and in the School-Based Management and Accountability Program, commonly called the ABCs (115C-105.20--115C-105.39), which was enacted by the North Carolina General Assembly in 1996. As required in the General Statutes, the growth in performance of students in each school during 2000-01 was published in October 2001 in A Report Card for the ABCs of Public Education Volume I: 2000-2001 Growth and Performance of North Carolina Schools. In previous years, a second volume of results was published following Volume I providing state and district subgroup statistics and supplemental data.

However, at the November 2001 State Board of Education meeting, the Board adopted a plan to reorganize and substantially expand the second report for 2000-01 and publish it as a new web-based report which has been titled: Reports of Supplemental Disaggregated State, School System (LEA) and School Performance Data for 2000-2001. This is the executive summary for that report.

This report subsumes all of the data typically published in Volume II in previous years, as well as school system results that typically were published in The North Carolina State Testing Results (Green Book) in previous years. In addition, this report provides data from various sources throughout the Department of Public Instruction; Division of Accountability Services, Financial and Business Services, Instructional Services, and School Support. Where possible, results are shown by state, school system, and school and are disaggregated within each. The report contains information pertaining to a variety of areas, including: student performance on end-of-grade (EOG) tests and end-of-course tests (EOC); the scholastic assessment test (SAT); ABCs Dropout Rates; progress of limited English proficient students; student participation in alternate assessments; Workforce Development Education Post Assessments; and selected supplemental data (e.g., student enrollment, racial/ethnic groups, gender, exceptional children, average teacher supplement, local expenditures and the percent of students eligible for free/reduced lunches.)

Additionally, state law requires the issuance of school building improvement reports to measure improvement in growth in student performance at each school building from year to year. Local school systems are responsible for producing school building improvement reports by October 15 of each year. Such reports may be obtained through the Local Education Agency central office.

Scope of the Report

The EOG subgroup statistics section reports student performance on EOG tests (grades 3-8) by percent of students at or above grade level (Achievement Levels III or IV) in reading, mathematics, and writing. A composite score is provided for reading and mathematics combined. These results are repeated for each school system for all students and by grade, ethnicity, gender, and the following 21 other groups:

The EOC subgroup statistics section reports student performance on EOC tests by percent of students at or above Achievement Level III in Algebra I, Algebra II, Biology, Chemistry, English I, ELPS, Geometry, Physical Science, Physics, U.S. History, and a composite (all subjects combined). These results are reported for each school for all students and by ethnicity, gender, and 21 other groups listed previously. The other groups are reported to fully comply with the Elementary and Secondary Education Act (ESEA) regulations signed into law on January 8, 2002.

The SAT section reports the mean (average) total SAT score and the percent of students tested for three years for North Carolina and by school system and school. The ABCs Dropout Rate section reports the ABCs dropout rate for North Carolina, by school system, and by school. The Progress of Limited English Proficient Students (LEP) section reports the number of LEP students assessed and the number of LEP students making progress by state and school system on language proficiency tests administered at enrollment and 12 months later. Additional information is provided on the number of LEP students at intermediate high or above in reading and writing.

Links are provided to other reports that include: student enrollment by gender, ethnicity, and other categories; student attendance; local teacher supplements; local per student expenditures; Workforce Development Education Post Assessments; and percent of students eligible for free/reduced lunches. This executive summary report includes data definitions for the key terms used in the report.

Most of the data in this report are comparable to data reported in previous years’ report cards. For example, student performance in grades 3-8 reading can be compared to the analogous results for previous years. However, student performance in grades 3-8 mathematics must be interpreted with some care. For example, scale score averages are reported on a new scale for mathematics (ranging from 200-300) and should not be compared with scores on the previous scale (which ranges from 100-200). However, percentages of students scoring at or above Achievement Level III can be compared with those of previous years because Achievement Levels on the two scales have been equated.

EOC student performance in courses can be compared to data from previous years’ report cards. Highlights from each of the sections are given below.

End-of-Grade Subgroup Statistics

The state summary of EOG subgroup statistics shows student performance on EOG tests (grades 3-8) by percent of students at or above grade level (Achievement Levels III or IV), for the state and by various subgroups of students within the state.

End-of-Course Subgroup Statistics

The EOC subgroup statistics section reports student performance on EOC tests by percent of students at or above Achievement Level III in Algebra I, Algebra II, Biology, Chemistry, English I, ELPS, Geometry, Physical Science, Physics, U.S. History, and a composite (all subjects combined).

SAT Test Results

The SAT section reports the mean (average) total SAT score and percent of students tested for three years for North Carolina and by school system and school.


ABCs Dropout Rate

The ABCs dropout rate is based on the dropout rate for students in grades 9-12 with adjustments for expelled, long-term suspended, and incarcerated students. The ABCs dropout data are represented for North Carolina, by school system and school. The ABCs dropout rate for North Carolina was 6.2, which is slightly lower than the 6.4 dropout rate in 1999-2000. The ABCs dropout rates for the state and school system are not the same as the state and school system results presented in the Department of Public Instructions Annual Report on Dropouts.
 

Progress of Limited English Proficient Students

Effective with the 2000-2001 school year, students identified as language minority students must be administered an English language proficiency test (1) when they initially enter a school system or charter school, and (2) 12 months after entry into the school system but less than 24 months later in 2000-2001 (i.e., the checkpoint).

Additional Information


Unless otherwise noted, all data are from the 2000-2001 school year.

Accreditation

The State Board of Education is required to implement an accreditation program for local school administrative units (i.e., school systems, not individual schools; charter schools are considered to be local school administrative units). The accreditation status is based on the ABCs of Public Education annually as follows:

-    upon the identification of more than half of the schools in a local school administrative unit as      low-performing under G.S. 115C-105.30, the local school administrative unit will be designated as Not Accredited.

-     otherwise, the local school administrative unit will be designated as Accredited.

Data source: G.S. 115C-12 (9) c.

Attendance (9th month: ADA/ADM)

Data reported here are the ninth month average daily attendance divided by the average daily membership. Average Daily Attendance (ADA) is the total number of days of attendance (the days students are present when school is in session) for all students divided by the total number of school days in a given period.

Average Daily Membership (ADM) is the sum of the number of days in membership (total number of days within a given term or school year that a student’s name is on the current roll of a school or class) for all students divided by the number of school days in the term or school year. Data are based on the Principal’s Monthly Reports. Data source: NCDPI, Financial and Personnel Services, School Business Division, Statistical Research Section.

Average Teacher Supplement Local ($)

These data include local funding that is in addition to the mandated state salary for a teacher’s experience level and teaching experience. The average local supplement for a school system reflects the sum of all additional local salary funding paid to teachers in that school system divided by the number of teachers receiving that additional salary. Data source: NCDPI, Financial and Personnel Services, School Business Division, Statistical Research Section, as reported by LEAs on the SS-300 Salary Supplement form.

Percent with Disabilities

Students with disabilities include, without limitation, all children from age 3-20 who, because of permanent or temporary mental, physical or emotional handicaps need special education, are unable to have all their needs met in a regular class without special education or related services, or are unable to be adequately educated in the public schools. Student counts collected April 1 are divided by the final average daily membership. Data source: NCDPI, Instructional and Accountability Services, Exceptional Children Division.

Percent Eligible for Free/Reduced Lunch (March) 1999-2000

The percent of students eligible to receive "Free or Reduced Lunch" according to guidelines for the federally-funded National School Lunch Act, which uses income, number of persons in the household, and participation in other subsidized programs, determines eligibility. The free/reduced lunch data are collected monthly, but annual references are based on data collected in March. Data source: NCDPI, School Business Services, Federal Programs, Child Nutrition Claims, School Food Service Monthly Report (FC-1) for the month of March, 1999-2000.

Percent Ethnicity and Gender

The count of students in each ethnic or gender category divided by 2nd month, 20th day membership. Data source: NCDPI, Financial and Personnel Services, School Business Division, Statistical Research Section, S100 Survey.
 

Per Student Expenditure - Local ($) 2000-2001

Per student local expenditures for LEAs in the current available year. The statewide value of per pupil local expenditures was calculated by adding the total local expenditures for LEAs and for charter schools and dividing by the final average daily membership for LEAs and charter schools. Data source: NCDPI, Financial and Personnel Services, School Business Division, Statistical Research Section in Selected Financial Data, 1997-98, Table 4: "Per Pupil Expenditure Ranking, 1997-98, Child Nutrition Included" and Table 13: "Per Pupil Expenditure Ranking 1997-98, Child Nutrition Included Charter Schools."
 

Student Membership 1998, 1999, 2000

Final average daily membership (ADM—see previous page) based on Principal Monthly Reports. Data source: NCDPI, Financial and Personnel Services, School Business Division, Statistical Research Section.
 

Workforce Development Education Post Assessments (WDE)

WDE is a competency-based, computer-supported system encompassing course planning, lesson planning, test/assessment items, and aggregated and disaggregated reports by students, class, teacher, school, and school district. Data Source: Division of Instructional Services/Workforce Development Section.