NORTH CAROLINA EDUCATION NEWS
March 2006
IN THIS ISSUE:
NORTH CAROLINA RANKS 27TH IN THE COUNTRY IN AVERAGE TEACHER SALARY, 39TH IN EDUCATION SPENDING PER STUDENT
 
Average teacher salaries rose just 0.3% in North Carolina from 2003–2004 to 2004–2005, which moved North Carolina down from 22nd to 27th nationwide.
 
Spending per student rose 4.1% in North Carolina from 2003–2004 to 2004–2005. That wasn't enough to prevent North Carolina from falling from 38th to 39th nationwide, out of the 50 states and the District of Columbia. Spending rose 4.4%, or 3.7% per student, on average nationwide.
 
For more rankings and data, see: http://www.nea.org/edstats/images/05rankings-update.pdf
 
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NORTH CAROLINA'S ADEQUATE YEARLY PROGRESS IN 2004–2005
 
On December 14, 2005, Education Week released "Room to Maneuver," a special report on the progress of the No Child Left Behind Act. Only 58% of North Carolina schools showed adequate yearly progress in 2004–2005. That was a significant drop from 71% in 2003–2004.
 
Eighty-five percent of North Carolina teachers were deemed highly qualified. Thirty-two states had 90% or more of their teachers rated highly qualified.
 
For this and other data, see: http://www.coloradoea.org/media/nclb_1214.pdf
 
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NORTH CAROLINA RANKS WELL BELOW AVERAGE IN CLASS SIZE AND GRADUATION RATES
 
Quality Counts 2006 ranked states in a number of categories. Here are a few:

Where North Carolina Ranks

North Carolina National Average Rank
Education spending per student adjusted for regional cost differences (2002) $7,086 $7,734 39
Average class size for self-contained classes in elementary schools (2000) 20.9 21.2 31
Average Beginning Teacher Salary (2002-03) $27,572 $29,564 34
Average Teacher Salary (2002-03) $42,411 $45,771 23
Graduation rates (2002)
  • State overall
    		•  67 % 71 % 37
  • Black
    		•  -- % 56 %
  • Hispanic
    		•  -- % 52 %
  • White
    		•  -- % 78 %

    Additional state-by-state K-12 education data, definitions and source information are available in Education Counts.
     
    For more information, see: http://www.edweek.org/ew/states/nc/
     
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    MIDDLE SCHOOLS RECOGNIZED AS "SCHOOLS TO WATCH"

    Alexander Graham Middle and Mint Hill Middle (Charlotte-Mecklenburg Schools), Seventy-First Classical Middle (Cumberland County Schools), South Brunswick Middle (Brunswick County Schools), and Walter Johnson Middle (Burke County Schools) were recently named "Schools to Watch" as part of a national recognition program developed by the National Forum to Accelerate Middle Grades Reform.
     
    These five middle schools were named Schools to Watch because of their academic excellence, responsiveness to the needs and interests of young adolescents, and their commitment to helping all students achieve at high levels. In addition, each school has strong leadership, teachers who work together to improve curriculum and instruction, and a commitment to assessment and accountability in order to bring about continuous improvement. The selection of these five schools brings the total number of Schools to Watch in North Carolina to 19.
     
    Launched in 1999, Schools to Watch began as a program to identify middle grades schools across the country that were meeting or exceeding a set of strict criteria for excellence. The Forum developed a Web site (http://www.schoolstowatch.org) featuring online tours of schools, as well as detailed information about the selection criteria used in the recognition program.
     
    In 2002, North Carolina, Georgia, and California became the first three states selected by the National Forum to replicate the Schools to Watch program as a way to identify high-performing middle grades schools in their state. Currently, fourteen states are taking part in this reform initiative. Different education organizations have taken the lead in each state. In North Carolina, the North Carolina Middle School Association in collaboration with the North Carolina Department of Public Instruction provide leadership to the state's efforts.
     
    The National Forum to Accelerate Middle Grades Reform is an alliance of 65 educators, researchers, national associations, and officers of professional organizations and foundations dedicated to improving education in the middle grades.
     
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    NORTH CAROLINA BOOSTS AP PERFORMANCE FOR A WIDER SEGMENT OF STUDENTS
     
    North Carolina is one of five states with the greatest improvement in the proportion of students who succeed on at least one Advanced Placement exam in high school, according to the College Board's Advanced Placement Report to the Nation released today. North Carolina had a 5.8-percent increase in the percentage of students scoring 3 or higher on an AP exam during their high school years.
     
    A total of 34,204 North Carolina public school students took AP exams in 2005, a 13-percent increase in the number of students participating. The percentage of exams receiving a score of 3 or greater also increased by 12.3 percent, moving from 29,634 in 2004 to 33,797 in 2005.
     
    Access to AP courses has spread much more quickly over the past five years. This expansion has been fueled by increased public interest and federal Advanced Placement Incentive Grants that have provided assistance with AP exam fees for low-income students and professional development designed to help prepare teachers to teacher AP courses and to better identify students with AP potential.
     
    Since 2000, the number of AP exams taken by North Carolina public school students has grown by 29,569. By way of contrast, the number of AP exams taken by North Carolina public school students from 1995 to 2000 grew by 9,832. In addition to access increasing, the number of AP exams receiving a grade of 3 or higher by North Carolina public school students has grown by 15,262. Between 1995 and 2000, that number grew by only 6,506.
     
    Of special importance is the fact that low-income students, African-American students, and Hispanic students are increasing their participation in these rigorous course significantly. Since 2000, the number of AP exams taken by low-income North Carolina public school students has grown by 2,553. Between 1995 and 2000, by comparison, the number of AP exams taken by low-income students decreased by 47.
     
    The number of AP exams taken by African-American students has grown by 4,134 since 2000, a much faster rate than the increase between 1995 and 2000, which was 599.
     
    For Hispanic students, the number of AP exams taken between 2000 and 2005, has grown by 1,226. From 1995 to 2000, the number of exams taken by this group increased by 232.
     
    Access to AP courses is important as an indicator of future college success. Students who take these college-level courses are more likely to complete their bachelor's degree in four years or less. According to the College Board's statistics, 45 percent of students who have taken one AP course and 61 percent of students who have taken two or more AP courses complete their bachelor's degrees in four years or less. In comparison, 29 percent of students who enroll in colleges without having taken AP courses are completing their bachelor's degrees on schedule.
     
    The 2006 AP report listed schools from across the nation that have achieved strong success in helping a larger proportion of their total school population succeed on a particular AP exam than any other school in the world. Four North Carolina schools were included in this list: Cape Fear Academy - AP English Literature and Composition and AP Government and Politics: United States; Early College at Guilford - AP Environmental Science and AP World History; East Chapel Hill High School - AP Environmental Science; Raleigh Charter High School - AP Environmental Science.
     
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    SCHOOLS RECEIVE "SUPER SAFE" RECOGNITION

    Thanks to their efforts to provide students and staff with a safe learning environment, 43 North Carolina public schools today were designated "2005–06 Super Safe Schools." Representatives of these schools received their awards during a luncheon ceremony at the 2006 Safe Schools and Character Education Conference being held in Greensboro.
     
    The Department of Public Instruction's School Safety and Climate Division established the Triple "S" School Award to recognize public schools' exemplary efforts to ensure the safety of students and staff. "School safety is the number one concern of parents and the number one priority of schools," State Superintendent June Atkinson said. "A safe learning environment and high student achievement go hand-in-hand. I congratulate these schools for working diligently to ensure the safety of their school community."
     
    Super Safe Schools for 2005–2006 are:
    To receive recognition as a Super Safe School, schools voluntarily submit a portfolio documenting the safety processes they have in place. The portfolios are evaluated and the scores received determine which schools are recognized. In recognition of their achievement, each school will receive a plaque designating them as a Triple "S" School for 2005–2006.
     
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    EIGHT PRINCIPALS HONORED AS REGIONAL PRINCIPALS OF THE YEAR; PRINCIPALS TO COMPETE FOR STATEWIDE HONOR

    Eight principals were recently selected to represent their regions as regional Principals of the Year and will now compete for the title of 2006 Wachovia Principal of the Year. The winner will succeed the 2005 Wachovia Principal of the Year, Margaret Hyatt, principal of Avery's Creek Elementary School, Buncombe County Schools.
     
    The regional principals of the year are:
    The State Selection Committee, chaired by the 2005 Wachovia Principal of the Year Margaret Hyatt, will visit each of the eight schools this month. Results of these site visits, portfolio assessments and personal interviews will be used to determine the 2006 Wachovia Principal of the Year.
     
    The recipient will be announced on April 6 in Raleigh at a state luncheon sponsored by Wachovia Corporation to honor the regional winners. He or she will receive a $3,000 check for personal use and/or professional development and a $3,000 check for their school to purchase materials or other equipment. They also will serve a one-year term as advisor to the State Board of Education.
     
    The Wachovia Principal of the Year program is co-sponsored by the North Carolina Department of Public Instruction, Wachovia Corporation and the Principals' Executive Program. In its 23rd year, the program provides a unique opportunity to recognize outstanding principals from North Carolina public schools. The eight regional winners each received $1,500 for their school and $1,500 for personal use.
     
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    TWO SCHOOLS RECEIVE TITLE I DISTINGUISHED SCHOOLS' RECOGNITION
     
    Clearmont Elementary (Yancey County Schools) and Saint Stephens Elementary (Catawba County Schools) were recently recognized as Title I Distinguished Schools for 2006. Clearmont Elementary was nominated for Category 1 - Exceptional Student Performance, and Saint Stephens Elementary was nominated for Category 2 - Closing the Achievement Gap.
     
    Clearmont Elementary is a technology-rich learning environment where teachers, parents, and students work together to create a "Brighter Future for Our Children." Technology is integrated throughout the curriculum and instruction and the school works hard to train teachers, students, parents, and staff so that they will have access to the state-of-the-art technology they need.
     
    "We were extremely honored to represent North Carolina as a 2006 Title I School of Distinction for Exceptional Student Performance," said Clearmont Elementary Principal Pete Peterson. "This award is a clear indication of the strength of the efforts made by the faculty and staff at Clearmont Elementary to maximize the educational experience of our students through the effective and efficient integration of technology."
     
    Saint Stephens Elementary's outstanding progress is due to a team effort approach with the community, students and staff. The team is proud of having met all 29 of its target goals considered in Adequate Yearly Progress (AYP). Many students at the school have limited English proficiency and all certified staff members have received training in language acquisition. Inclusion for students with disabilities has been another school-wide focus. Teachers for students with disabilities, limited English-proficient teachers, reading teachers, and speech pathologists team teach with regular education classroom teachers, virtually eliminating the practice of pulling students from their classrooms in order to receive the help they need. In addition, the school's Exemplary Character Education program has won three national best practices awards.
     
    "This has been one of the most uplifting experiences for our staff, community and students," said Saint Stephens Elementary Principal Marsha Woodard. "The team that received this honor in Dallas has been inspired to do even more for our students and for our community. The children have truly distinguished themselves as national winners and we were so proud to represent them at the national conference."
     
    Other schools receiving recognition at the state level for 2006 were: Traphill Elementary, Wilkes County Schools; Beaver Dam Elementary, Cumberland County Schools; Oakley Elementary, Buncombe County Schools; Union Elementary, Sampson County Schools; Creech Road Elementary, Wake County Schools; and Gaston College Preparatory, Northampton County Schools.
     
    The Title I Distinguished Schools Recognition Program showcases top schools that are organizing successful academic programs for the state's neediest students. Nominees were pre-selected at the state level. One candidate was selected from each region for each category. For Category 1, selection criteria included composite scores for three consecutive years, AYP status, and a poverty percentage of 40 or greater. For Category 2, schools with the most student subgroups where all subgroups made AYP and showed the most progress in significantly closing the achievement gap were selected.
     
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    CALL TO LIFT THE CAP ON CHARTER SCHOOL GROWTH
     
    As states begin their 2006 legislative sessions, the National Alliance for Public Charter Schools is calling on policy makers to put the removal of charter school caps at the top of their agendas. Currently, there are more than a million children attending public charter schools across the country, and tens of thousands more on waiting lists. Yet caps in 25 states and the District of Columbia have put a halt to future growth and leave thousands of families stranded in failing schools with no other options, according to an issue brief on charter school caps released by the Alliance. The brief, highlights the types and severity of charter caps and their implications and provides recommendations for removing the mandated limits on charter school growth.
     
    "The demand for charter schools is growing," said Nelson Smith, president of the National Alliance for Public Charter Schools, noting that nearly 40 percent of charter schools have waiting lists averaging 135 students. "If we are to continue to close the achievement gap in this country and create real opportunity for children, caps on charter schools must be lifted-now." State-imposed caps are severely constraining charter school growth in ten states—eight of which reached their caps at the beginning of this school year, including Connecticut, Hawaii, Iowa, Massachusetts, Michigan, North Carolina, Ohio, and Rhode Island. The other two, New York and Illinois, will likely reach their caps during this school year.
     
    "Charter caps work against the most disadvantaged children," added Smith. "Charter schools open doors for low-income families. There are schools that have achieved educational wonders with traditionally underserved student populations. This type of success should be replicated, not blocked." Caps were initially imposed by legislators opposed to charters and those who wanted to restrain charter growth until parental satisfaction and charter success could be gauged. Now that charters have proven to be extremely popular and effective at increasing student learning, caps should be removed, explained Smith.
     
    "Everyone agrees that charter growth must be connected to quality," explained Smith. "But legislated caps are not the answer-and they do nothing to improve educational results. In fact, caps prevent successful schools from expanding and replicating. Legislatures must remember that the goal is to create more high performing schools, not protect those that chronically fail."  The Alliance suggests state leaders look more closely at the factors directly impacting the quality of charter schools, such as authorizers—those responsible for charter school oversight. "State leaders should work with authorizers to establish rigorous and transparent processes for the approval, funding and renewal of charter schools," said Smith. "Caps don't influence school performance, authorizing does." According to the Alliance, the ideal situation is a state without caps on charter growth.
     
    To see the full report, please go to: http://www.publiccharters.org/issuebriefs/caps.pdf
     
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    HONEY, I SHRUNK THE CLASS!
    How Reducing Class Size Fails to Raise Student Achievement
     
    In November, the North Carolina State Board of Education released the final report of the High Priority Schools Initiative, a four-year, $23-million class-size reduction program targeting low-performing and low-income elementary schools. The report offered no statistical evidence that smaller class sizes raised student achievement. Between the first and final year of the program, fewer schools met their state targets and even fewer made adequate yearly progress under the federal No Child Left Behind law. Reduced class sizes failed to significantly increase student performance on state reading assessments.
     
    To read full article with statistics, please go to: http://www.johnlocke.org/acrobat/spotlights/spotlight_276-classsize.pdf

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    NORTH CAROLINA RENAISSANCE FAIRE OFFERS SCHOOL DAY
     
    Renaissance Faires are a great way to introduce students to Renaissance history and literature. Carolina Renaissance Faire offers a School Day especially for students. You can find more information here: http://www.royalfaires.com/carolina/
     
    The Carolina Renaissance Festival is a cornucopia of sights, sounds and experiences, bringing to life the ambiance of an early European village celebration.  The festival will open on three special weekdays to accommodate students and teachers who wish to enjoy a very distinctive field trip opportunity.  Costumed characters delight audiences with staged presentations, village artisans provide craft demonstrations and living history troops, such as the King's Court, bring the 16th century to life.  Nine stages are scheduled with music, dance and comedy acts every half hour.  Craft demonstrations are on-going throughout the day.  A major Festival feature is the recreation of jousting tournaments with knights in armor performing on horseback in the King's Tournament Arena.  Our Student Days Program was created to highlight the educational aspects of the festival and to give school groups a chance to join the fun!!!
     
    Student Day dates for the 2006 season will be announced shortly.
     
    Are you interested in Renaissance Faires or Renaissance history? To receive Renaissance Magazine News, a free e-newsletter, follow this link: http://admail.net/mailprefs/%%c_id%%/%%m_id%%/
     
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    FREE STUDENT WORKBOOKS AVAILABLE FOR PREVIEW (Advertisement)
     
    Queue, Inc. offers previews of its North Carolina test preparation workbooks to public schools.  Queue publishes test prep books in Mathematics, Reading Comprehension, and Composition for Grades 3–high school, as well as Practice Tests in Math.
     
    Queue also offers Math and Reading workbooks for grades 1 and 2, and publishes a wide variety of other workbooks in Literature, Science, History, Government, Health, and ESL.  Samples of student workbooks are available for preview.
     
    For further information and to order free previews, visit our North Carolina Workbooks webpage, http://www.qworkbooks.com/nc.html

    or call: 800-232-2224
     
    or fax: 800-775-2729
     
    or e-mail: jdk@queueinc.com
     
    or write: Queue, Inc., 1 Controls Dr., Shelton, CT 06484
     
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