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2007 - 08 School Year
 

The Elementary and Secondary Education Act (ESEA) was first passed by Congress in 1965 and represents a sweeping change in the federal government’s role in local public education. The law was originally authorized through 1970; however, the government has reauthorized the act every five years since its enactment. The current reauthorization of ESEA is the No Child Left Behind (NCLB) Act of 2001.

 


HIGH STUDENT PERFORMANCE


Student Performance by Group
In any group where the percentage of students at a grade level is greater than 95% or less than 5%, the actual values may not be displayed because of federal privacy regulations. In these cases, the results will be shown as >95% or <5% for the group.

Performance of Each Student Group on the ABCs End-of-Grade Tests
The percentage of students, grouped by gender, ethnicity and other factors, who passed BOTH the reading and math tests.

All

Male

Female

White

Black

Hispanic

American
Indian

Asian/
Pacific
Islander

Multi-
Racial

E.D.

N.E.D.

L.E.P.

Migrant
Students

Students
with
Disabilities

2007 - 08

50.9%

48.6%

53.2%

64.4%

29.5%

34.6%

34.6%

65.9%

51.7%

33.3%

66.9%

19.8%

18.8%

21.3%

2006 - 07

63.9%

62.7%

65.2%

75.9%

43.5%

52.5%

50.5%

81.1%

64.7%

48.5%

77.2%

38.3%

N/A

33.7%

Percent Change
between years

-13.0%

-14.1%

-12.0%

-11.5%

-14.0%

-17.9%

-15.9%

-15.2%

-13.0%

-15.2%

-10.3%

-18.5%

N/A

-12.4%

E.D. = Economically Disadvantaged Students

N.E.D. = Not Economically Disadvantaged Students

L.E.P. = Limited English Proficient Students

*New reading tests based on revised Standard Course of Study.

Click here for additional information on student performance by group and subject. Click here for additional information on student performance by group and subject.



Performance of Each Student Group on the ABCs End-of-Course Tests
The percentage of passing scores on the state End-of-Course tests grouped by gender, ethnicity and other factors.

All

Male

Female

White

Black

Hispanic

American
Indian

Asian/
Pacific
Islander

Multi-
Racial

E.D.

N.E.D.

L.E.P.

Migrant
Students

Students
with
Disabilities

2007 - 08

68.4%

68.8%

68.2%

78.5%

48.6%

59.1%

58.6%

80.6%

71.9%

53.6%

76.0%

45.4%

40.2%

39.5%

2006 - 07

66.4%

66.8%

66.1%

77.0%

45.7%

55.0%

55.2%

78.1%

69.6%

50.7%

73.8%

38.7%

N/A

38.2%

Percent Change
between years

2.0%

2.0%

2.1%

1.5%

2.9%

4.1%

3.4%

2.5%

2.3%

2.9%

2.2%

6.7%

N/A

1.3%

E.D. = Economically Disadvantaged Students

N.E.D. = Not Economically Disadvantaged Students

L.E.P. = Limited English Proficient Students

Click here for additional information on student performance by group. Click here for additional information on student performance by group.



Adequate Yearly Progress (AYP) Results
North Carolina has set target goals that schools must meet to make Adequate Yearly Progress (AYP) under No Child Left Behind (NCLB).

AYP

Targets

North Carolina did not make adequate yearly progress.

We met 57 of our 82 performance targets.  

Click here for information about the AYP and improvement status of school districts in North Carolina. Click here for information about the AYP and Title I Improvement status of school districts in North Carolina.
Click here for information about the AYP and improvement status of charter schools in North Carolina. Click here for information about the AYP and Title I Improvement status of charter schools in North Carolina.


AYP Attendance
North Carolina met its attendance target.

AYP Attendance Rate by Student Group


All

White

Black

Hispanic

American
Indian

Asian/
Pacific
Islander

Multi-
Racial

E.D.

L.E.P.

Students
with
Disabilities

2007 - 08

>95%

>95%

>95%

>95%

94.5%

>95%

>95%

94.9%

>95%

94.3%

2006 - 07

>95%

>95%

>95%

>95%

94.3%

>95%

>95%

94.6%

>95%

94.0%

Percent Change between years

0.3%

0.3%

0.3%

0.5%

0.2%

0.4%

0.3%

0.3%

0.5%

0.3%

E.D. = Economically Disadvantaged Students

L.E.P. = Limited English Proficient Students




AYP Four Year Cohort Graduation Rate
This reflects the cohort percentage of students who graduated with a regular diploma in four years or less.
North Carolina did not meet its graduation target.

Four-Year
Cohort Graduation Rate

State

70.3%


AYP Four-Year Cohort Graduation Rate by Student Group
Due to data collection constraints in 2002-03 when public school officials began keeping careful accounting for the Four-Year Cohort Graduation Rate, the subgroups of Economically Disadvantaged and Limited English Proficiency were not reported in 2005-06.

All

White

Black

Hispanic

American
Indian

Asian/
Pacific
Islander

Multi-
Racial

E.D.

L.E.P.

Students
with
Disabilities

2007 - 08

70.3%

75.7%

62.7%

56.4%

53.8%

81.0%

68.4%

N/A

N/A

56.6%

2006 - 07

69.5%

75.0%

61.4%

53.6%

55.6%

78.9%

65.5%

66.0%

52.1%

49.4%

Percent Change between years

0.8%

0.7%

1.3%

2.8%

-1.8%

2.1%

2.9%

N/A

N/A

7.2%

E.D. = Economically Disadvantaged Students

L.E.P. = Limited English Proficient Students





Quality Teachers



Professional Qualifications of North Carolina’s Teachers
The number of teachers with National Board Certification and the percentage of teachers with advanced degrees along with the total number of classroom teachers in the state.

Total Number of Classroom Teachers

Number of Teachers with National Board Certification

Percent of Teachers with Advanced Degrees

North Carolina

101,759

11,149

25.6%



Fully Licensed Teachers
The percentage of teachers who hold clear initial or clear continuing licenses and emergency/provisional licenses and the percentage of teachers who are entering the profession through lateral entry.

Total Number of Classroom Teachers

Percent of Fully Licensed Teachers

Percent of Emergency/ Provisional Licenses

Percent of Lateral Entry Teachers

North Carolina

101,759

92.9%

1.1%

4.9%



Classes Taught by Highly Qualified Teachers
Percentage of classes in the state taught by Highly Qualified teachers as defined by federal law.

Percent of Classes Taught by Highly Qualified Teachers

Percent of Classes Not Taught by Highly Qualified Teachers

Percent of Classes Not Taught by Highly Qualified Teachers in High Poverty Schools

Percent of Classes Not Taught by Highly Qualified Teachers in Low Poverty Schools

2007 - 08

97.8%

2.2%

3.7%

1.6%

2006 - 07

97.2%

2.8%

4.3%

2.0%

Percent Change between years

0.6%

-0.6%

-0.6%

-0.4%

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