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One of the major strengths of the ABCs is the assistance provided to schools that are designated as low performing by the State Board of Education. State Assistance Teams may be assigned to low-performing schools to help the schools evaluate their teaching and learning environment and to provide services that will improve the education of all children attending those schools. Assistance Teams review all facets of school operation and assist in developing recommendations for improving student performance. The teams also evaluate all certified personnel assigned to the schools and make recommendations concerning their performance. School and Student Performance Since the ABCs began, the number of high performing schools in North Carolina has consistently grown. In 2002-03, more than 60 percent of North Carolina schools were Schools of Excellence or Schools of Distinction, the state's two highest recognition categories, compared to a little over 10 percent in 1996-97. Between 1996-97 and 2002-03, the number of Schools of Excellence increased from 12 to 473 schools. In 2002-03, there were only 6 low-performing schools statewide, down from 123 low-performing schools in the first year of the program. The overall level of student achievement is improving under the ABCs. In 2001, the General Assembly mandated that, beginning in the 2002-03 school year, the state include a “closing the achievement gap” component in its measurement of student growth. Although there have been improvements in the academic performance of students in every demographic group under the ABCs, the performance gap between white and minority students has persisted. PERCENT OF STUDENTS AT OR ABOVE GRADE LEVEL IN BOTH READING AND MATH, GRADES 3-8 All students American Indian White students statewide students statewide statewide 2002-03 80.8 percent 72.3 percent 88.8 percent 1996-97 61.7 percent 42.9 percent 72.7 percent By following the annual performance of demographic subgroups of students, the state is able to chart its progress in closing gaps between groups and to direct its resources to those students who need them most. For more information about the ABCs, please go to http://www.ncpublicschools.org/abcs/ or contact your local school district superintendent. A list of North Carolina superintendents and contact information can be found at: www.ncpublicschools.org/nceddirectory/. 101
APPENDIX D No Child Left Behind: Our Schools and the Federal Education Law No Child Left Behind (NCLB), signed into federal law by President George W. Bush in 2002, is having a tremendous impact on North Carolina’s public schools. The legislation represents the largest ever expansion of involvement in K-12 education by the federal government. Several key parts of the new Act are well aligned with North Carolina’s ABCs of Public Education accountability program and the major education initiatives already underway in our state. No Child Left Behind measures student and school performance, establishes standards for teacher qualifications, and involves parents and communities in education-related decision making. Adequate Yearly Progress Standards The federal No Child Left Behind Act requires North Carolina to establish a set of standards for determining whether the state's schools are making Adequate Yearly Progress (AYP). Beginning with a baseline from the 2001-02 school year, schools must make AYP every school year. Adequate Yearly Progress is determined based on a series of incrementally higher performance targets in reading and math culminating in the goal that all students (100%) reach grade level standards or higher by 2013-14. Based on federal guidelines, the State Board of Education has set the following AYP performance targets for the school year, 2003-04: Schools Offering Grades K-8 Must Have • A 90 percent daily attendance rate or improvement (0.1 percentage point) from the previous year. • 68.9 percent of the entire school testing at or above grade level in reading, and 68.9 percent of students from every demographic subgroup of over 40 students – including American Indians – testing at or above grade level in reading as measured by the state's End-of-Grade tests given in grades 3-8. • 74.6 percent of the entire school testing at or above grade level in math, and 74.6 percent of students from every demographic subgroup of over 40 students – including American Indians – testing at or above grade level in math as measured by the state's End-of-Grade tests given in grades 3-8. Schools Offering Grades 9-12 Must Have • A 90 percent graduation rate or improvement (0.1 percentage point) from the previous year. • 52.0 percent of all 10th graders testing at or above grade level in reading, and 52.0 percent of students from every demographic subgroup of over 40 students – including American Indians – testing at or above grade level in reading as measured by the state's 10th Grade Comprehensive Test in Reading. • 54.9 percent of all 10th graders testing at or above grade level in math, and 54.9 percent of students from every demographic subgroup of over 40 students – including American Indians – testing at or above grade level in math as measured by the state's 10th Grade Comprehensive Test in Mathematics. 102
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STATE ADVISORY COUNCIL ON INDIAN ED
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TABLE OF CONTENTS Foreword ........
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The State Advisory Council on India
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LEGISLATION AND PURPOSE Background
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NORTH CAROLINA TRIBES, LOCATIONS, A
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EXECUTIVE SUMMARY American Indian s
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• Families and schools might part
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teacher training programs statewide
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AMERICAN INDIAN FAMILIES AND COMMUN
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AMERICAN INDIAN STUDENT PERFORMANCE
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GRAPH 3: EOG Reading and Math Trend
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DROPOUT RATES FOR AMERICAN INDIAN S
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ADVANCED COURSE TAKING One way to m
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PUBLIC EDUCATION AND TRIBAL EDUCATI
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SECTION II Family Involvement
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In support of their children’s ed
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In general, parents find their chil
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SECTION III Recommendations
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Recommendation 2: Foster partnershi
Page 49 and 50: SECTION IV Student Performance Data
Page 51 and 52: STATE SUMMARY DATA - ALL STUDENTS S
Page 53 and 54: EOG Reading, Percent of Students At
Page 87 and 88: DROPOUT DATA TABLE 7 PERCENTAGES OF
Page 89 and 90: TABLE 9 North Carolina Public Schoo
Page 91 and 92: AP SCORES TABLE 10 PERCENT OF AP TE
Page 93: APPENDICES Student making pottery a
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Page 98 and 99: APPENDIX C Understanding Education
Page 102 and 103: The disaggregation of data for the
Page 104 and 105: APPENDIX E List of Parent Interview
Page 106 and 107: INROADS Inroads offers corporate in
Page 108 and 109: APPENDIX G Tribal Organizations in
Page 110 and 111: APPENDIX I References Cleary, Linda
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