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JLF's Terry Stoops analyzes N.C. House education reform ideas for 2012
Showing items 1 to 25 of 72
This study employs multiple studies and data sources to fill the gaps left by the state’s unacceptable omission of international inputs and outcomes. Overall, the evidence suggests that, despite ample resources, public school students in North Carolina fail to meet or exceed the performance of many of our economic competitors throughout the world. Simply put, the state has failed to "produce globally competitive students," and that failure is a cause for serious concern.
Between 2006 and 2009, North Carolina’s graduation rate increased by 2.3 percent. At the same time, the community college remediation rate increased by 7 percent. Significant percentages of students enrolled in remedial courses suggest that the standards for high school graduation remain alarmingly low.
Teacher-certification requirements are among the most onerous rules enforced by state education agencies and have the potential seriously to limit the scope, quality, and accessibility of virtual schooling for years to come.
North Carolina needs a thorough review of the number and types of courses offered in its public schools, especially during tight budget times. There is no evidence that school districts or the state has conducted an audit of the costs and outcomes or elective courses. A statewide curriculum audit would be a sound way to reduce costs and refocus our curriculum on the core skills that many of our public school students so desperately need.
The North Carolina Education Lottery was sold as a way to boost education spending, but N.C. boasts the same problem found in other lottery states: a declining rate of spending for education, especially in comparison with the rest of the state budget. Furthermore, poverty, unemployment, and property tax rates remain the best predictors of lottery sales.
This report highlights eleven action items that North Carolina’s new General Assembly should seek to implement in the first 100 days of the 2011 legislative session. These items touch upon a cross section of public policy areas, including education, economic development, property rights, energy and the environment, health care, the budget, and transparency. We at the John Locke Foundation believe that these items represent straightforward actions that would greatly enhance the liberty and prosperity of North Carolina’s citizens.
Bladen county commissioners are asking voters to approve a $375,000 tax increase. Commissioners are asking for a tax increase while ignoring the county manager’s proposed fiscal year 2011 budget that fulfills the commissioners’ “No Tax Increase” pledge. Bladen County schools have adequate funding from federal, state, and lottery sources; in fact, federal funds alone bring in three times the amount received from the tax increase.
Orange County commissioners are asking voters for a $2.3 million tax increase at a time of high unemployment. Since the special county taxing authority was established by the legislature in 2007, voters have turned down 68 of 85 requests for tax increases, sending the message that county commissioners must be more responsible stewards of taxpayers’ hard-earned money.
Watauga County commissioners want voters to approve a $1.9 million sales tax increase to build new recreational facilities. If past is prologue, this new money will not be spent wisely. Watauga County commissioners recently approved the most expensive high school ever built in the state, and they did so without a vote of taxpayers.
North Carolina has the infrastructure to expand online course offerings significantly. Districts that enroll few students in online courses generally have a higher per-pupil expenditure than those that enroll a higher number of virtual school students.This report offers several recommendations, including introduce virtual charter schools; expanding online course offerings from private and for-profit companies, community colleges, and universities; and developing off-site high school campuses.
Between February and April 2010, the John Locke Foundation asked over 500 college and university faculty to evaluate selected test questions from North Carolina’s 2008-2009 end-of-course high school civics and economics and U.S. history tests. This study provides an overview of the responses from both the mailed and online surveys.
A state law that mandates racial/ethnic balance for charter schools contradicts another law that requires charter schools to use an enrollment lottery when applicants outnumber available seats. It is impossible for charter schools to use random (lottery) and non-random (affirmative action) student selection mechanisms simultaneously.
Under the new “Revocation of Charter for Lack of Academic Performance” policy, only low-performing charter schools are subject to closure by the NC State Board of Education. There is no equivalent policy for district schools. This study asks the question: How many public schools would close if the state instituted the policy three years ago and applied to charter and district schools alike?
North Carolina’s school districts are not parent-friendly organizations. While a handful of school districts fare reasonably well in the final ranking, the highest score was a 3.4, or a B+.
School districts in western North Carolina generally fared very well in the ranking, while the Triad, Triangle, Charlotte, and northeastern regions fared poorly. Seven of the top ten school districts are located in western North Carolina.
According to the North Carolina General Statutes, school boards have three broad functions: 1) to maintain general control and supervision of all matters pertaining to the public schools, 2) to enforce and execute the school law, and 3) to ensure that the administration of schools is efficiently and more economically accomplished. To simplify the process of understanding the work of school boards, the John Locke Foundation has developed a checklist for school board candidates and citizens.
This guide is a first step in a larger effort to correct decades-old misconceptions about North Carolina's private schools. In the spring of 2009, the John Locke Foundation conducted a survey of all private schools in North Carolina. Much of the information below comes from responses to the questionnaire.
Better information about North Carolina’s private schools is the first step toward persuading legislators and policymakers to increase educational options for North Carolina families. To this end, the John Locke Foundation conducted a survey of North Carolina’s private schools to gather and analyze data on private schools generally not available to the public. This policy report provides a descriptive overview of questionnaire results of North Carolina’s private schools, focusing on private school academics, students, personnel, finance, and attitudes toward school choice.
North Carolina’s public schools continue to add administrative, non-instructional, and instructional support positions at rates that far exceed enrollment growth. Since 2000, North Carolina’s public school student enrollment (Average Daily Membership) has increased by approximately 13 percent, while school personnel has increased by nearly 18 percent.
North Carolina’s pupil/staff ratio decreased from nearly 8:1 in 2003 to just over 7:1 in 2006.
Only 14 of the 100 schools that received services from dropout prevention grant recipients had substantially lower dropout rates and higher graduation rates from the 2006-07 to the 2007-08 school year. Of the five types of recipients awarded grants, grants to non-profit organizations appeared to have the most success.
When adjusted for pension contributions, teacher experience, and cost of living, North Carolina’s adjusted average teacher compensation is $59,252, which is $4,086 higher than the U.S. adjusted average compensation and ranks 14th highest in the nation. In a comparison of Southern Regional Education Board (SREB) states, North Carolina’s adjusted teacher compensation is $674 higher than the SREB average adjusted compensation.
According to the Employment Security Commission of North Carolina, only a handful of fast-growing occupations require a four-year degree. A U.S. Department of Education report found that North Carolina devotes a relatively small share of its resources to vocational schools.
In 2006, in recognition of the need to attract and retain experienced administrators and teachers who teach subjects (Math and English/Language Arts) that are part of the state and federal accountability requirements, Guilford County Schools, the third largest school system in North Carolina, initiated Mission Possible. The program offers recruitment and performance incentives for teachers and administrators who teach in the county’s low-performing and low-income schools.
During the last legislative session, the North Carolina General Assembly voted to reestablish the Committee on Dropout Prevention and add $15 million to the existing $7 million for dropout prevention grants.
The purpose of the dropout prevention grants is to raise the graduation rate. Among districts receiving grants last year, 27 of 38 had a declining graduation rate from the 2006-07 school year to the 2007-08 school year.
This report develops a system to evaluate school districts on how “parent-friendly” they are. In other words, to what extent do North Carolina’s school districts provide children a sound, basic education in a stable and safe school environment that is responsive to the needs of children and the concerns of parents?
As one of the oldest forms of school choice in the United States, education tax credits empower low- and middle-income parents to choose schools that best meet their children’s needs. Cost-effective, constitutional, and consistent with federal and state tax policy, tax credits enjoy bipartisan support among education reformers and parents; in fact, the number of states with education tax credits has tripled over the past 10 years. Tax credits create a vibrant education marketplace by making private schooling affordable for low- and middle-income families seeking a fresh start for their children.
