March 19-20, 2018 Program

An affiliate of the Duke University Sanford School of Public Policy

March 19-20, 2018 The Carolina Hotel - Pinehurst, NC Program AGENDA Holshouser Legislators Retreat

MONDAY, MARCH 19

10:00 - 11:30 AM Registration and Shuttle from CAROLINA HOTEL to the RESORT CLUBHOUSE

11:30 - 11:45 AM Welcome & Setting the Stage Donald Ross Grill

Senator Michael V. Lee, North Carolina General Assembly, 2018 HLR Chair Dr. Javaid Siddiqi, President & CEO, The Hunt Institute

11:45 AM - 12:45 PM Lunch & Educational Attainment Discussion Donald Ross Grill

This session will highlight educational attainment efforts in Tennessee, the Drive to 55 Alliance, and in North Carolina, the myFutureNC Commission. Resource Experts: Dr. Candice McQueen, Commissioner of Education, Tennessee Kristy Teskey, Executive Director, myFutureNC Commission

Moderator: Dr. Javaid Siddiqi

12:45 - 1:00 PM Break

1:00 - 2:00 PM Early Childhood | Health. Education. Readiness. St. Andrews Room

Resource Experts: Susan Gates, Special Advisor on Education, SAS Institute

Susan Perry-Manning, Deputy Secretary for Human Services, North Carolina Department of Health and Human Services

Dr. Pam Shue, Associate Superintendent for Early Education, North Carolina Department of Public Instruction

Moderator: Gerry Cobb, Senior State Director, The J.B. and M.K. Pritzker Family Foundation

2:00 - 3:00 PM Excellent Teaching | Advanced Roles. Career Ladders. Differentiated Compensation. St. Andrews Room

Resource Experts: Linda Fandel, Special Assistant for Education, Office of Governor Kim Reynolds, Iowa Sarah Reeves, Principal, Shamrock Gardens Elementary School, Charlotte-Mecklenburg Schools

Moderator: Johanna Anderson, Executive Director, The Belk Foundation

3:00 - 3:15 PM Break

3:15 - 4:15 PM School Leadership | Identification. Preparation. Retention. St. Andrews Room

Resource Experts: Dr. Fouad Abd-El-Khalick, Dean, School of Education, The University of North Carolina at Chapel Hill Dr. Bonnie Fusarelli, Professor, Department of Educational Leadership, Policy, and Human Development, North Carolina State University; Director, Northeast Leadership Academy

Moderator: Andy Cole, Senior Consultant, The Wallace Foundation

2 2018 HOLSHOUSER LEGISLATORS RETREAT | Program Holshouser Legislators Retreat AGENDA

4:15 - 4:30 PM Break

4:30 - 5:15 PM Voices from the Field | Leadership and Excellence in Action. Donald Ross Grill

Educators: Mary Brown, Principal, Wittenburg Elementary School, Alexander County Schools Melinda Glenn, Instructional Coach, Wittenburg Elementary School, Alexander County Schools

Donnell Cannon, Principal, North Edgecombe High School, Edgecombe County Public Schools Amy Pearce, Multi-Classroom Leader, North Edgecombe High School, Edgecombe County Public Schools

Melody Chalmers, Principal, E.E. Smith High School, Cumberland County Schools Mary Stevens, Teacher, E.E. Smith High School, Cumberland County Schools

Dr. AnnaMaria Romero-Lehrer, Principal, Topsail Middle School, Pender County Schools Melissa Gallagher, Teacher, Topsail Middle School, Pender County Schools

Dr. Carrie Tulbert, Principal, Concord Middle School, Cabarrus County Schools Tessa Kluttz, Teacher, Concord Middle School, Cabarrus County Schools

Moderator: Leah Sutton, Policy Analyst, The Hunt Institute

5:15 - 6:00 PM Break | Shuttle back to CAROLINA HOTEL South Room, THE CAROLINA HOTEL

6:00 - 6:30 PM Reception South Room

6:30 - 7:00 PM Remarks from Governor Roy Cooper South Room

Introduction: The Honorable James B. Hunt, Jr. Governor of North Carolina, 1977-1985; 1993-2001 Chairman, The Hunt Institute Foundation Board

Remarks: The Honorable Roy Cooper Governor of North Carolina, 2017-Present

7:00 - 8:00 PM Dinner South Room

2018 HOLSHOUSER LEGISLATORS RETREAT | Program 3 AGENDA Holshouser Legislators Retreat

TUESDAY, MARCH 20

7:00 - 8:00 AM Breakfast Carolina Dining Room, The Carolina Hotel

8:00 - 8:15 AM Shuttle from the CAROLINA HOTEL to the RESORT CLUBHOUSE

8:15 - 8:30 AM Welcome & Reflection St. Andrews Room

Dr. Javaid Siddiqi, President & CEO, The Hunt Institute

8:30 - 9:30 AM Tomorrow’s Workforce | Aligned. Credentialed. Ready. St. Andrews Room

Panelists: Mo Green, Executive Director, Z. Smith Reynolds Foundation Dr. Dale McInnis, President, Richmond Community College Moderator: Jennifer Haygood, Acting President, North Carolina Community College System

9:30 - 10:30 AM Education Funding | Making Dollars Count. St. Andrews Room

Panelists: Matthew Joseph, Policy Director for Education Funding, Excel in Ed Emily Parker, Policy Analyst, Education Commission of the States Moderator: Dr. Sam Houston, President & CEO, North Carolina Science, Mathematics, & Technology Education Center

10:30 - 10:45 AM Break

10:45 - 11:30 AM Innovative Instruction | Teaching for the 21st Century. St. Andrews Room

Panelists: Michael Bolling, Executive Director, CodeRVA High School, Richmond, Virginia Dr. Lynn Moody, Superintendent, Rowan-Salisbury Schools

Moderator: Mark Johnson, Superintendent, North Carolina Public Schools

11:30 - 11:45 AM Remarks from President Margaret Spellings St. Andrews Room

Introduction: Senator Michael V. Lee, North Carolina General Assembly, 2018 HLR Chair Remarks: Margaret Spellings, President, The University of North Carolina

11:45 AM - 12:00 PM Closing Remarks St. Andrews Room

Dr. Javaid Siddiqi Senator Michael Lee

12:00 - 1:00 PM Optional Lunch Resort Clubhouse

1:00 - 1:15 PM Shuttle from the RESORT CLUBHOUSE to the CAROLINA HOTEL

4 2018 HOLSHOUSER LEGISLATORS RETREAT | Program Holshouser Legislators Retreat RESOURCE EXPERTS

Fouad Abd-El-Khalick, Ph.D. Dean, School of Education, University of North Carolina at Chapel Hill

Dr. Fouad Abd-El-Khalick is Dean of the School of Education at the University of North Carolina at Chapel Hill. His research focuses on teaching and learning about the nature of science in pre-college grades and pre-service and in-service science teacher education settings. Fouad also maintains an active international program of educational research and development in Egypt, Lebanon, and Qatar.

Johanna Edens Anderson Executive Director, The Belk Foundation

Johanna Edens Anderson is the Executive Director of The Belk Foundation, a family foundation based in Charlotte, North Carolina. The Foundation supports public education by strengthening teachers and school leaders and ensuring that students are achieving at or above grade level by the third grade. Johanna is responsible for guiding the organization’s relationships with community partners as well as managing communications, strategic planning, policy development, and financial and grantmaking activities.

Michael Bolling Executive Director, CodeRVA High School, Richmond, Virginia

Michael Bolling, a veteran educator with regional and state leadership experience, is the Executive Director of CodeRVA, a regional high school with thirteen partnering school divisions that aims to increase the number of computer science professionals in the Greater Richmond Area. Previously, Michael was the director of mathematics and governor’s schools for the Virginia Department of Education. Prior to that, he served as an instructional supervisor for Chesterfield County and Powhatan County public schools. He was also a teacher in Hanover County, Virginia.

Mary Brown Principal, Wittenburg Elementary School, Alexander County Schools

Mary Brown is principal of Wittenburg Elementary School in Alexander County, North Carolina. She also serves as a principal advisor to new principals through the Distinguished Leadership in Practice initiative. Her areas of interest include STEM instruction, technology in schools, mental health, school safety, and student and teacher success.

Donnell Cannon Principal, North Edgecombe High School, Edgecombe County Public Schools

Donnell Cannon is the principal of North Edgecombe High School in Edgecombe County, North Carolina. In his tenure at North Edgecombe High School, he has sought cutting-edge solutions to the greatest challenges in education, piloted promising ideas, and scaled strategies that work. North Edgecombe doubled their proficiency on state assessments in the first year of Donnell’s principalship.

Melody Chalmers Principal, E.E. Smith High School, Cumberland County Schools

Melody Chalmers is in her fifth year as principal of E.E. Smith High School in Cumberland County, North Carolina, and was the Wells Fargo Principal of the Year for North Carolina in 2016. As Principal of the Year, Melody served as a member of the State Superintendent’s Principals’ Advisory Committee and as an advisor to the State Board of Education.

2018 HOLSHOUSER LEGISLATORS RETREAT | Program 5 RESOURCE EXPERTS Holshouser Legislators Retreat

Gerry Cobb Senior State Director, The J.B. and M.K. Pritzker Family Foundation

Gerry Cobb is a Senior State Director for the J.B. and M.K. Pritzker Family Foundation. In her role, she works closely with states around the country, supporting their efforts to develop new policies for children — from birth to age three — and their families. Previously, Gerry was the Director of State Services for the BUILD Initiative where she supported state leaders in the design and development of effective early childhood systems. She also served as the Director of the Smart Start National Technical Assistance Center.

Andy Cole Senior Consultant, The Wallace Foundation

Andy Cole serves as a Senior Consultant with the Wallace Foundation, working on special projects with an emphasis on work with principal supervisors. Andy also works as a reviewer for the Quality Measures process developed by the Education Development Center to assess the effectiveness of education leadership programs across the United States.

The Honorable Roy Cooper Governor of North Carolina (2017-present)

Roy Cooper was inaugurated as the 75th Governor of North Carolina in January 2017. Prior to his governorship, Cooper was the Attorney General of North Carolina from 2001-2017. Before that, he served in the General Assembly in both the North Carolina House of Representatives and the North Carolina Senate. In the House and Senate, Governor Cooper was an advocate of increasing teacher pay and reducing class sizes, and he wrote North Carolina’s first children’s health insurance initiative.

Linda Fandel Special Assistant for Education, Office of Governor Kim Reynolds, Iowa

Linda Fandel is special assistant for education to Iowa Governor Kim Reynolds. Previously, she served as editorial page editor at the Des Moines Register, where she won national awards for her multi-year project looking at how Iowa – and the nation – could establish and maintain world-class schools. The project took her to high-performing schools in Finland, Canada, and the United States.

Bonnie Fusarelli, Ph.D. Professor, North Carolina State University; Director, Northeast Leadership Academy

Dr. Bonnie Fusarelli is a professor in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University. Her research focuses on educational leadership and policy, the politics of school improvement, educational equity, and organizational change, with a focus on state-level education reform and leadership development. She is also the director of the Northeast Leadership Academy, a practice-based principal preparation program.

Melissa Gallagher Teacher, Topsail Middle School, Pender County Schools

Melissa Gallagher is a science teacher at Topsail Middle School in Hampstead, North Carolina, where she has taught since 2014. She also leads the Science Olympiad Team and was named Teacher of the Year for the 2017-2018 school year.

6 2018 HOLSHOUSER LEGISLATORS RETREAT | Program Holshouser Legislators Retreat RESOURCE EXPERTS

Susan L. Gates Special Advisor on Education, SAS Institute

Susan Gates is a special advisor on education at SAS Institute. Susan works with SAS leadership and education-related teams on education policy, advocacy, and initiatives at both the state and federal levels. Susan helps to coordinate SAS’s work to champion programs and policies that will strengthen the education system and increase the number of students entering careers in science, technology, engineering, and mathematics (STEM).

Melinda Glenn Instructional Coach, Wittenburg Elementary School, Alexander County Schools

Melinda Glenn is an instructional coach at Wittenburg Elementary School in Alexander County, North Carolina. Melinda taught elementary school for 15 years before serving as an instructional coach for the last three years. She loves working with students around science and technology. This year, Melinda has worked with the First Lego League for Girls and Duke Energy’s North Carolina Science Festival.

Mo Green Executive Director, Z. Smith Reynolds Foundation

Maurice “Mo” Green is the Executive Director of the Z. Smith Reynolds Foundation, a private, family foundation that has been a catalyst for positive change in North Carolina for 80 years and has invested more than $570 million into the state. Mo works alongside trustees and staff to spearhead the Foundation’s efforts to improve the quality of life for all North Carolinians. He also works with leaders in various sectors to respond to challenges and opportunities, and generate strategies that will advance the future of North Carolina.

Jennifer Haygood Acting President, North Carolina Community College System

Jennifer Haygood became the Acting President of the North Carolina Community College System (NCCCS) in October 2017. With 58 colleges located across North Carolina and nearly 710,000 students, NCCCS is the third largest system of higher education in the United States. In addition to over 16 years of state service, she brings a strong commitment to student success, good government, and service leadership.

Sam Houston, Ph.D. President & CEO, North Carolina Science, Mathematics, and Technology Center

Dr. Sam Houston, a former teacher, principal, school superintendent, and adjunct professor, became President and CEO of the North Carolina Science, Mathematics, and Technology Education Center in 2003. The non-profit organization works to improve statewide performance of students from pre-kindergarten through high school. Previously, Sam was the Executive Director of the North Carolina Education Standards and Accountability Commission and of the University of North Carolina Center for School Leadership Development.

2018 HOLSHOUSER LEGISLATORS RETREAT | Program 7 RESOURCE EXPERTS Holshouser Legislators Retreat

The Honorable James B. Hunt, Jr. Governor of North Carolina (1977-1985, 1993-2001); Chairman, The Hunt Institute Foundation Board

Recognized nationally as a leader in education, Governor Jim Hunt led North Carolina through 20 years of dramatic economic change. Serving a historic four terms as governor, he has been at the forefront of education reform in North Carolina and in the nation. As governor, Hunt focused on early childhood development and improving the quality of teaching in America. His Smart Start program received the prestigious Innovations in American Government Award from the Ford Foundation and the John F. Kennedy School of Government at Harvard University. Additionally, under his leadership, North Carolina public schools improved test scores more than any other state in the 1990s, according to the Rand Corporation.

Mark Johnson Superintendent, North Carolina Public Schools

Mark Johnson was elected Superintendent of North Carolina Public Schools in 2016. His career in education began at West Charlotte High School where he taught through Teach for America before attending law school at the University of North Carolina at Chapel Hill. Superintendent Johnson previously served as a member of the Winston-Salem/Forsyth County Schools Board of Education and was legal counsel at Inmar, an international technology company based in Winston-Salem.

Matthew Joseph Policy Director for Education Funding, Excel in Ed (The Foundation for Excellence in Education)

Matthew Joseph serves as ExcelinEd’s Policy Director for Education Funding. Matthew previously worked as a senior program officer at the Bill & Melinda Gates Foundation, where he spearheaded a national initiative to improve strategic use of resources in public education. He also served as Executive Director of Advocates for Children and Youth, where he led successful efforts to improve education and other services in Maryland.

Tessa Kluttz Teacher, Concord Middle School, Cabarrus County Schools

Tessa Kluttz has been a teacher and coach at Concord Middle School in Cabarrus County, North Carolina since 2004. She currently teaches sixth and seventh grade math.

Senator Michael V. Lee North Carolina General Assembly; 2018 HLR Chair

Senator Michael V. Lee represents the 9th district in the North Carolina Senate and was first elected to the chamber in 2014. He co-chairs the Senate Education/Higher Education and Senate Appropriations on Education/Higher Education committees. He also co-chairs the Joint Legislative Task Force on School Finance Reform and is a member of the Joint Legislative Education Oversight Committee. In addition to his roles on education committees, he serves on the Senate Judiciary, Redistricting, and Rules and Operations committees.

Senator Lee is a strong advocate for educational reform in North Carolina. He has stated that jobs in North Carolina “rely upon a strong education system — not just K-12, but also our community college system and our university system…we not only educate our children so that they can be trained to work in a global economy, but also because those businesses and industries looking to move somewhere want a great place for their kids to go to school.”

8 2018 HOLSHOUSER LEGISLATORS RETREAT | Program Holshouser Legislators Retreat RESOURCE EXPERTS

Dale McInnis, Ph.D. President, Richmond Community College

Dr. Dale McInnis has served as President of Richmond Community College since 2010. He also serves on the Board of Directors of the Richmond County Chamber of Commerce, the Laurinburg/Scotland Area County Chamber of Commerce, the Richmond County Health and Human Services Board, the Lumber River Workforce Development Board, the First Health Richmond Board of Advisors, and the Richmond Community College Foundation Board. He is past president of the Rockingham Rotary Club and was honored as the Distinguished Rotarian for 2015-16.

Candice McQueen, Ph.D. Commissioner of Education, Tennessee

Dr. Candice McQueen was sworn in as Tennessee’s Commissioner of Education in January 2015. She led a statewide effort to create a new strategic plan and vision for Tennessee’s schools called Tennessee Succeeds, which focuses on increasing postsecondary and career readiness for the state’s one million students. Hallmarks of the plan include a focus on ensuring Ready Graduates by supporting more early college coursework and industry certification attainment, a renewed emphasis on improving achievement and growth, and a continuum of interventions for the state’s lowest performing schools.

Lynn Moody, Ed.D. Superintendent, Rowan-Salisbury Schools

Rowan-Salisbury Schools Superintendent Dr. Lynn Moody is an accomplished leader in transforming education. She leads a district of over 19,000 students with 63 percent poverty, 3,000 employees, and a budget of $170 million. Through the district’s aggressive focus on literacy and student engagement, Dr. Moody and her team are bringing national and state attention to innovative practices that are receiving astonishing results for students.

Emily Parker Policy Analyst, Education Commission of the States

Emily Parker joined Education Commission of the States (ECS) as a policy analyst in December 2015. In this role, Emily supports states on issues of school finance across the P-20 continuum. Prior to joining ECS, she worked at the Hutchins Center on Fiscal and Monetary Policy at the Brookings Institution in Washington, D.C, where she helped launch Ben Bernanke’s Blog.

Amy Pearce Multi-Classroom Leader, North Edgecombe High School, Edgecombe County Public Schools

Amy Pearce serves as a Multi-Classroom Lead Teacher in Mathematics at North Edgecombe High School. She is also a participant in The North Carolina Collaborative for Mathematics Learning, a research-practice partnership where teachers, district and state leaders, mathematicians, and researchers work together to support mathematics education in North Carolina. As an educator, Amy’s primary goal is to ensure all scholars are given equitable opportunity to reach their highest potential and fulfill their purpose so that they can have a positive impact on the communities in which they live.

Susan Perry-Manning Deputy Secretary for Human Services, North Carolina Department of Health and Human Services

Susan Perry-Manning is the Deputy Secretary for Human Services. She has more than 25 years of experience in early childhood development and learning at the local, state, and federal levels. She has developed programs and policies that support young children’s healthy development and strong families, including parent education and home visiting programs, child care and early learning, and early health and mental health services.

2018 HOLSHOUSER LEGISLATORS RETREAT | Program 9 RESOURCE EXPERTS Holshouser Legislators Retreat

Sarah Reeves Principal, Shamrock Gardens Elementary School, Charlotte-Mecklenburg Schools

Sarah Reeves is principal of Shamrock Gardens Elementary in Charlotte, North Carolina. During her time as principal, Shamrock Gardens received national recognition as a “School to Learn From” by Public Impact. Students at Shamrock Gardens increased their achievement by more than 15 percentage points in three years’ time, an accomplishment reached by fewer than five percent of schools in North Carolina during the same time period.

AnnaMaria Romero-Lehrer, Ed.D Principal, Topsail Middle School, Pender County Schools

Dr. AnnaMaria Romero-Lehrer is currently the principal of Topsail Middle School in Hampstead, North Carolina. This is her third year as principal at Topsail Middle after eight years as principal of South Topsail Middle School in Pender County. She was honored to receive the Principal of the Year award for Pender County Schools in 2010, and the NCAE State Principal of the Year award in 2012. A lifelong learner, AnnaMaria recently defended her dissertation and expects to receive her doctorate in Educational Leadership from East Carolina University in May 2018.

Dr. Pam Shue Associate Superintendent for Early Education, North Carolina Department of Public Instruction

Dr. Pamela Shue is Associate Superintendent for Early Education at the North Carolina Department of Public Instruction. In this role, she works to expand opportunities for North Carolina’s youngest students by connecting with parents and educators to ensure they get a great start to their education. Dr. Shue oversees the Office of Early Learning, K-3rd Grade Literacy, and co-chairs the Birth-3rd Grade Interagency Council for the Department of Public Instruction.

Javaid Siddiqi, Ph.D. President & CEO, The Hunt Institute

Former Virginia Secretary of Education Dr. Javaid Siddiqi is the President & CEO of The Hunt Institute. Most recently, he served as the director of the Hunt-Kean Leadership Fellows, which partners with senior-level political leaders who have the knowledge, skill, and will to be effective, reform-minded education policymakers at the state level. Dr. Siddiqi began his career as a high school teacher, assistant principal, and principal in Chesterfield County, Virginia, where he led the implementation of Expeditionary Learning – a nationally recognized school reform model. As Secretary of Education in Governor Bob McDonnell’s cabinet, he assisted in the development and implementation of the state’s education policy and provided guidance to 16 public universities, the Virginia Community College System, five higher education and research centers, the Department of Education, and the state-supported museums.

Margaret Spellings President, The University of North Carolina

Nationally known as an education thought leader and public policy expert, Margaret Spellings is the President of the University of North Carolina. She previously served as President of the George W. Bush Presidential Center in Dallas, Texas, where she planned, managed, and implemented programs on economic growth, education reform, and global health. From 2005 to 2009, she was the U.S. Secretary of Education, overseeing the creation of the Spellings Commission Report on Higher Education, which recommended a national strategy to guide colleges and universities in preparing students for the 21st-century workforce, and implementing the No Child Left Behind Act, a national bipartisan initiative to provide greater accountability for the education of 50 million U.S. public school students.

10 2018 HOLSHOUSER LEGISLATORS RETREAT | Program Holshouser Legislators Retreat RESOURCE EXPERTS

Mary Stevens Teacher, E.E. Smith High School, Cumberland County Schools

Mary Stevens is a Social Studies teacher at E.E. Smith High School in Cumberland County, where she also leads the Student Government Association. She has worked at E. E. Smith for over a decade.

Leah Sutton Policy Analyst, The Hunt Insitute

Leah Sutton joined the Hunt Institute as a Policy Analyst in 2016. She leads the Institute’s North Carolina policy work and is the project manager for the Holshouser Legislators Retreat. Previously, Leah worked as North Carolina public school teacher for six years. She taught high school Social Studies in Greenville and middle school English Language Arts in Raleigh, where she was a 2015 Teacher of the Year.

Kristy Teskey Executive Director, myFutureNC Commission

Kristy Teskey is the Executive Director of the myFutureNC Commission and a proven leader in providing innovative and strategic solutions in education. For more than 25 years, she has worked on vital issues across the education and workforce development continuum, ranging from early childhood development to postsecondary access and completion. Kristy was the inaugural executive director of the John M. Belk Endowment, a private family foundation partnering with results-oriented postsecondary institutions and programs in North Carolina. Prior to this role, she was senior vice president for the Bank of America Charitable Foundation, leading the bank’s workforce development and education philanthropic platform.

Carrie Tulbert, Ph.D. Principal, Concord Middle School, Cabarrus County Schools

Dr. Carrie Tulbert is the principal of Concord Middle School in Cabarrus County, North Carolina. She was a North Carolina Teaching Fellow and taught English Language Arts for five years in Iredell-Statesville Schools before moving into a professional development and instructional coach role. Carrie was recognized as the Wells Fargo Principal of the Year for North Carolina in 2014.

2018 HOLSHOUSER LEGISLATORS RETREAT | Program 11 An affiliate of the Duke University Sanford School of Public Policy

ISSUE BRIEF Educational Attainment Landscape

What does educational attainment look like in North Carolina? The Center on Education and the Workforce at Georgetown University projects that 65 percent of North Carolinians will need postsecondary education to meet the state’s economic and employment needs in the year 2020. This projection suggests that in order to fill all of the jobs available in the year 2020, North Carolina will need to increase postsecondary education levels by four percent, including a two percent increase in the number of citizens with an associate degree and a three percent increase in the number of citizens with a bachelor’s degree.

While North Carolina has a strong network of colleges and universities offering a diverse set of degree options, the state does not yet have a statewide attainment goal or a coordinated plan to increase the attainment of its citizens.

No rth Caro lin a Ed u catio n a l Attain ment Maps by C ounty

Percent Percentof Adults with of LessAdults Than awith High SchoolLess Diplomathan a High School Diploma | 2011–2015 Estimates PercentPercent ofof AdultsAdults withwith LessLess ThanThan aa HighHigh SchoolSchool DiplomaDiploma COLOR LEGEND: 0-9.9% State StateStateAK 10-19.9% ALAKAK 20-29.9% ARALAL AZARAR 30-39.9% CAAZAZ COCACA 40-49.9% CTCOCO 50%+ DCCTCT DEDCDC FLDEDE GAFLFL Percent of Adults with High School Diploma Only HIGAGA PercentPercent Percent ofof AdultsAdults withwith of HighHighAdults SchoolSchool with DiplomaDiploma HS Only OnlyDiploma as Highest Degree | 2011–2015IAHIHI Estimates IDIAIA COLORILIDID LEGEND: INILIL KSININ 0-9.9% KSKS KY 10-19.9% LAKYKY MALALA 20-29.9% MAMA 30-39.9% 40-49.9% 50%+

Percent of Adults with Bachelor's Degree or Higher PercentPercent Percent ofof AdultsAdults withwith of Bachelor'sBachelor'sAdults withDegreeDegree Bachelor’s oror HigherHigher Degree or Higher | 2011–2015 Estimates

COLOR LEGEND: 0-9.9% 10-19.9% 20-29.9% 30-39.9% 40-49.9% 50%+

DATA SOURCE Salaries State SalariesSalaries StateNorthState Carolina $59,029 NorthNorth Carolina Carolina $59,029$59,029 2 2018 HOLSHOUSER$45,377 LEGISLATORS RETREAT | Issue Brief $45,377$45,377 $31,012 $32,347 $26,059 $31,012$31,012 $32,347$32,347 $18,455 $26,059$26,059 $18,455$18,455

Less than HS HS Diploma Some Average Bachelor's Master's or LessLess than than HS HS HSHS Diploma Diploma CollegeSomeSome or.. AverageAverage Bachelor'sBachelor's Master'sMaster'sbeUer or or CollegeCollege or.. or.. beUerbeUer Percent of Adults with Less Than a High School Diploma

State AK AL AR AZ CA CO CT DC DE FL GA Percent of Adults with High School Diploma Only HI IA ID IL IN KS KY LA MA

Percent of Adults with Bachelor's Degree or Higher

Educational Attainment Landscape

THE myFutureNC COMMISSION: A COORDINATED EDUCATIONAL ATTAINMENT PLAN FOR NORTH CAROLINA Earnings data indicate what most educators and policymakers already understand – postsecondary education is key to accessing a middle class lifestyle and a living wage. As such, North Carolina citizens would benefit from a statewide effort to increase educational attainment. This need led to the development of the myFutureNC Commission. myFutureNC is a statewide commission that brings N orth Carolina M edian Earnings by Educat ional together North Carolina leaders in education, business, Attainment | 2014 philanthropy, and faith-based and nonprofit communities Salaries State North Carolina to create a comprehensive, multi-year education plan $59,029 to increase attainment across the state. The strategic plan created by the Commission will recommend a clear $45,377 and robust attainment goal, identify key benchmarks $31,012 $32,347 for educators, and propose promising reforms to guide $26,059 $18,455 the future of education in the state. The Commission, which meets through 2018, aims to galvanize the state’s education resources to create a stronger, more LessLess than HS HS DiplomaHS Some AverageAverage Bachelor’sBachelor's Master'sMaster’s+ or competitive North Carolina. College or.. beUer than HS Diploma College or Assoc.

DATA SOURCE

Projected Levels of Educatio n Needed in No rth Caro lina | 2020

Proj 2020 Less than HS HS Diploma Some College Associate Bachelor’s Master’s+

PROJECTIONS,North 2020 Carolina 8% 25% 24% 11% 22% 9%

ACTUAL LEVELS,North 2015 Carolina 13% 26% 22% 9% 19% 11% North Carolina State North Carolina DATA SOURCE

State Alabama The Drive to 55 Alliance: Lessons from Tennessee Alaska Arizona In 2012, Tennessee Governor Bill Haslam announced his goal that 55 percent of all Tennesseans would have a college degree Arkansas or postsecondary certificate by the year 2025. The Drive to 55 Alliance was created to coordinate education and economic California efforts in support of this attainment goal. The Alliance is a strategic educational attainment initiative, bringing together California Colorado a variety of education and business leaders to increase college entry and completion, create a robust system of adult Colorado ConnecNcut education and training, and close the state’s skills gap. ConnecNcut North Carolina 72% Delaware District of Columbia Among other initiatives,US the Drive to 55 Alliance72% administers: District of Columbia Florida • Tennessee Promise, a scholarship program that provides • Tennessee Labor Education Alignment Program (LEAP), Florida Georgia two years ofNorth tuition-free Carolina community or62% technical college a statewide grant program that provides counties with Georgia Hawaii to Tennessee high schoolUS graduates. 61% funds to align their higher education offerings with the employment needs of local business leaders. Idaho • Tennessee NorthReconnect Carolina, a tuition-free workforce71% training Illinois Indiana program that helps adultsUS complete a postsecondary62% Indiana degree or credential at a community or technical college. Iowa North Carolina 40% Kansas US 39% Kentucky Louisiana North Carolina 86% North Carolina Maine US 87% Maryland 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 3 MassachuseUs North Carolina 5.0% Michigan US 4.9% US 4.9% Minnesota Mississippi North Carolina 9.2% Missouri US 8.9% Montana Nebraska North Carolina 30% Nevada US 30% New Hampshire New Jersey North Carolina 10% New Jersey New Mexico US 11% New York North Carolina North Dakota Ohio Oklahoma Oregon

% High Quality CredenNal

-0.1% 20.0% Educational Attainment Landscape

STUDENT GROWTH IN NORTH CAROLINA: IMPLICATIONS FOR ATTAINMENT As North Carolina considers ways to increase the educational attainment of all citizens, it is important to consider how early childhood and K-12 experiences impact students’ readiness to complete high-quality certificate and degree programs. While it is critical that educators and policymakers track the proficiency rates of students, it is also valuable to examine how much growth students exhibit and in which schools and districts students are growing the most.

In 2017, the Stanford Education Data Archive released a national analysis of student academic growth by school district. The data categorize school districts based on the average growth of students between the 2009-10 and 2014-15 school years. Because the data span a five-year period, researchers expect that, on average, students will demonstrate five grade levels of growth.

State Below is a look at North Carolina’s growth results. Districts with growth of fewer than five grade levels are shaded Five-Year in red, and districts that exceeded five grade levels are shaded in blue. Grade Level Growth 0 - 3.49 3.5 - 3.99 4 - 4.49 Average F i ve-Year Growth by Schoo l D istrict, 2009-2015 4.5 - 4.74 4.75 - 4.99 5 - 5.24 5.25AVERAGE - 5.49 GRADE LEVELS GAINED OVER FIVE YEARS

Missed Exceeded Expectations Expectations 0 - 3.49 5.0 - 5.24 3.5 - 3.99 5.25 - 5.49 4.0 - 4.49 5.5 - 5.99 4.5 - 4.74 6.0 - 6.49 4.75 - 4.99 6.5+

Key Findings for North Carolina: • Only eight percent of North Carolina’s school districts exceeded five-year growth expectations, compared to 42 percent nationally.

Map based on Longitude (generated) and Latitude (generated). Color shows details about Five Year Growth Pooled All C (TrimmedData). Details are shown for Leaidc (TrimmedData) and urban-rural (TrimmedData). The data is filtered on urban-rural (copy) (TrimmedData), which keeps NA, Rural, Suburb, Town and Urban. The view is filtered on Stateabb (TrimmedData) as an attribute, sum of Sesall (TrimmedData), urban-rural (TrimmedData) and Five Year Growth Pooled All C (TrimmedData).• The N Stateabbo school (TrimmedData) district as an attribute filterin keepsthe NC. state The sum of Sesallaveraged (TrimmedData) filter more ranges from than -4.348 to 5.5 2.360 and grade keeps Null values. levels The urban-rural of growth (TrimmedData) filterover keeps NA,five Rural, years,Suburb, Town and Urban. The Five Yearcompared Growth Pooled All C (TrimmedData) to 16 percent filter keeps 11 of 11of members. districts nationally. • Forty-eight percent of North Carolina’s districts had 4.49 grade levels of growth or less, compared to 25 percent nationally.

QUESTIONS FOR POLICYMAKERS • How can North Carolina ensure that citizens have equitable access to postsecondary education and workforce training? • To what extent do education systems in North Carolina communicate and collaborate in support of the state’s education needs? What types of policies would support stronger connections across the education continuum? • How can policymakers and educators effectively engage students and parents in North Carolina’s efforts to increase educational attainment?

4 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 131,136 126,807 130,496 State 120,576 120,641 120,313 120,792 122,389 124,403 Alabama Alaska Arizona Total Children, Arkansas Age 0-8 California Colorado 1,117,553 ConnecTcu Delaware District of C

1 2 3 4 5 6 7 8 Florida er 1 er Und Georgia Hawai'i Two or More American Idaho White Black Hispanic Races Asian Indian Illinois 306,993 137,711 105,758 28,474 19,684 7,115 Indiana Iowa Kansas Early50.6% Childhood22.7% Education17.4% 4.7% | Health.3.2% Education.1.2% Readiness. Kentucky Louisiana Maine Maryland Massachuse What does early childhood education look like in North Carolina? Michigan Minnesota Learning is a continuum that begins from our first day in the world, not just the first day of school. Research has Mississippi confirmed that the learning opportunities children receive early in life have significant effects on long-term life Missouri outcomes including educational attainment, income, and health. For many years, North Carolina has been a leader Filter Federal $16,606,131 in early childhood education, recognizing the need for high-quality early learning programs and creating a network American In of high-quality early childhood care providers.State $33,091,071 Asian Local $0 Average Currently, North Carolina makes investmentsProgram Income through three major early $64,363,771education programs or initiatives: Black Other $59,015,505 Hispanic • NC Pre-K is a direct provider of high-quality public prekindergarten to income-eligible 4-year-olds across the state, Paciﬁc Island financed through a combination of state general and lottery funds. Two or Mor White White 50.7% • The Child Care Subsidy Program, financed through a combination of state and federal funds, provides subsidies 1 for children from low-income families to attend Black licensed child care programs. 37.1% Asian 52.1% • Smart Start, led by local leadership, works in communities across the state to improve the quality of child care Filter American Hispanic 33.9% programs. Smart Start is financed in large part by the state, but each local partner is required to match 15 percent Asian of its state funds with other resources. American Indian 45.4% Average Black In 1999, the North Carolina Division Twoof Child or More Development Races began issuing star-rated33.9% licenses to all eligible child care Hispanic Paciﬁc Isla centers and family child care homes. The star Average rating is based on the level of staff education43.7% and the program’s education standards. Two or Mo

QualityQuality Ratings Ratings of Child Care Programs, 2017

2,404 Filter American Ind 1,743 Asian 1,453 Average Black Hispanic 351 219 0 Paciﬁc Island Level1 Star 1 2Level Stars 2 3Level Stars 3 Level4 Stars 4 5Level Stars 5 Unrated Two or More White DATA SOURCE

The Impact of Early Childhood Education Programs: Long-Term Effects of Smart Start and NC Pre-K In 2016, Duke University’s Center for Child and Family Policy released an evaluation of the long-term effects of North Carolina’s early childhood education programs: Smart Start and More at Four (now known as NC Pre-K). The study tracked more than one million North Carolina public school students born between 1988 and 2000. Researchers compared elementary school outcomes of those who lived in counties with state-funded early childhood education programs and those who did not.

Key Findings: • Students who lived in counties with state-funded early childhood education programs had significantly higher standardized test scores in reading and math, fewer special education placements, and lower retention rates than students living in counties without these programs.

• There is evidence of spillover effects, in which non-participating students were positively affected by the presence of participating students in their elementary school classrooms.

• The positive effects of these programs held steady or significantly increased through fifth grade.

2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 5 131,136 126,807 130,496 State 120,576 120,641 120,313 120,792 122,389 124,403 Alabama Alaska Arizona Total Children, Arkansas Age 0-8 California Colorado 1,117,553 ConnecTcu Delaware District of C

Early Childhood1 2 Education3 | Health.4 5 Education.6 7 Readiness.8 Florida er 1 er Und Georgia Hawai'i Two or More American Idaho White Black Hispanic Races Asian Indian Illinois COORDINATION306,993 137,711 AND105,758 COLLABORATION:28,474 19,684 THE B-3 INTERAGENCY7,115 COUNCIL Indiana Iowa At the state-level, multiple agencies offer programming, education, and support Kansas Pre-Kinde rg arte n Tre nds services50.6% for young 22.7%children. As a17.4% result, the 20174.7% Appropriations3.2% Act created1.2% Kentucky the B-3 Interagency Council, a joint council of the Department of Health and Louisiana Human Services and the Department of Public Instruction, to develop a plan for Maine a coordinated system of early care, education, and child development services. 43.7% Maryland 3- and 4-Year Olds Enrolled Massachuse As the Council undertakes this work, it is important to note that though North in Public and Private Pre-K Michigan Carolina has many high-quality early education programs, access continues (Estimated 106,191 children) Minnesota to be limited. In 2017, there were over 30,000 four-year olds from low-income DATA SOURCE Mississippi families not enrolled in a state Pre-K program, despite being eligible. Additionally, Missouri inequities in access to early learning opportunities exist, including lower rates Filter of Pre-K enrollmentFederal for Hispanic$16,606,131 and African American children. 7.0% American In State $33,091,071 3- and 4-Year Olds Enrolled Asian Local $0 in Head Start Program Average PercentageProgram Income of 3- and 4-Year-Olds Enrolled$64,363,771 in Public & Private (Estimated 1,255 children) Black Pre-K, by OtherRace, 2014 $59,015,505 DATA SOURCE Hispanic Paciﬁc Island Two or Mor White White 50.7% 21.9% 1 4-Year Olds Black 37.1% Enrolled in NC Pre-K (Estimated 26,851 children) Asian 52.1% Filter DATA SOURCE American Hispanic 33.9% Asian American Indian 45.4% Average Black Two or More Races 33.9% Hispanic Paciﬁc Isla All ChildrenAverage 43.7% Two or Mo

Quality Ratings DATA SOURCE

2,404 Filter American Ind QUESTIONS FOR POLICYMAKERS1,743 Asian 1,453 • How can North Carolina increase access to early childhood education programs while also maintaining quality? Average Black • What barriers are inhibiting communication and collaboration across state agencies in regards to early childhood education? Hispanic 351 219 0 Paciﬁc Island • What actions can be taken to ensure equitable access to early childhood education programs? Level 1 Level 2 Level 3 Level 4 Level 5 Unrated Two or More • How can policymakers and state education leaders expand parental knowledge around early childhood education offerings? White

6 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief Excellent Teaching | Advanced Roles. Career Ladders. Differentiated Compensation.

What does teaching look like in North Carolina? Research indicates that teachers are the most important school-based factor for student growth and achievement. Given this influence, it is essential for state education leaders to ensure teachers are recruited, trained, developed, and retained in a manner that gives all students access to the most effective teachers possible. ADVANCED ROLES AND CAREER LADDERS FOR TEACHERS With a finite number of administrative positions limiting the upward career trajectories of teachers, many school districts and states are beginning to design paths that can provide highly-skilled, master teachers with opportunities to increase their responsibilities — and compensation — without leaving the classroom entirely. Through these models, states and Teacher Supplementdistricts can reward the very best teachers, provide professional development and coaching to teachers who need it, and drive improvement in student outcomes. Teacher Supplement Ca.. 1 7 Currently, 109 North Carolina school districts provide a salary supplement to all teachers. Under an advanced roles model, supplemental compensation is provided to teachers who take on additional responsibilities.

Average Teacher Sa l ary Sup p l ements by Schoo l D istrict, 2016-17

DISTRICTS WITH HIGHEST TEACHER SALARY SUPPLEMENTS

Wake County Public Schools $8,485 Chapel-Hill/Carrboro City Schools $7,873 Charlotte-Mecklenburg Schools $6,985 Durham Public Schools $6,586

COLOR LEGEND: Orange County Schools $6,358 No Supplement $3,001 - $4,000 $1 - $1,000 $4,001 - $5,000 DATA SOURCE Teacher Attrition SCHOOL DISTRICTS WITH NO TEACHER $1,001 - $2,000 > $5,000 SALARY SUPPLEMENTS $2,001 - $3,000 Attrition Rate Category Clay County Schools,1.000 Swain6.000 County Schools, Halifax County Schools, Graham County Schools, Bertie County Schools, Weldon City Schools

Map based on Longitude (generated) and Latitude (generated). Color shows sum of Teacher Supplement Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For TeacherPatrick)). The data is ﬁltered Attrition on Lea Id (Compiled Data-Gradient Rates Maps by (Map Data_For School Patrick)), which District, keeps 115 of 115 members. 2016-17

D ISTRICTS WI TH H IG HE ST ATTRI TI O N RATES Weldon City Schools 22.7% Jones County Schools 17.7% Warren County Schools 17.3% Bertie County Schools 17.1% Halifax County Schools 14.8%

D ISTRICTS WI TH LOWE ST ATTRI TI O N RATE S COLOR LEGEND: DATA SOURCE No Data 6.1% - 8.4% > 13% Camden County Schools 3.9% < 4% 8.5% - 11% Yancey County Schools 3.5% 4.1% - 6% 11.1% - 13% Elkin City Schools 3.3% Attrition is defined as the percentage of teachers working in the school district Alleghany County Schools 3.3% during the 2016-17 school year who are no longer teaching in North Carolina Edgecombe County Schools 0.0% during the 2017-18 school year. Map based on Longitude (generated) and Latitude (generated). Color shows sum of Attrition Rate Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members.

2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 7 Excellent Teaching | Advanced Roles. Career Ladders. Differentiated Compensation.

Opportunity Culture: A Model to Consider The Opportunity Culture model, developed by Public Impact, allows schools and districts to extend the reach of excellent teachers by asking them to lead teaching teams that work with larger numbers of students. Opportunity Culture is guided by the following key principles: • Buy-In: Teachers lead the way. Teams of teachers decide which aspects of the model fit their schools best. • Sustainability: In most cases, large, permanent pay supplements are funded through reallocations of current school budgets.

• Collaboration: Teachers gain more protected, school-day planning and collaboration time, achieved through careful scheduling and clarity about how to use that time.

• Accountability: Teachers can focus on their best subjects and roles, with accountability matching what they take on. Public Impact reports that students in Opportunity Culture classrooms demonstrate more academic growth than those in comparative non-Opportunity Culture classrooms. They also report a high-level of teacher satisfaction in schools that have adopted the model. Already in place in Charlotte-Mecklenburg and Cabarrus County Schools, the Opportunity Culture model expanded into Vance and Edgecombe counties in 2017-18. Both counties are recipients of grant funds through the state’s Teacher Compen- sation Models and Advanced Teaching Roles pilot grant program, created by House Bill 1030/2016 Appropriations Act.

Lessons from Other States: Iowa’s Teacher Leadership and Compensation System In 2013, under the leadership of Governor Terry Branstad and Lt. Governor Kim Reynolds, Iowa created the Teacher Leadership and Compensation (TLC) System, a statewide career path system that aims to improve classroom instruction by rewarding effective teachers with leadership opportunities and higher pay while fostering greater collaboration for all teachers to learn from each other.

The overriding philosophy of TLC is that there is no better way to improve classroom instruction than to empower our best teachers to lead the effort. To date, every school district in Iowa has implemented a TLC plan; the state has almost 10,000 teachers serving in leadership positions.

QUESTIONS FOR POLICYMAKERS

• What strategies does North Carolina employ to recruit and retain high-quality teachers? What innovations could help strengthen recruitment and retention across the state? • Do teachers have adequate resources and opportunities to improve their practice? How is the state leveraging its human capital to improve the instruction of all teachers? • Are there policy barriers that inhibit schools and districts from implementing innovative professional development and compensation models?

8 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief School Leadership | Identification. Preparation. Retention.

What does school leadership look like in North Carolina? When examining the effects of school-based factors on student achievement, research has found that school leadership is second only to teacher effectiveness. Research also indicates that high-quality school leaders make the largest impact when they are placed in high-needs schools. In the past twenty years, schools have begun to evolve to meet the needs of students growing up in an era of rapidly advancing technology. During this time, the roles and responsibilities of school leaders have expanded considerably. While principals are still tasked with managing the school building, student schedules, and transportation needs, the advent of new, more robust teacher evaluation systems thrust school leaders into the role of instructional leaders. Today’s principals are expected to foster an environment in which all educators deliver consistently high-quality instruction. They are also called upon to provide a strategic vision that will enable students to meet their learning goals.

Unfortunately, while the expectations for school leaders have changed markedly over time, the way we recruit and prepare principals has remained largely unchanged. Most school leaders still come to the field from teaching positions, and most spend the majority of their principal preparation programs in university classrooms, not in the field. In response to these conditions, a number of innovative preparation programs have emerged, recruiting high-quality principal candidates and providing extensive school-based training to equip candidates to meet the demands of the role. Additionally, many principal compensation systems, most often based on education level and years of experience, have not responded to the significant shifts in accountability facing school leaders. In 2017, the North Carolina General Principal Supp Assembly implemented a performance-based compensation system for principals that aims to provide additional Principal Supplement C.. compensation to principals based on the performance of students on standardized assessments. The compensation1 7 data below reflects the disparities in local school leader salary supplements prior to this change.

Average Principa l Sa l ary Sup p l ements by Schoo l D istrict, 2016-17

DISTRI CTS WITH H I GH EST PRI N CI PA L SALARY SUPPLEMENTS

Chapel-Hill/Carrboro $33,479 City Schools Wake County Public Schools $30,873 Charlotte-Mecklenburg $29,945 Schools Durham Public Schools $28,703

Wintson-Salem/Forsyth $26,489 DATA SOURCE County Schools

COLOR LEGEND: DISTRICTS WITH NO PRINCIPAL SALARY SUPPLEMENT No Supplement $6,001 - $9,000 > $15,000 Bertie County Schools, Cherokee County Schools, Dare County Schools, $1 - $3,000 $9,001 - $12,000 Rutherford County Schools, Weldon City Schools $3,001 - $6,000 $12,001 - $15,000

Map based on Longitude (generated) and Latitude (generated). Color shows sum of Principal Supplement Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members.

2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 9 AP Supp

A. Principal Supplemen.. School Leadership | Identification. Preparation. Retention. 1 7

Average Principa l Assistant Principa l Sa l ary Sup p l ements by Schoo l D istrict, 2016-17

DISTRI CTS WITH H I GH EST ASSISTA NT PR INCIPAL SALARY SU PPLEMENTS

Charlotte-Mecklenburg Schools $15,569 Caswell County Schools $12,600 Wake County Public Schools $11,462 Guilford County Schools $10,852 Wilson County Schools $10,438

DATA SOURCE

COLOR LEGEND: SCHOOL DISTRICTS WITH NO ASSISTANT PRINCIPAL SALARY SUPPLEMENTS No Supplement $4,001 - $6,000 > $10,000 Alleghany County Schools, Bertie County Schools, Cherokee County Schools, $1 - $2,000 $6,001 - $8,000 Dare County Schools, Graham County Schools, Halifax County Schools, $2,001 - $4,000 $8,001 - $10,000 Weldon City Schools, Hyde County Schools

Map based on Longitude (generated) and Latitude (generated). Color shows sum of A. Principal Supplement Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members.

Northeast Leadership Academy: Creating a Principal Pipeline for North Carolina’s Hard-to-Staff Schools The Northeast Leadership Academy (NELA) recruits exemplary teachers with high leadership potential for participa- tion in its context-specific, field-based preparation program. Administered by North Carolina State University, NELA is designed to develop 21st-century school leaders for rural, high-needs, hard-to-staff schools in northeastern North Carolina. At the end of the two-year program, participants earn a school principal license (certification) and a Master of School Administration degree. Graduates make a commitment to lead high-needs schools in northeastern North Carolina for three years.

In 2014-15, 83 percent of NELA’s first-year principals saw their students meet or exceed growth, compared to only 75 percent of experienced principals.

QUESTIONS FOR POLICYMAKERS • What strategies does North Carolina employ to recruit and retain high-quality school leaders? What innovations could be considered to make those strategies more effective? • How have principal preparation programs responded to prepare candidates for the increased responsibilities facing school leaders? • What policy barriers limit the ability of principals to be effective instructional leaders?

10 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief Tomorrow’s Workforce | Aligned. Credentialed. Ready.

What does workforce preparation look like in North Carolina? Most policymakers and education stakeholders agree that postsecondary education and training are essential to establishing a talented and capable workforce. While North Carolina will, undoubtedly, need to increase educational attainment in order to compete for jobs in today’s global economy, it is imperative that the degrees and credentials earned by citizens align with the demands of the economy. Unfortunately, as we move further into the 21st-century, employers increasingly report an inability to hire employees with the skills that are needed, resulting in a persistent and troubling skills gap. This skills gap has serious implications for the economic prosperity of North Carolina and merits further discussion about the ways in which students move into and between systems of higher education, the postsecondary education and workforce trainings that are offered, and innovations that can provide students with the skills that will be needed for the jobs of tomorrow.

North Carolina Projected Job Growth by Occupation, 2010-2020

+20% +Growth Rate 216,770 # New Jobs +15% 2010 Jobs 135,370 +25% 172,390 +23% 123,100 +21% +27% 52,680 +24% +24% +38% 53,810 40,400 39,160 49,560 +28% 5,290

Sales & Blue Food & Managerial Educa8on Healthcare Comm. STEM Healthcare Social Oﬃce Collar Personal & Prof. Prof. & Services Support Sciences Support Services Oﬃce Technical & Arts

DATA SOURCE

Ass+ Cer8ﬁcate North Carolina expands Career and Technical Education to 6th- and 7th-grade Students In recognition of the need for additional workforce training,Virginia the Appropriations48% Act of 20174% established the Career and Technical Education Grade Expansion grant program. This grant program allows sixth- and seventh-grade students in participating counties to have access to careerGeorgia and technical40% coursework8% that has previously only been available to students in grades 8-12. During the 2017-18 school year, 14 North Carolina school districts received grants of $50,000 each. Participating districts (listed below)North are Carolinaeligible to receive42% funding annually5% for up to seven years.

• Alexander County Schools • Franklin County SchoolsU.S. 42% • Mount5% Airy City Schools • Alleghany County Schools • Greene County Schools • Perquimans County Schools • Avery County Schools • HickorySouth City Schools Carolina 38% • Rutherford4% County Schools • Carteret County Schools • Johnston County Schools • Warren County Schools Tennessee 36% 5% • Currituck County Schools • Moore County Schools

1,040 784 517

2018113 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 11

1-25% 26-50% 51-75% 76-100%

76-100% 1,040 51-75% 784 26-50% 517 1-25% 113 Tomorrow’s Workforce | Aligned. Credentialed. Ready.

High-Qua lity Postseco ndary Certificates in No rth Caro lin a The Lumina Foundation reports that by 2025, 60 percent of Americans will need some type of high-quality credential beyond high school. To measure progress towards this important benchmark, Lumina tracks the percentage of individuals who obtain a high-quality certificate in addition to those who have postsecondary degrees. To count toward the 60 percent attainment goal, workforce certificates must have clear and transparent learning outcomes that lead to further education and/or employment. North Carolina slightly exceeds the national average in the percentage of individuals with postsecondary degrees and high-quality certificates but lags behind neighboring states Virginia and Georgia. At 46 percent, the state has work to do to meet Lumina’s goal of 60 percent attainment.

2018 Educational Attainment Levels, Ages 25-64 Ass+ Cer8ﬁcate

Virginia 48% 4%

Georgia 40% 8%

North Carolina 42% 5%

U.S. 42% 5%

South Carolina 38% 4%

Tennessee 36% 5%

Associate or Higher Certificate

Cer8ﬁcate Associate Bachelor's GraduateDATA SOURCE

Virginia 4% 8% 23% 17% QUESTIONS FOR POLICYMAKERS Georgia 8% 8% 20% 12% • Is there evidence of misalignment between North Carolina’s education offerings and its employment needs? North Carolina 5% 10% 21% 11% • Does the state have a robust and accessible data system that allows educators and policymakers to respond to the skills gap? • Are institutionsU.S. of5% higher9% education incentivized21% to provide12% programs of study that meet the needs of employers? • HSouthow does Carolina the state4% support10% students19% as they transition9% from high school to workforce training programs and then on to employment? Tennessee 5% 8% 18% 10%

12 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief Education Funding | Making Dollars Count.

What does North Carolina’s education funding system look like? North Carolina is one of seven states that uses a resource allocation model to fund to its elementary and secondary education system. The state’s funding model uses a series of formulas and rules to determine allotments – specific amounts of resources – to distribute funds to local school districts.

A 2016 report by the North Carolina General Assembly’s Program Evaluation Division found that the state’s current allocation model utilizes 37 different allotments to determine how much money local school districts receive. The report also found that the state’s current funding system is “overly complex, and difficult to comprehend,” resulting in decreased transparency for both educators and taxpayers. The Joint Legislative Task Force on School Finance Reform is meeting through 2018 to study various weighted-student formula models and make recommendations for how to improve North Carolina’s education funding system.

Key Education Allotments in North Carolina: • Classroom Teacher: Provides teaching positions based on average daily membership.

• Textbook: Allocates funding for school districts to purchase textbooks.

• Children with Disabilities: Provides funding for Special Education services based – in part – on the number of eligible Children with Disabilities.

• Gifted Student: Funds specialized instruction and enrichment to Gifted Students based on the number of eligible students.

• Limited English Proficient Student: Funds specialized instruction and support services for students with Limited English Proficiency based on the number of eligible students.

• Central Office Administration: Allocates funding for the Central Office administration of local school districts.

• Low-Wealth Supplemental Funding: Provides supplemental funding to school districts with low levels of local property wealth. PP Funding Per Pupil Expenditure C.. • Small County Supplemental Funding: Provides supplemental funding to school 0districts 9enrolling small numbers of students.

Per Pupil Expenditures by Schoo l D istrict, 2016-17 D ISTRICTS WI TH THE HIG HE ST PER PUPIL EXPEND I TURES

Hyde County Schools $17,719 Tyrrell County Schools $14,716 Weldon City Schools $14,636 Northampton County Schools $13,866 Jones County Schools $13,061 Pamlico County Schools $12,858

DATA SOURCE D ISTRICTS WI TH THE LOWEST PER PUPIL EXPEND I TURES

COLOR LEGEND: Catawba County Schools $8,371 < $8,500 $9,501 - $10,000 $11,001 - $11,500 Cabarrus County Schools $8,352 $8,501 - $9,000 $10,001 - $10,500 $11,501 - $12,000 Iredell-Statesville Schools $8,253 $9,001 - $9,500 $10,501 - $11,000 > $12,000 Davidson County Schools $8,253 Map based on Longitude (generated) and Latitude (generated). Color shows sum of Per Pupil Expenditure Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members. Lincoln County Schools $8,151

2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 13 Education Funding | Making Dollars Count.

PRINCIPLES O F EDUCATIO N FUNDIN G

As North Carolina considers improvements to its education finance system, policymakers should keep the following key principles in mind: • Equity: Education finance systems should ensure that state funds are distributed in an equitable manner – providing funding to schools and districts based on the needs of the students being served.

• Accountability: Systems of accountability should be in place to confirm that schools and districts are fiscally responsible for the funds they receive. Taxpayers should also be assured that the funding model supports student learning and outcomes.

• Flexibility: School funding models should incorporate a degree of flexibility, allowing schools and districts to respond to unique needs at the local level and implement efficiencies where possible. Low Wealth

Low Wealth Supplemental Funding • Stability: State-level education finance systems should promote stability of educationN revenues and expenditures Y over time.

Low-Wea lth Sup p l ementa l Funding by Schoo l D istrict, 2016-17

COLOR LEGEND: Received Low-Wealth Supplemental Funding Did Not Receive Low-Wealth Supplemental Funding

DATA SOURCE

Small County

Small-County Supplemental Funding n y

S ma ll C ounty Sup p l ementa l Funding by Schoo l D istrict, 2016-17

COLOR LEGEND:

Map based on Longitude (generated) and Latitude (generated). Color shows details about Low Wealth Supplemental Funding (Compiled Data-Y and N (Map Data_For Patrick)). Details are shown for Lea Id (Compiled Data-Y and N (Map Data_For Patrick)). The view is ﬁltered on Lea Id (Compiled Data-Y and N (Map Data_For Patrick)), which keeps 115 of 115 members. Received Small County Supplemental Funding Did Not Receive Small County Supplemental Funding

DATA SOURCE

QUESTIONS FOR POLICYMAKERS • Does North Carolina’s education finance system distribute funds equitably and in accordance with the needs of students Map based on Longitude (generated) and Latitude (generated). Color shows details about Small-County Supplemental Funding (Compiled Data-Y and N (Map Data_For Patrick)). Details are shown for Lea Id (Compiled Data-Y and N (Map Data_For Patrick)). The viewa is ndﬁltered localon Lea Id (Compiled school Data-Y and Ndistricts? (Map Data_For Patrick)), which keeps 115 of 115 members. • What changes can be made to increase the transparency of the state’s education finance system? • How can North Carolina create a balance between flexibility and accountability within its school funding model?

14 2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief Innovative Instruction | Teaching for the 21st Century

What does classroom technology look like in North Carolina? In the past two decades, technology has begun to permeate nearly every facet of our modern lives — including our workplaces, transportation systems, communication Technology & Learning networks, and leisure activities. Increasingly, educators are incorporating technology in N orth Carolina, 2017 into classroom instruction in schools across the state.

North Carolina is a national leader in school connectivity and is on pace to be 1.01 the first state in the country to have high-speed broadband access in all schools Students per Internet Device by summer 2018. However, as the state moves towards meeting its ambitious goal for school connectivity, new opportunities and challenges have emerged. Access to technology, while constantly expanding, is not equitable across North Carolina 67% of schools have at least one schools. Additionally, state and local education agencies have limited resources wireless access point to ensure that educators are effectively utilizing available technology to improve per classroom instruction and student outcomes. Furthermore, a significant portion of the state’s public school students continue to 28.9% have limited or no Internet access at home. The Annual Media and Technology Report of schools have at least one asks school designees to respond to the question: “Approximately what percentage grade participating in a Bring of students in your school have Internet access at home?” In 2015, approximately Your Own Device Program five percent or 113 North Carolina schools reported that less than 25 percent of students had Internet access at home. DATA SOURCE

Code RVA: Computer Science Instruction to Fill Tomorrow’s Jobs Code RVA is a regional high school in Richmond, Virginia that partners with thirteen area school divisions to offer specialized computer science instruction to eligible high school students. Code RVA began as a response to the significant workforce gap in the computer science and technology industry in central Virginia. Participating students have access to coursework leading to a Virginia high school diploma, an associate degree from the Virginia Community College System, various industry certifications, and/or paid work experience in computer science-related fields. CodeRVA seeks to prepare students to fill the over 36,000 unfilled computer-science related positions in Virginia.

QUESTIONS FOR POLICYMAKERS • How can the state support the expansion of high-speed Internet access to students’ homes, especially in rural parts of the state? • How can the state ensure equitable access to classroom technology and online learning opportunities? • What can educators and policymakers learn from innovative pilot programs that utilize technology to implement competency-based instruction? • As schools continue to increase technology-facilitated instruction, how can North Carolina ensure that its teachers have the knowledge and skill-set to create high-quality, rigorous, and personalized lessons?

2018 HOLSHOUSER LEGISLATORS RETREAT | Issue Brief 15 n iie o e Due niveri nor coo o uic oic

KEY TAKEAWAYS Key Takeaways

EDUCATIONAL ATTAINMENT DISCUSSION

RESOURCE EXPERTS: Dr. Candice McQueen, Commissioner of Education, Tennessee Kristy Teskey, Executive Director, myFutureNC Commission

MODERATOR: Dr. Javaid Siddiqi, President & CEO, The Hunt Institute

KEY TAKEAWAYS: Earnings data and workforce projections indicate the increased importance of postsecondary education to the economic prosperity of North Carolina. At a micro-level, there is a growing recognition that obtaining a postsecondary degree or high-quality credential is key to accessing a family-supporting wage. The myFutureNC Commission brings together education and business leaders from across North Carolina to develop a coordinated attainment plan for the state.

• North Carolina is one of just six states that has not set a statewide attainment goal. • Policymakers and myFutureNC Commissioners can draw upon the success of other states to inform the development of the state’s educational attainment plan. – The success of Tennessee’s Drive to 55 Alliance has hinged upon the state’s ability to implement new attainment-focused initiatives at every point along the education continuum. – Tennessee targeted its efforts where they stand to have the greatest impact – increasing access to and affordability of postsecondary education for students in poverty. – The Drive to 55 Alliance provides grants to local communities in order to align their education offerings to regional workforce needs. – Tennessee also strives to ensure that the degrees and credentials offered by public institutions of higher education provide students with transferrable skills that may be utilized across industries and throughout a lifetime. – Tennessee high schools utilize technology and local community colleges to offer more course options to students.

2018 EDUCATIONAL ATTAINMENT LEVELS, AGE 25-64 Ass+ Cer8ﬁcate

Virginia 48% 4%

Georgia 40% 8%

NorthNorth CarolinaCarolina 42% 5%

U.S. 42% 5%

South Carolina 38% 4%

Tennessee 36% 5%

Associate or Higher Certificate DATA SOURCE Cer8ﬁcate Associate Bachelor's Graduate

Virginia 4% 8% 23% 17% HOLSHOUSER LEGISLATORS RETREAT | 2018 2 Georgia 8% 8% 20% 12%

North Carolina 5% 10% 21% 11%

U.S. 5% 9% 21% 12%

South Carolina 4% 10% 19% 9%

Tennessee 5% 8% 18% 10% Key Takeaways

EARLY CHILDHOOD | HEALTH. EDUCATION. READINESS.

RESOURCE EXPERTS: Susan Gates, Special Advisor on Education, SAS Institute Susan Perry-Manning, Deputy Secretary for Human Services, North Carolina Department of Health and Human Services Dr. Pam Shue, Associate Superintendent for Early Education, North Carolina Department of Public Instruction

MODERATOR: Gerry Cobb, Senior State Director, The Pritzker Foundation

KEY TAKEAWAYS: Recent studies in neuroscience reveal that over 90 percent of the brain has developed by age five. As a result, early learning opportunities and environments are critical to the long-term success of our students.

• Early math and science skills are strongly correlated with 3rd-grade literacy skills. – STEM skills can be learned as early as age four and should be consistently incorporated into early childhood education programs. • Although there are 5-star early childhood education centers in all 100 North Carolina counties, many communities do not have easy access to those centers, creating “child care deserts.” • In recent years, the number of family child care homes has decreased, eliminating an important option for quality child care in areas where few centers are available. • Business and philanthropic groups can play a critical role in funding innovative early learning pilot programs; however, scaling efforts will likely require legislative support.

PRE-KINDERGARTEN TRENDS

43.7% 7.0% 21.9% 3- and 4-Year Olds Enrolled 3- and 4-Year Olds Enrolled 4-Year Olds in Public and Private Pre-K in Head Start Program Enrolled in NC Pre-K (Estimated 106,191 children) (Estimated 1,255 children) (Estimated 26,851 children)

DATA SOURCE DATA SOURCE DATA SOURCE

HOLSHOUSER LEGISLATORS RETREAT | 2018 3 Key Takeaways

EXCELLENT TEACHING | ADVANCED ROLES. CAREER LADDERS. DIFFERENTIATED COMPENSATION.

RESOURCE EXPERTS: Dr. Bryan Hassel, Co-President, Public Impact Sarah Reeves, Principal, Shamrock Gardens Elementary School, Charlotte-Mecklenburg Schools

MODERATOR: Johanna Anderson, Executive Director, The Belk Foundation

KEY TAKEAWAYS: Teacher career ladder and advanced role models provide highly-skilled, master teachers with opportunities to increase their responsibilities – and compensation – without leaving the classroom entirely.

• Through advanced role models like Opportunity Culture, states and districts can drive improvement in student outcomes by increasing the retention of high-quality teachers while also leveraging their expertise to provide professional development and coaching to teachers who need it. – Early results suggest that these models may be more successful at improving student outcomes than across the board salary supplements like those utilized in many North Carolina counties. • Professional development is critical to the success of these models as both principals and teachers need extensive training for their new roles and responsibilities. • Schools and districts will need flexibility from state policies such as salary schedules and class size requirements in order to successfully innovate around teacher roles. • Although the Opportunity Culture advanced role model is sustainable within current budgets, local school districts Teacher Attrition

will need support to cover start-up costs related to school-level planning efforts and professionalAttrition Rate Category development. • Additionally, small school districts with fewer support personnel at the central office 1.000may need6.000 additional resources to develop and implement an advanced roles model.

TEACHER ATTRITION RATES BY SCHOOL DISTRICT, 2016-17

D ISTRICTS WI TH H IG HE ST ATTRI TI O N RATES Weldon City Schools 22.7% Jones County Schools 17.7% Warren County Schools 17.3% Bertie County Schools 17.1% Halifax County Schools 14.8%

D ISTRICTS WI TH LOWE ST ATTRI TI O N RATE S COLOR LEGEND: No Data 6.1% - 8.4% > 13% Camden County Schools 3.9% < 4% 8.5% - 11% Yancey County Schools 3.5% 4.1% - 6% 11.1% - 13% Elkin City Schools 3.3% Attrition is defined as the percentage of teachers working in the school district Alleghany County Schools 3.3% during the 2016-17 school year who are no longer teaching in North Carolina Edgecombe County Schools 0.0% during the 2017-18 school year. Map based on Longitude (generated) and Latitude (generated). Color shows sum of Attrition Rate Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members. DATA SOURCE

HOLSHOUSER LEGISLATORS RETREAT | 2018 4 Key Takeaways

SCHOOL LEADERSHIP | IDENTIFICATION. PREPARATION. RETENTION.

RESOURCE EXPERTS: Dr. Fouad Abd-El-Khalick, Dean, School of Education, The University of North Carolina at Chapel Hill Dr. Bonnie Fusarelli, Director, Northeast Leadership Academy at North Carolina State University

MODERATOR: Andy Cole, Senior Consultant, The Wallace Foundation

KEY TAKEAWAYS: In recent years, the expectations and responsibilities for school leaders have changed dramatically. Today’s principals are expected to be both building managers, ensuring the smooth operation of the school, and instructional leaders, fostering an environment in which all educators deliver consistently high-quality instruction. These changes have major implications for principal preparation programs, which must evolve to prepare candidates to meet the increased demands of school leadership.

• Better prepared principals are more effective in high-needs schools and are more likely to stay on the job – thus, improving principal preparation programs has the potential to yield significant increases in student outcomes. • Twenty-four of 25 teachers identify the principal as a key factor in why they decide to stay at their school. Strong principal preparation programs can have positive effects on teacher retention and job satisfaction. • Principal preparation programs must adopt a continuous improvement model. In order to improve, they should have access to data that illustrates how their graduates are doing in the field. • As principal preparation programs endeavor to redesign their curricula for 21st-century school leaders, they must also redesign their faculty. • Principal preparation continues after graduation. Mentoring and coaching should be critical aspects of how preparation programs support their graduates during the transition into the field. • Policymakers should consider ways to incentivize stronger partnerships between local school districts and educator preparation programs. • State leaders may also want to consider requiring all superintendents to develop a strategic plan for human capital improvement.

HOLSHOUSER LEGISLATORS RETREAT | 2018 5 Percent of Adults with Less Than a High School Diploma

State AK AL AR AZ CA CO CT DC Key Takeaways DE FL GA Percent of Adults with High School Diploma Only HI TOMORROW’S WORKFORCE | ALIGNED. CREDENTIALED. READY. IA ID RESOURCE EXPERTS: IL Mo Green, Executive Director, Z. Smith Reynolds Foundation IN KS Dr. Dale McInnis, President, Richmond Community College KY LA MODERATOR: MA Jennifer Haygood, Acting President, North Carolina Community College System

KEY TAKEAWAYS: As North Carolina works to combat the troubling skills gap reported by employers, it will be imperative that the state develop a highly-skilled workforce that aligns to the needs of our economy. Critical to this effort will be the work of North Carolina high schools and community colleges, which together can provide students with the career and technical skills that will be needed for the jobs of today and tomorrow. Percent of Adults with Bachelor's Degree or Higher • More support is needed for North Carolina high schools and community colleges to implement apprenticeship and career exploration programs. • The North Carolina General Assembly created a program to place career coaches (community college counselors) in local high schools. This program has been a success and expansion would help facilitate the successful transfer of students from high school to postsecondary education. • In order to help student’s begin thinking about their career opportunities earlier, the state could consider creating a CTE requirement for high school graduation. • State policies should not facilitate the tracking of students. Accessibility and advocacy of CTE coursework should be equal across student groups and locales. • There should be greater alignment between CTE at the high school level and at the community college level. Policies should incentivize the two systems to share curricula, resources, and staff. • Community colleges must continue to develop and leverage local industry partnerships to better prepare students and increase job placement.

NORTH CAROLINA MEDIAN EARNINGS BY EDUCATIONAL ATTAINMENT | 2014 Salaries State North Carolina $59,029

$45,377

$31,012 $32,347 $26,059 $18,455

LessLess than HS HS DiplomaHS Some AverageAverage Bachelor’sBachelor's Master'sMaster’s+ or College or.. beUer than HS Diploma College or Assoc.

DATA SOURCE

HOLSHOUSER LEGISLATORS RETREAT | 2018 6 Key Takeaways

EDUCATION FUNDING | MAKING DOLLARS COUNT.

RESOURCE EXPERTS: Matthew Joseph, Policy Director, Funding, Foundation for Excellence in Education Emily Parker, Policy Analyst, Education Commission of the States

MODERATOR: Dr. Sam Houston, President & CEO, North Carolina Science, Mathematics, and Technology Education Center

KEY TAKEAWAYS: North Carolina is one of just seven states that uses a resource allocation model to fund to its elementary and secondary education system. Over time, a number of allotments have been added to the system to address the evolving needs of the state’s schools resulting in a complex funding formula that lacks transparency.

• North Carolina is not alone: Each of the seven states that currently uses a resource allocation model is currently exploring how to modernize its school funding system. • North Carolina’s resource allocation model directly ties funding to specific line items, as dictated by state statute. This education finance system lacks flexibility to allow educators and leaders to adjust their spending based on the needs of their local communities. • Weighted-student funding models (also known as student-centered funding) distribute funds to schools and districts based on the characteristics and needs of the students being served. States decide which student characteristics will be eligible for additional resources and how those characteristics/needs will be weighted. • Weighted-student funding offers more flexibility than a resource allocation model because local schools and districts are empowered to make decisions on how to spend funding on staff and resources. • In exchange for increased flexibility, a weighted-student funding model should include accountability measures that are linked to student outcomes.

PP Funding • A weighted-student funding system, in and of itself, does not address disparities in local funding. Local Per Pupil Expenditure C.. funding policies should work in concert with the state funding system to provide0 adequate9 and equitable resources to local schools and districts.

PER PUPIL EXPENDITURES BY SCHOOL DISTRICT, 2016-17

COLOR LEGEND: No Data $8,501 - $9,000 $9,001 - $9,500 $9,501 - $10,000 $10,001 - $10,500 $10,501 - $11,000 $11,001 - $11,500 $11,501 - $12,000 > $12,000 DATA SOURCE

Map based on Longitude (generated) and Latitude (generated). Color shows sum of Per Pupil Expenditure Category (Compiled Data-Gradient Maps (Map Data_For Patrick)). Details are shown for School District (Compiled Data-Gradient Maps (Map Data_For Patrick)). The data is ﬁltered on Lea Id (Compiled Data-Gradient Maps (Map Data_For Patrick)), which keeps 115 of 115 members.

HOLSHOUSER LEGISLATORS RETREAT | 2018 7 Key Takeaways

INNOVATIVE INSTRUCTION | TEACHING FOR THE 21ST CENTURY.

RESOURCE EXPERTS: Michael Bolling, Executive Director, CodeRVA High School Dr. Lynn Moody, Superintendent, Rowan-Salisbury Public Schools

MODERATOR: Superintendent Mark Johnson, North Carolina Public Schools

KEY TAKEAWAYS: Increasingly, educators are utilizing technology to transform the way students receive instruction in our schools. These innovations are allowing schools to drive improvement in student outcomes by personalizing every aspect of the learning experience.

• Personalized learning allows schools to utilize technology to meet students where they are and move them towards proficiency using an individualized approach. • When implementing personalized instruction, it is important to set a floor for student learning and then utilize technology to help students progress towards the mastery of new skills at an accelerated pace. • Personalized learning also allows for diversified learning – students can learn a variety of content areas using a variety of instructional methods. • North Carolina cannot afford to innovate in education by simply layering new ideas on top of what is already in place. Innovation requires educators and policymakers to rethink how the entire system is built. • Schools and districts need policy flexibility in order to be truly innovative and transformational in how they deliver instruction.

TECHNOLOGY & LEARNING IN NORTH CAROLINA, 2017

67% 28.9% of schools have at least one of schools have at least one wireless access point grade participating in a Bring per classroom Your Own Device Program

DATA SOURCE

HOLSHOUSER LEGISLATORS RETREAT | 2018 8 n iie o e Due niveri nor coo o uic oic