NC Strategic Dashboard Monitoring Tool

Opportunity, Performance, and Resources

This NC Strategic Dashboard Monitoring Tool displays information at the State, district and school level on educational opportunities, student performance, teacher qualifications, resource allocation and much more. You can use the Dashboard to review whether schools are making progress toward achieving the State’s educational goals and priorities. In many cases, you can use the Dashboard to explore information about individual schools and particular subgroups of students, teachers or administrators at those schools.

When using the Dashboard, keep in mind that a lot of the information you see comes from technical reports required by State or federal law. Those reports may use terms you are not familiar with or define those terms differently from other uses. (There is a Glossary tab on this page to help clarify terminology.)

We hope the Dashboard helps you to make decisions, solve problems and inform you about the performance of and the conditions in North Carolina schools. If you have any questions, write to dashboard.feedback@dpi.nc.gov.

NCSBE Strategic Plan & Leandro Alignment - This document describes alignment between the SBE Strategic Plan goals and the Leandro Comprehensive Remedial Plan.

Tab/Accordion Items

Term Definition
ACT The ACT is a standardized test used for postsecondary admissions. In North Carolina, it is administered to high school juniors statewide and used as an indicator of academic achievement and college readiness. Originally, ACT was an acronym for American College Testing.
Advanced Placement (AP) Advanced Placement, or AP, is a College Board program that provides high school students with the opportunity to take college-level courses and earn college credit through AP tests.
Average Daily Membership (ADM) ADM is a standard measure of enrollment. It is the total number of school days within a given term - usually a school month or school year - that a student's name is on the current roll of a class is that student's "number of days in membership." ADM for each school month is based on the sum of the number of days in membership divided by the number of days in the school month. The final ADM is the total days in membership for all students over the school year divided by the number of days school was in session.
Beginning and Provisional Teachers Percentage of teachers who are "beginning" or "provisional" in a given year. A beginning teacher is one who has fewer than three years of teaching experience. A provisional teacher is one who holds a temporary or emergency permit.
Career and College Promiste (CCP) Career & College Promise (CCP) is North Carolina's dual enrollment program for high school students. This program allows eligible NC high school students to enroll in college classes at North Carolina community colleges and universities through their high school.
Charter School Charter schools are public schools of choice that are authorized by the State Board of Education and operated by independent non-profit boards of directors.
Chronic Absenteeism Percentage of students who are absent for more than 10% of the days they are enrolled at a school. For more information about absenteeism measurement and policies, see p. 28 of the School Attendance Manual.
Comprehensive Support and Improvement (CSI) "North Carolina's Every Student Succeeds Act (ESSA) State Plan identifies two sets of schools for comprehensive support and improvement which occurs every three years: (1) CSI Low Performing (CSI-LP) schools are those schools whose School Performance Grade are in the bottom five percent of all Title I Served schools. For the 2018-19 identification, using 2017-18 data, 72 schools are identified. (2) CSI Low Graduation Rate (CSI-LG) schools are any schools with a four-year cohort graduation rate lower than 66.7% regardless of Title I status. For the 2018-19 identification, using 2017-18 data, 42 schools are identified. CSI-LG schools are eligible to be identified as CSI-LP schools.
Dropout Rate An individual is defined as a "dropout" if that individual was enrolled in school at some time during the prior year, was not enrolled on day 20 of the current year, has not graduated from high school or completed a state or district approved educational program; and does not meet certain exclusions (transferred, home schooled, approved absence, death). The "dropout rate" is the total number of dropouts divided by the sum of the 20th day of school membership in the current year plus the number of dropouts. 
Economic Distress Tiers The NC Department of Commerce maintains and updates annually a three-tiered rating of counties' economic distress.
Economically Disadvantaged Students (EDS) An economically disadvantaged student is defined as one who is eligible for free or reduced-price meals under the National School Lunch and Child Nutrition Program.
Education Regions The NC Department of Public Instruction delivers certain support services via an eight-region administrative structure. 
End-of-Grade (EOG) tests The North Carolina End-of-Grade (EOG) tests are designed to measure student performance on the goals, objectives, and grade-level competencies specified in the North Carolina Standard Course of Study in reading (grades 3-8), math (grades 3-8), and science (grades 5 and 8). 
Exclusionary Discipline Practices There are numerous consequences (actions) that may be taken by the school in response to student behaviors. These "exclusionary" consequences are a subset of those that remove a student from the classroom for a day or more, broadly described as suspensions or expulsions.
Expulsion The removal of a student from school attendance for disciplinary purposes for the remainder of the school year or longer. 
In-school Suspension (or ISS) A student is temporarily removed from his/her regular classroom(s) for disciplinary purposes and remains under the direct supervision of school personnel, either in the same school or, in some cases, in an alternative learning placement classroom or school.
International Baccalaureate (IB) International Baccalaureate (IB) courses follow a curriculum created by the International Baccalaureate Organization (IBO), a non-profit educational foundation located in Cardiff, Wales. Students can take individual IB classes and earn a certificate of completion for each class (with a score of 4 or higher on the corresponding IB exam) or can be IB diploma students, which is a 2-year program for juniors and seniors. Students who decide to pursue an IB diploma must complete a specific set of courses, the Theory of Knowledge course, a 4,000-word Extended Essay, and 150 hours of creativity, action, and service hours.
Kindergarten Readiness This shows the percentage of kindergarten students entering a given school who demonstrated skills expected or beyond that of kindergarten children within the first 60 days of school in five domains of learning development (Approaches to Learning, Cognitive Development, Emotional-Social Development, Physical Development, Language Development and Communication). This is the starting point from which educators at this school began their instructional support for kindergarten students. 
Long-term Suspension The removal of a student from school attendance for disciplinary purposes for more than 10 school days. 
NC Pre-K Program The NC Pre-K Program (formerly the More at Four Program) is North Carolina's statewide pre-kindergarten initiative for eligible four-year-olds. The program serves nearly 30,000 children per year, and is overseen by the North Carolina Division of Child Development and Early Education (DCDEE). NC Pre-K is a targeted pre-k program, with children eligible primarily based on age and family income (up to 75% of state median income).
Short-term Suspension The removal of a student from school attendance for disciplinary purposes for up to 10 school days.
Targeted Support and Improvement (TSI)

"North Carolina's Every Student Succeeds Act (ESSA) State Plan identifies schools for targeted support and improvement when schools have student subgroup(s) that are consistently underperforming. Schools with one or more subgroups receiving an 'F' letter grade in the accountability system for the most recent and previous two years are identified as Targeted Support and Improvement-Consistently Underperforming (TSI-CU). Identified annually, TSI-CU schools exit this identification if the identified subgroup(s) receives at least the grade of 'D' for the most recent and previous year's score. The 2019-20 TSI-CU list, uses 2017-18 and 2018-19 data to identify schools with consistently underperforming subgroup(s). There are 1,464 schools identified on the 2019-20 list. TSI-CU schools receive support from the local school district.

A school with one or more subgroups receiving a subgroup letter grade score at or below the highest performing Comprehensive Support and Improvement Low Performing (CSI-LP) school's School Performance Grade score, based on the 2017-18 data, is identified as Targeted Support and Improvement-Additional Targeted Support (TSI-AT) schools. Schools identified as CSI-LP are not eligible to be identified as TSI-AT. For the 2018-19 and 2019-20 identification, 1,634 schools are TSI-AT.
Teacher Effectiveness Percentage of teachers who are rated "effective" or "highly effective" in a given year. A highly effective teacher is one who receives a rating of at least "accomplished" on each of the Teacher Evaluation Standards 1 - 5 and receives a rating of "exceeds expected growth" on EVAAS. An effective teacher is one who receives a rating of at least "proficient" on each of the Teacher Evaluation Standards 1-5 and receives a rating of at least "meets expected growth" on EVAAS.
Teacher Mobility "Mobility" is defined as the percentage of teachers moving to another teaching position out of the school district or otherwise leaving teaching in a given year.