State: North Carolina
North Carolina
Your Guide to Data and Services for North Carolina
SREB works with North Carolina policymakers, colleges and schools to help them improve education. From this page, find independent, accurate data, reliable best practices and ways to share scarce resources — plus details on how North Carolina uses SREB’s targeted programs and services.
North Carolina Members of the Board
Roy Cooper, Governor of North Carolina, Raleigh,
ex officio (2021)
Tamara Barringer, Clinical Associate Professor
of Legal Studies, University of North Carolina at Chapel Hill,
Cary (2020)
Elease Frederick, retired Superintendent,
Enfield (2023)
Graig R. Meyer, State Representative, Chapel
Hill (2021)
Shirley Prince, Executive Director, North Carolina
Principals and Assistant Principals Association, Wilmington
(2022)
(Appointments to the Board are made by the Governor. Terms
expire June 30 of the specified year.)
North Carolina Members of the Legislative Advisory Council
Jay J. Chaudhuri, State Senator, Raleigh
Rosa U. Gill, State Representative, Raleigh
Linda P. Johnson,
State Representative, Kannapolis
Graig R. Meyer, State Representative,
Chapel Hill
Erica D. Smith, State Senator, Henrico
North Carolina
State Economic Outlook
Data on how automation will affect North Carolina’s economic outlook.
North Carolina Featured Facts
from the SREB Fact Book on Higher Education
North Carolina-specific data on population, demographic, education attainment, enrollment, graduation rates, workforce, tuition, debt, funding, faculty salaries and more.
North Carolina
College Affordability Profile
To help policymakers assess and improve college affordability in their states, SREB provides tailored reports on the policies, programs and prices that drive affordability. Each member-state profile details net price at different types of institutions, state financial aid based on need or other factors, student borrowing, and percentage of family income needed to pay for college at different income levels.
North Carolina: Looking Closer
Looking Closer is the eighth biennial report to SREB states on their progress in meeting SREB’s Challenge to Lead goals for education. Each customized state report documents progress on both measurable outcomes and state policies. Through effective policy implementation, the goals can help states drive improvements in student achievement, high school graduation, college completion and workforce readiness.
Professional Learning
North Carolina
SREB researchers gathered information on efforts in North Carolina, particularly at the North Carolina Department of Public Instruction, to foster effective professional learning on the state’s college- and career-readiness standards, the North Carolina Standard Course of Study. In collaboration with SREB states and national experts, SREB identified a set of expected state actions — “look-fors” — in four areas of state leadership in professional learning.
MDC Is an Obsession for One North Carolina Teacher
Claudia Rodriguez sums up her excitement about the Mathematics Design Collaborative training with one word — obsessed. “I’m obsessed with the formative assessment lessons (FALs),” the North Asheboro Middle School mathematics teacher explains, referencing the formative assessment lessons she used during MDC training. “The FALs are really so rich in content — in math content and precision — that I love it!”
Beginning With the End in Mind
Katrina Zimmerman is a science and technology teacher at Turrentine Middle School in Burlington, North Carolina. Zimmerman spearheads STEM (science, technology, engineering and math) at her school and is creating a whole new curriculum for it. She began using the Literacy Design Collaborative (LDC) strategies in February 2015, adding it as a curriculum tool for her classroom.
North Carolina CTE Students Increase Reading Comprehension and Writing Skills
Atoniea Boykins, career management and Microsoft IT Academy teacher at East Rutherford High School in Bostic, North Carolina, is training in the strategies of the Literacy Design Collaborative. She finds that her students are learning more and becoming stronger writers as a result of working in collaborative groups.