031505 Work Session attachment 1

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Table 31. 2003 -2004 Average Class Size* *Source: 2003 -2004 NC School Report Card As shown in Table 32, it is also important to recognize that the OCS middle schools have larger populations than any of the CHCCS middle schools: Table 32. 2003 -2004 Middle School Enrollments CHCCS* CHCCS OCS K -2 21 18 3 -5 23 20 6 -8 20 24 9 -12 19 19 *Source: 2003 -2004 NC School Report Card As shown in Table 32, it is also important to recognize that the OCS middle schools have larger populations than any of the CHCCS middle schools: Table 32. 2003 -2004 Middle School Enrollments CHCCS* OCS* Culbreth 616 CW Stanback 731 McDou le 641 AL Stanford 867 Phillips 680 Smith 631 Sources: *CHCCS and 005 District Offices, December 2004 Despite the larger population of the OCS middle schools, there are fewer specialists available to work with students and class size is larger. These distinctions have some import because it is also at this juncture that the achievement scores of OCS students begin to dip below those of CHCCS students. Here we will take some time to detail the personnel available to work with children in each district, comparing these resources, for this provision may be the most significant in noting the instructional advantages available to students in CHCCS. While the disparity in any one or two areas may not have a signif icant effect on the educational experience of students, the totality of these disparities may provide instructional settings where classroom teachers are stressed, trying to provide support without specialists, and children receive less individualized attention. Assistants CHCCS All K -3 classrooms have fulltime assistants. All 4 -5 classrooms have halftime assistants. Two dual language schools (Carrboro and Glenwood) have 4 fulltime and 1 halftime assistants each. Glenwood also has 1.5 assistants for its AG program. In CHCCS two middle schools have 3 assistants each. CHCCS /OCS Final Report 47