HomeMy WebLinkAboutAgenda - 11-10-1998 - Attachment #3aCHAPEL HILL - CARRBORO CITY SCHOOLS
Lincoln Center, Merritt Mill Road
Chapel Hill, North Carolina 27516
Telephone: (919) 967 -8211
Neil G. Pedersen
Superintendent
TO: Board of Education
Ann Hart, Assistant Superintendent
for Instructional Services
Chester Prayer, Assistant Superintendent
for Support Services
FROM: Neil G. Pedersen
Superintendent
RE: Refined Model for School for the 21" Century
DATE: September 9, 1998
Previously, the Board approved a model for the elementary school at Southern
Village; however, there were many details remaining to be defined. Carol Harrison,
principal of the new school, has worked with the Superintendent's Cabinet to develop the
attached document which builds upon the original model.
In refining the model, we ran into some difficulties in providing some components
within the same budget as the other elementary schools. Most importantly, we do not
believe that we can accommodate a longer school day if this necessitates providing teachers
with additional compensation.
Most of the other features that were originally proposed, however, will remain in
the model. These include the following:
• A more defined curriculum (this will be defined by the house leaders and teacher
specialists who will be selected later this fall)
• A two-hour block for reading/language arts and a one -hour block for mathematics
• Differentiated responsibilities for teachers with compensation based upon a fixed local
supplement percentage (13%) and linked to these responsibilities
• Class size of 20 students per teacher with some reductions in teacher assistance
staffing
• Emphasis on character development
• Parent contracts
• A different governance model
• A greater emphasis on technology
In order to afford some of these added features, some reductions have been made in
the staffing model normally used in the district. These are outlined in the report.
This item is being presented on work session to provide the community and staff
with an opportunity to comment on the model.
Neil G. Pedersen
Superintendent
Chapel Hill - Carrboro City Schools
Lincoln Center, Merritt Mill Road
Chapel Hill, North Carolina 27516
Telephone: (919) 967 -8211
Ann Hart, Assistant Superintendent
for Instructional Services
Chester Preyar, Assistant Superintendent
for Support Services
TO: Neil G. Pedersen, Superintendent
FROM: Carol Harrison
Principal of the elementary school at Southern Village
RE: Model School for the 21st Century
DATE: September 17, 1998
At the April 15th Board meeting, Dr. Pedersen presented the Edison/Model Schools
Committee Report, Study of Edison Prgject and Other Best Practices. In this report five reasons
for considering an educational model that was significantly different from other programs in our
schools were presented:
1. Our'system of education is not working well for & students.
2. The opening of a new school provides us with the opportunity to explore alternative
practices that research tells us leads to greater student achievement.
3. Past efforts to design and implement our own educational programs show that areas of
support for these new programs were missing.
4. Parents want more educational choices for their children.
5. The discussion of the Edison model would'encourage schools to examine their current
practices in order to learn from the new school and each other.
Dr. Pedersen proposed a public hearing and the preparation of a more detailed report to be
presented to the Board on May 21st.
The Superintendent's recommendation at the May 21st meeting was that the Board approve
"in concept" the Proposed Model Elementary School with a more detailed report being prepared by
the principal for the second Board meeting in September. After my July 2nd appointment as
principal, I requested an internal support group to assist me in the planning process until the
planning team was developed. During one of the first weekly meetings with the Superintendent's
Cabinet, each component of the model school was discussed. Elaboration on each area is
embedded in this report. The components of this proposal have been estimated and the costs are
consistent with the per pupil budget for elementary schools.
Format and Method of Reporting
Major portions of this document were extracted from the Proposed Model School Report so
that changes and elaborations would be in a familiar format and within the context of a document
that had been reviewed previously. Each section was discussed extensively with the
Superintendent's Cabinet on a weekly basis. Other areas were developed with the assistance of
Lincoln Center personnel directly involved with that area: Human Resources - Hazel Gibbs;
Finance - Grace Holton; Technology - Lisa Bartles and Doug Noell; Transportation - Marylin
Truelove; Before /After School Programs - Mary Roberts and the After- School Directors; Preschool
- Patsy Byrd; AG/Enrichment - Sandra Page; and Reading/Language Arts - Mary Clayton.
Three focus group sessions were held on components of the model for teachers, other
school personnel, and parents. Topics included an Open Forum on the Model, Differentiated
Staffing and School Governance, and Extended School Day and Before/After School Programs.
Information provided from these focus groups provided a sample response to the model from
teachers and parents and gave information for the subcommittees to use in their planning. For
individual teacher and parent sessions, there was an average of 6 teachers and 10 parents..
Additional information about the model was gained through a phone survey designed to
solicit 600 responses from parents both within Southern Village and as well as outside the
Southern Village community. The report from the company that conducted the survey, FGI, and
the budget for the new school are included in the Appendix.
Full development of all components of the model is provided in this report by outlining the
work of the planning team and its subcommittees. This elaboration will give teachers and parents a
clearer view of the model, assist teachers in their decisions about being a member of the staff, and
parents in their decisions related to sending their students to our school.
This model is significantly different in several aspects from the way our present schools
operate. Areas of distinction include:
-the use of resources and staff
-the organization of classes and class size
the governance of the school
-the use of a consistent curriculum, delivery, assessment, standards and methods of
reporting
the vision of technology penetrating the home environment
the use of time during the school day
the before and after - school programs
During the Edison/Model School process, skepticism was expressed about developing a
district model rather than going with Edison, because it was not clear that the district would devote
the necessary resources to quality implementation. While the district will not be able to offer all the
resources that Edison can, we have several essential components in place.
With the approval of the 1998 -1999 school budget, the entire request for the planning year
for the new elementary school at Southern Village was funded. The funds for the planning year
are significant. Start up funds for staffing (principal, assistant principal, technology director,
media specialist) total $170,900. The planning year provides for the employment of the principal
for 12 months, assistant principal for 11 months and both the technology director and media
specialist for 6 months. Having these individuals on staff for this amount of time before the
opening of school will ensure responsible planning with individuals being compensated at their
certificate rate. The opportunity for this beginning core of staff to develop relationships with each
other through the planning process and daily interaction is invaluable. Additionally, $95,000 is
allocated for planning year stipends, secretarial assistance, supplies, and staff development.
Extensive staff development is planned for teachers, teacher assistants and, as needed, parents.
The internal support for preparing the refinement of this model has been exceptional.
Weekly meetings are held with Cabinet to discuss a myriad of issues related to opening the new
school. Each member of the Cabinet has met with me frequently to refine plans for areas they
supervise. Outside of Cabinet, I have been supported extensively by every other coordinator or
director. I am located at McDougle Elementary with ready access to Steve Scroggs and Charley
Stewart and have met almost every week with Dave Thaden. These principals have the expertise
and experience of opening a school and have been willing to share that information.
An external support system is being planned. One of the features that the Edison model
offered its schools was a group of individuals who knew schools and the research about good
schooling. Our central office offers support in a variety of ways but does not spend a major
portion of its time looking at research. We envision this external group consisting of university
personnel closely associated with current research about how change takes place in schools as well
as about curriculum issues. They would also help us develop methods of measuring progress
towards our goals.
Working with the development of this model has been a remarkable professional
opportunity and, with the Board's approval of the refinements, I am ready to begin meeting with
elementary schools to share the model!
School for the 21st Century
Mission and Goals
The mission of the model school is to provide an enriched, supportive, and stimulating
environment for elementary students which promotes the development of the whole child including
the acquisition of skills that are essential for future academic success. The school is committed to
the development of every child and will hold all parties accountable: teachers and administrators for
implementing best practices; parents for providing a supportive home environment; and students
for demonstrating mastery of essential skills as they progress through the grade levels.
The narrative section of major program areas describes the manner in which the mission
will be carried out. The mission statement will be discussed and further defined in each -area of our
practice by the planning team and staff. Supporting belief statements, along with the mission, will
serve as a guide for our decisions and actions.
Curriculum, Instruction and Staff Development
A common, consistent, and enriched curriculum will be selected for each major discipline
with necessary modifications made to align them with the North Carolina Standard Course of
Study. Spanish has been selected as the World Language. Using the work of the Edison/Model
School Curriculum subcommittee, the planning team curriculum subcommittee will have the
following responsibilities:
-selecting curriculum and/or curriculum framework for each discipline which will be
implemented consistently through all grade levels
•selecting supporting materials for curriculum areas
-developing a character education program
-outlining the staff development (and time line) required for teachers and teacher assistants
to successfully implement each curriculum and other curriculum related staff development:
differentiation, constructivist theory, thematic planning, flexible grouping
-outlining how the curriculum will be clearly articulated to parents
-matching curriculum with best teaching methodology and assessment for that content area
-outlining a plan for working with the staff to develop clear academic standards for each
discipline
-developing strategies for supporting non - proficient students
-developing a gifted programming plan
In the model school, teachers will serve as the facilitators of learning and students will be
actively engaged in developing and applying new skills while constructing knowledge through
carefully conceived projects and units. Multi- disciplinary planning can be integrated within the
reading/language arts and math time blocks. Differentiated instruction is expected with students
being regrouped across classes and/or grade levels to ensure that they are working at an appropriate
level of challenge in reading and mathematics. Plans are being made for the planning team to work
with Carol Tomlinson on differentiation for one session on January 15th. Classroom observations
by administrators and peers will support teachers in their development in the areas mentioned
previously with additional staff development provided as needed.
The schedule for the school day supports the curriculum by providing for 120 minutes for
reading/language arts, 60 minutes for mathematics, 45 minutes for science, and 45 minutes for
social studies. Other subject areas, art, music, physical education, Spanish, and media center, will
consume 70 minutes per day. Lunch and transitions are estimated at 50 minutes. Ninety-three
percent of parents surveyed stated that these allotments of time for reading/language arts and
mathematics were important.
Decisions about the time allotments reflect what research and experts deem necessary for
sound instruction to occur and free teachers from some of the pressure of delivering a full
curriculum in a short amount of time. Longer blocks of uninterrupted time give students the
opportunity to engage in activities that allow them to construct their own meaning and for the
assessment - learning cycle to occur. Building on the understanding of the reading - writing
connection, the reading/language arts block combines the suggested time for delivering a balanced
reading program with 45 minutes of writing. Other time frames allow for more extensive use of
modeling,- diverse grouping of students, and engagement in meaningful problem - solving where
students take more responsibility for their learning.
Students within a house (mentioned below) will receive instruction in these areas at a
common time in order to facilitate flexible grouping of students. Scheduling also will be designed
to allow teachers joint planning time. Scheduling issues will be addressed by the scheduling
subcommittee.
Grade Level Organization
The school includes grades Prekindergarten through five which are organized into three
houses: Pre -K and grades K -1; grades 2 -3; and grades 4-5. In the building, classrooms are
clustered in sets of four and, with the K -1 and 2 -3 houses, each cluster of four will contain 2
classes of each grade level to promote the concept of a "house." The proximity of the fourth and
fifth grade classrooms allows easy access to each grade level. Their location in the building helps
support their efforts to build a small community within their house.
Within houses, teachers will loop, following their students up to the next grade or pair with
a teacher in the next grade (K -1, 2 -3, 4-5) who receives their students the following year. Looping
provides greater continuity for students and allows teachers and families the opportunity to become
better acquainted by developing meaningful relationships over a two -year period. A common
understanding of looping will be developed by.teachers as well as procedures to follow for placing
students new to the school, dealing with the mismatch of teacher or student personalities/style, and
other related issues. While Pre -K students will not loop, opportunities will be provided for
students who will attend the school as kindergartners to interact with kindergarten classes.
Class Size
Classes will be staffed at a ratio of 20 students per teacher. The impact of a smaller class
size on student achievement is strengthened by qualified teachers, sound instruction, a strong
curriculum, and appropriate assessment. Teachers in Pre -K through 1 will have full time
assistants, grades 2 -3 will have half -time assistants, and grades 4 -5 will have one assistant per
grade level. There are many benefits of having teacher assistants, however, the impact of teaching
assistants on student achievement for most students is limited. There is a high correlation between
increased student achievement and the teacher which means that the relevant discussion should be
about the teacher - student ratio rather than the adult - student ratio. The results of the phone survey
indicated that 96% of the parents contacted rated "reducing class size to 20 students" as important.
School Day
While it is recognized that the amount and use of time has an impact on student
achievement, the length of the regular school day will not be extended, as proposed, because of the
the funding required to compensate teachers and assistants for this time. When parents were
surveyed about length of the school day, only 56% felt that the lengthening of the school day by
30760 minutes was important.
However, discussion with the Superintendent's Cabinet and the Transportation Director,
Marylin Truelove, indicates that extending the school day is feasible from a transportation
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standpoint. The Cabinet discussed four options and we recommend reviewing all opening and
closing times and bus routes, and examining the possibility of pairing schools for staggered
opening and closing times since redistricting will necessitate adjustments. This option will allow
schools the possibility of extending their school day.
The school will operate from 7 a.m. until 6 p.m. with before and after- school programs
being available to all eligible students on a fee basis with some scholarships provided based on
need. Standards-for the after- school programs in the district exceed state requirements in the areas
of age of counselors and site directors, experience level of site directors, and staff to student ratio.
Like other after - school programs in the district, this program will be licensed allowing students to
receive subsidies from Department of Social Services and Day Care Services Association. The
programming in the before and -after- school program will be closely coordinated with the school's
philosophy and operations.
The community outreach subcommittee will:
-define the focus for the before/after - school program
•seek partnerships with ArtsCenter and other community agencies that would support the
program
•create a program that meets School -Age Care Environment Rating standards as well as
exceeds North Carolina licensing regulations
The school will be open to the community in a variety of ways: use of the soccer field,
parking lot, multi- purpose room, art room, greenway trail, playground (per the joint use agreement
with the Town of Chapel Hill), media center access at least one. night per week, and computer
access during the week. To provide staffing for these opportunities, several staff positions will be
on a flexible schedule: technology director, user support technician, media specialist, media
assistant, and family specialist. The community outreach subcommittee will investigate ways to
maximize the use of the facility.
School Calendar
In the originally proposed model, three calendar alternatives were suggested: to operate on
a traditional calendar consistent with the district's model; to operate a year -round program; or to
follow the traditional calendar with a site intensive extended year program in the summer, required
'for non - proficient students and optional for students seeking enrichment. Funding for the summer
program would come from summer school funds allocated to each school by the district and from
fees for enrichment programs.
In order to make a more informed decision about the calendar, a phone survey was
conducted to solicit 600 responses from all parents in Southern Village and a random sample of
students outside the subdivision. The survey responses about the calendar were mixed with no
clear preference being given to the traditional or year -round calendar (See Appendix). We
recommend a traditional calendar with a site intensive extended year program in the summer. With
the extended year summer program we can provide fragile students the support that a year -round
program would give them and offer fee based enrichment to other students who receive less benefit
from year -round education. Neither the results from the phone survey nor the research on the
impact on student achievement for all students provides us with a compelling reason to propose a
year -round calendar. However, if it is the intent of the Board to commit to year -round education
by having more than one elementary school and a middle school on a year -round calendar, then we
will need to reconsider this recommendation. The community outreach subcommittee will define
the summer program for enrichment and remediation.
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Technology
The effective use of technology can improve instruction and learning. The effective and
innovative use of technology by both students and staff is a critical element in this school. A
successful technology program is supported by modern hardware, quality software, staff
development, and techhical support. The Technology Director and User Support Technician will
support teachers in the development of their technology skills, in integrating technology into their
teaching, in supporting the school's vision of technology, in purchasing and planning, and in
maintenance of equipment and networks. All teachers will have a dedicated computer and students
will have access to computers in their classroom and media center.
During the planning year, a study will be conducted to assess the financial. costs of
providing computers to students who do not have them in their home and to create an
implementation plan. This would provide all families with access to the school's web site and to
communication through E-mail. Using the data from the phone survey, we may assume that 79%
of the families will have a computer that can access the Internet (See Appendix). An estimated cost
of $170,000 would provide computers for the approximately 100 families who do not have
computers. This cost does not reflect an estimate for technical support. During the first year of
operation, the school will make efforts to provide students with access to computers after school
hours by having the technology director and/or media specialist on flexible schedules. The
technology subcommittee, working with the technology director and media specialist will:
-decide on a platform to be used
-decide on software
-decide on technology available for each classroom
-decide on a video system to be used
-decide how students will store data
-collect information about computers in homes and study the feasibility of partnerships
to provide computers for families who do not have computers in their homes
-decide on staff development for teachers, teacher assistants, and parents
-develop a technology plan which includes how to upgrade equipment over time
Exceptional Education
The school will practice responsible inclusion with its exceptional education students.
Responsible inclusion requires staffing of resource teachers and inclusion facilitators so that
students can be educated effectively in the least restrictive environment. The staff, in conjunction
with Margaret Blackwell, will:
-create a common definition of responsible inclusion
•delineate roles and responsibilities for special educators and assistants, and regular
educators and assistants (collaboration, staff development, etc.) in relationship to
exceptional 'education
The school will have at least one self- contained, district wide class for students with
moderate disabilities. The Pre -K class will be a blended program serving tuition- paying, Head
Start, and disabled four year olds. Some disabled three year olds may be served
Gifted Education Services
Following the Board's plan for identifying gifted students with flexible, inclusive methods
that will serve more students than the state process has allowed, a gifted education program will be
developed by the curriculum subcommittee. As with other schools in the district, the plan depends
on the expertise of the classroom teacher as instruction is developed for a wide range of students.
Teachers will differentiate instruction and accommodate different learning styles. Grouping
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options will allow teachers to accelerate student's learning. The enrichment specialist will work
collaboratively with classroom teachers and will provide some direct services to students.
Assessment and Accountability
Student
Assessment is an important part of the learning process and is done for diagnostic and
accountability purposes. It communicates a child's academic achievement and progress to parents.
Consistent methods for assessment in each discipline will be established for the school with the
necessary staff development provided for teachers and assistants, as appropriate; to conduct the
assessment. Data from the assessment will be analyzed so that teachers can match instruction with
student needs. Information gained from the assessment will be reported to parents in an
understandable format on a regular basis. Assessment data for each child is matched with academic
standards in each discipline to measure the student's progress. The establishment of clear academic
standards for each discipline and consistent forms of assessment ensures that student progress is
accurately measured. The assessment subcommittee will:
-develop assessments in all disciplines
•outline staff development needed for teachers and assistants to use assessments
-develop plan for informing parents about assessment procedures
-outline methods and frequency of reporting progress to parents (quarterly reports and
semi - annual conferences)
Teacher
Teacher development is a characteristic of a healthy school and is shaped by information
gathered from a variety of sources. The evaluation of teachers will be comprehensive and based on
observations by supervisors and peers, portfolios, a professional growth plan, student
achievement, and feedback from parents. Mentors, peer teachers, house leaders and teacher
specialists will assist with observations designed to support teachers in the improvement in their
instructional program. The school leadership team, which includes lead teachers, will make
recommendations regarding tenure to the principal who makes recommendations to the
superintendent. The assessment subcommittee will:
-investigate alternative methods of teacher evaluation
-review options and propose a model for the teacher portfolio including a professional
development plan
-outline staff development needed for effective peer observations and develop a plan for
these observations
-outline guidelines for mentoring
Parents
Parents play a vital role in the education of their children. Signing a contract to volunteer
their time and talents, to attend school meetings and events involving their children, and most
importantly, to support their children by monitoring assignments, discussing daily school events,
and reading with their children is a symbolic commitment with the school to supporting their child.
The assessment subcommittee will review samples of parent contracts and create a parent contract
for our school.
Staffing
Teachers will have the opportunity to assume different roles in the school as house leaders
or teacher specialists with compensation linked to these varying responsibilities. This differentiated
staffing provides needed peer support for all teachers and compensation for specific
responsibilities. Some areas of support given by the house leaders and teacher specialists will not
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differ significantly from support by the administrators but the nature of the support will be
different. Due to the evaluative role that administrators play, the supportive relationship between
the teacher and administrator develops differently from relationships between teachers. All
positions will be defined and discussed with the staff so that roles and responsibilities will be
clearly understood.
Each of the three houses will have a house leader who will have administrative
responsibilities associated with the operation of the house: communication with teachers,
supervision of other teachers in the house, and service on the leadership team. House leaders are
classroom teachers with additional responsibilities. A job description and compensation for this
position and that of the teacher specialists have been developed (See Appendix). There are six
teacher specialists: reading/language arts, mathematics, science, social studies, responsible
behavior and staff development. Teacher specialists are classroom teachers who have expertise in
a discipline or major area of responsibility and provide support to teachers in their designated
areas. Teachers will apply for these positions during September - October and their appointment to
these positions in late October will signify their selection to our staff. They will be heavily
involved in the planning process with decisions that relate to their areas of responsibility. Other
teachers will have minimal leadership responsibilities outside their classrooms, allowing them to
focus all of their attention on the instructional program.
The staffing model and the standard staffing pattern for the district is presented in the
Appendix. The staffing pattern is similar to that found in most CHCCS elementary schools with
the following major exceptions:
-The school secretary position is upgraded to an administrative assistant.
-Custodial services will be partially contracted out.
-The number of teacher assistants is reduced (See section on Class Size).
•Fewer reading teachers will be needed because the classroom reading program will
be stronger and teacher training is more extensive.
The number of teachers needed to serve 480 students is greater due to a class size of 1:20.
-There is one AG/Resource/Enrichment teacher rather than 1.5 positions.
-The science specialist has been waived because of the the creation of a teacher specialist
for science and a more comprehensive science program.
-The responsibilities of the Exceptional Education Program Facilitator will be assumed
by the assistant principal.
-There Technology Director is full-time.
-There is a half -time User Support Technician.
Teacher assistants are allocated on a grade level basis in this model; however, some
assistants may be used for special assignments. Teacher assistants will receive staff development
in content areas so that they will be fully prepared to support students and teachers in curriculum
areas. Specific areas of responsibilities and the role of the teaching assistant will be defined by the
staff and shared with all staff members.
Compensation
All teachers will be paid in accordance with the state salary schedule and will receive a local
13610 supplement of 14%. This supplement reflects consideration for characteristics of the model.
House leaders will receive a stipend of $4,000 with up to five days of release time during the
school year and two additional days of summer employment. Teacher specialists will receive a
stipend of $2,500 with up to five days of release time during the school year and two additional
days of summer employment. Both house leaders and teacher specialists serve one year terms
renewable for a second year. A method for evaluating these positions will be developed by the
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assessment subcommittee. In this model the local supplement and stipends are more tied to
responsibilities than to longevity.
Contracting Out for Services
If the same level of service can be attained at a lower cost, some services will be contracted
out. The Facilities Department is preparing a request for proposals on cleaning services. Child
nutrition services will be managed by Sodexho Marriott, as is the case with other schools.
School Governance
The school will be governed by a Leadership Team composed of the principal and assistant
principal, house leaders, technology director, family specialist, counselor, classified staff
representative, and the Exceptional Education Program Facilitator. The chair of the Parent
Advisory Committee and one other parent will serve on the Leadership Team. These individuals
will represent their various constituencies during the meetings and communicate between them and
the Leadership Team. Teacher specialists will attend the meetings as necessary. The team will
have primary responsibility for assisting in the development of the School Improvement Plan,
Annual Report, working with budgetary issues and making tenure recommendations to the
principal.
A Parent Advisory Committee will be formed to advocate for the interests of parents and
students. The composition includes a representative sample of parents, the principal and a faculty
representative. The'Parent Advisory Committee will approve the School Improvement Plan,
Annual Report, and budget. This committee is structured to ensure responsiveness by the
Leadership Team to school concerns. Staff members will come to meetings when further
discussion of an issue is needed.
This model is being used as an alternative to our present School Governance Committee
model. Shared decision making will drive the actions of the Leadership Team while making the
best use of time for teachers and parents. The Leadership Team will meet during the day and the
Parent Advisory Committee at night to accommodate parents' daytime schedules. The governance
subcommittee will have the following responsibilities:
-develop by -laws for the Parent Advisory Committee
-develop roles and responsibilities of members, of the Leadership Team and staff
-develop ways in which both committees communicate regularly to their community
and within the governance structure and a method of sharing this with parents and staff
Budget
In developing The School for the 21st Century, one of the goals was to spend
approximately the same amount of money per child while implementing as many of the
components of the model as possible. So that a comparison could be made between the model and
a school with Chapel Hill - Carrboro City Schools' standard staffing pattern, a budget for both
schools was created. The Standard Staffing Model shows the budget for a school with an
enrollment of the model school (480), with a class size of 1:23 in kindergarten through third grade
and 1:26 in fourth and fifth grades and with Chapel Hill - Carrboro City Schools standard staffing
allotments. (See Appendix) The budgets for the Standard Staffing model and School for the 21st
Century do not include special education programs because they are allotted on a case load basis
and would not be helpful in making the comparison.
A review of the budgets for other elementary schools in the district shows an average per
pupil expenditure range from $3,816 to $4,428 with a district average of $4,112. Elementary
schools with higher enrollment have a lower cost per student than schools with less enrollment due
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to the positions that are allocated on a per school basis. The average cost per student in The School
for the 21st Century is $4,486 while the Standard Staffing Model is $4,420 per student. The
difference between The School for the 21st Century and other elementary schools relates to
funding components of the model.
CHCCS Standard Staffing Model
Not including Special Education Programs at each school
Staffing for a school of same size using CHCCS standard staffing allotments
Students:
STAFF
480
Per position Total Remarks
Principal
1
60,200
60,200
Assistant Principal
1
47,200
47,200
Classroom Teachers
20
30,500
610,000
480 students in 20 classrooms
Program Enhancement
Art Teacher
Music Teacher
PE Teacher
Creative Movement/Drama
Spanish Teacher
1
1
1
1
1.5
30,500
30,500
30,500
30,500
30,500
30,500
30,500
30,500
30,500
45,750
AG Resource /Enrichment
1.5
30,500
45,750
Primary Resource
1
30,500
30,500
Reading Teacher
2
30,500
61,000
Guidance Counselor
1
37,400
37,400
Family Specialist
1
31,900
31,900
Media Specialist
1
36,300
36,300
Technology Specialist
0.5
30,400
15,200
LEA Representative
0.5
30,500
15,250
Nurse
0.5
30,500
15,250
K -3 Teacher Assistants
4-5 Teacher Assistants
14
3
13,700
13,600
191,800
40,800
Science Specialist
0.5
20,900
10,450
Media Assistant
0.57
14,400
8,208
Secretary/Clerical
2
20,000
40,000
Supplement for Certified
138,619
same as other schools (avg. 13 %)
Supplement for Classified
23,301
same as other schools (avg. 8 %)
Benefits for above positions
399,178
$1736 for insur., 18.5% for retirementisocial sec.
Total Personnel
Number of Administrators
Number of Certified (not admin)
Number of Classified
Benefits
Total Personnel Cost
53.6
2.0
34.5
20.1
107,400
1,204,919
314,559
399,178
$ 2,026,056
NON - PERSONNEL
STATE Cost per
Instructional Supplies 38.63
18,542
same as other schools on per student basis
Textbooks 42.52
20,410
same as other schools on per student basis
Drop -Out Prevention 5.08
2,438
same as other schools on per student basis
Staff Development 140.00
34.5
4,830
same as other schools on per certified staff
Duty Free Period 2,500.00
2,500
same as other schools
9/17/98
CHCCS Standard Staffing Model
Not including Special Education Programs at each school
Staffing for a school of same size using CHCCS standard staffing allotments
Students:
480
Per position Total Remarks
LOCAL
Extra Duty/Lead Teacher
Cost per
135.00
34.5 4,658
same as other schools on per student basis
Field Trips
4.30
2,064
same as other schools on per student basis
At -Risk Local funds
3.30.
1,584
same as other schools on per student basis
Instructional Supplies
30.11
14,453
same as other schools on per student basis
Software
1.70
816
same as other schools on per student basis
Textbooks
5.00
2,400
same as other schools on per student basis
Supplementary Books
3.24
1,555
same as other schools on per student basis
Media Center Supplies
14.84.
7,123
same as other schools on per student basis
Travel - Asst. Principals
478.00
478
same as other schools
Travel - Principals
1,350.00
1,350
same as other schools
Admin. Supplies/Postag
3.84
1,843
same as other schools on per student basis
Copier Maintenance
13.00
.6,240
same as other schools on per student basis
SGC Funds
2,142.00
2.142
same as other schools
TOTAL NON - PERSONNEL
TOTAL COST
AVERAGE COST PER STUDENT
t 95,426
$ 95,426
$ 2,121,482
$ 4,420
9/17/98
The School for the 21st Century
Not including Special Education Programs at each school
Planned staffing for The School for the 21 st Century model
Students:
STAFF
480
Per Position Total Remarks
Principal
1
60,200
60,200
38.63 18,542
Assistant Principal
1
47,200
47,200
Drop -Out Prevention
Classroom Teachers
24
30,500
732,000
480 students in 24 classrooms
Program Enhancement
Art Teacher
Music Teacher
PE Teacher
Creative MovementlDrama
Spanish Teacher
1
1
1
0
1.5
30,500
30,500
30,500
30,500
30,500
30,500
30,500
30,500
-
45,750
AG Resource /Enrichment
1
30,500
30,500
Primary Resource
0
30,500
-
Reading Teacher
2
30,500
611000
Guidance Counselor
1
37,400
37,400
Family Specialist
1
31,900
31,900
Media Specialist
1
36,300
36,300
Technology Specialist
1
30,400
30,400
LEA Representative
0
30,500
-
Nurse
0.5
30,500
15,250
K -1 Teacher Assistants
2 -3 Teacher Assistants
4-5 Teacher Assistants
8
4
2
13,700
13,700
13;600
109,600
54,800
27,200
Science Specialist
0
20,900
-
Media Assistant
0.57
14,400
8,208
Administrative Assistant
1
24,400
24,400
Secretary/Clerical
1
20,000
20,000
User Support Technician
0.5
20,000
10,000
Supplement for Certified
144,560
district average (13 %)
Supplement for Classified
20,337
same as other schools (avg. 8 %)
Benefits for above positions
397,857
$1736 for insur., 18.5% for retirement/social sec.
Total Personnel
Number of Administrators
Number of Certified (not admin)
Number of Classified
Benefits
Total Personnel Cost
54.6
2.0
36.0
16.6
107,400
1,256,560
274,545
397,857
$ 2,036,362
NON - PERSONNEL
STATE
Cost per
Instructional Supplies
38.63 18,542
same as other schools on per student basis
Textbooks
42.52 20,410
same as other schools on per student basis
Drop -Out Prevention
-
funds waived to fund the model
Staff Development
140.00 35.0 5,040
same as other schools on per certified basis
Duty Free Period
-
funds waived to fund the model
9/17/98
The School for the 21 st Century
Not including Special Education Programs at each school
Planned staffing for The School for the 21 st Century model
Students:
480
Per Position Total Remarks
LOCAL
Cost per
Extra Duty /Lead Teacher
32,720
lead teachers and specialists ($4000x3,$25004),
2 extra working days and 5 sub- days/teacher
Field Trips
4.30
2,064
same as other schools on per student basis
At -Risk Local funds
3.30
1,584
same as other schools on per student basis
Instructional Supplies
30.11
14,453
same as other schools on per student basis
Software
1.70
816
same as other schools on per student basis
Textbooks
5.00
2,400
same as other schools on per student basis
Supplementary Books
3.24
1,555
same as other schools on per student basis
Media Center Supplies
14.84
7,123
same as other schools on per student basis
Travel - Asst. Principals
478.00
478
same as other schools
Travel - Principals
1,350.00
1,350
same as other schools
Admin. Supplies/Postag
3.84
1,843
same as other schools on per student basis
Copier Maintenance
13.00
6,240
same as other schools on per student basis
LT /PAC Funds
500
funds waived to fund the model
TOTAL NON - PERSONNEL
TOTAL COST
AVERAGE COST PER STUDENT
$ 117,118
$ 117,118
$ 2,153,479
$ 4,486
9/17/98
191 .
Title: House Leader for Pre -K -1, 2 -3, and 4-5 Houses
Qualifications: 1. Valid NC teaching license; master's degree, preferred
2. Record of outstanding teaching performance with at least five
successful years of experience
3. Demonstrated successful experience in mentoring, related teacher
support, and or leadership roles
4. Such alternatives as the Board deems appropriate and acceptable
Reports to: Principal
Job Goal: To provide leadership, support, and supervision to teachers in a house
so that a sound educational program is available to all students.
Performance Responsibilities:
1. Provides leadership and coordination in the operation of the house.
2. Conveys to teachers the vision and mission of the school. Promotes application of the
vision and mission of the school in teaching practices in the house.
3. Promotes the professional development of teachers in the house. Observes classroom
instruction and conferences with teachers to provide feedback on instructional practices.
4. Performs the peer observations required by NC for non-tenured teachers.
5. Serves as a resource person for teachers in the house. Performs demonstration lessons with
students in classroom situations for observation by teachers, as appropriate.
6. Maintains regular frequent communications with teachers in the house. Plans, organizes,
and presides over meetings for the house.
7. Represents the house by serving on the school's Leadership Team. Serves as a
communication link between the house and school's Leadership Team.
8. Performs other duties as requested and assigned.
Terms of Employment: A one year appointment, renewable for a second year
Compensation: A $ 4,000 stipend is provided and
up to 5 days of release time during the school year and
up to 2 additional days of employment during the
summer at the per diem rate of pay
Evaluation: Performance of this job will be evaluated in accordance with
provisions of the Board's Evaluation Policy
Elementary # 8: August 20,1998
Draft
Title: _ Teacher Specialist
for content areas: Reading/ Language Arts, Mathematics,
Science andSocial Studies, Responsible Behavior, and
Staff Development
Qualifications: 1. Demonstrated content area expertise; Master's, preferred
2. Record of outstanding teaching performance with at least 5 years
experience
3. Demonstrated successful experience in leadership roles
4. Such alternatives as the Board deems appropriate and acceptable
Reports to: Principal
Job Goal: To provide leadership, coordination, and innovation in the assigned area
so that a sound educational program is available to all students.
Performance Responsibiliites:
1. Provides leadership and coordination in the designated content area.
2. Conveys to teachers the vision and mission of the school. Promotes application of the vision
and mission of the school in teaching practices in the content area.
3. Serves as a resource person for teachers in the content area.
4. Advises teachers on the selection and use of materials in the designated area which support
the mission and beliefs of the school.
5. Coordinates curriculum development, implementation, evaluation, and revision in the
designated content area. Participates in the design of staff development for their content area.
6. Performs demonstration lessons with students in classroom situations for observation by
teachers, as appropriate.
7. Promotes the professional development of teachers. Observes classroom instruction and
conferences with teachers to provide feedback on instructional practices.
8. Maintains regular and frequent communications with teachers in their content area.
9. Attends meetings of the school's Leadership Team as necessary.
10. Performs other duties as requested and assigned.
Terms of Employment: A one year appointment, renewable for a second year.
Compensation: A $ 2,500 stipend is provided and
up to 5 days of release time during the school year and
up to 5 additional days of employment during the
summer at the per diem rate of pay
Evaluation: Performance of this job will be evaluated in accordance with
provisions of the Board's Evaluation Policy
Elementary School # 8: August 20,1998
Community Survey of Parents
New School at Southern Village
September 9,1998
Purpose
The school system surveyed by telephone 600 parents of students in grades pre -K-
3, including a subset of parents of students in Southern Village. The primary purpose of
the survey was to assist the principal in planning for the new school. The survey was
designed to obtain statistically reliable feedback from a random sampling of parents
about the school's calendar and about the major components proposed for the new
school. Although the feedback was obtained primarily for the new school, planners also
believed that the information could be useful for the existing schools in considering
modifications to their current programs.
Design
The survey targeted parents of students only in grades pre-K -3 because current
fifth graders would age out of the school before it opens and current fourth graders would
likely be given the option of remaining at their current schools. Lists of telephone
numbers were generated at each school and a pool of 900 randomly selected numbers
were chosen for the survey.
The calls were preceded by a mailing from the school system which contained a
flyer which described the proposed program at Southern Village and a cover letter from
the superintendent advising parents of the upcoming survey and its purposes. The calling
occurred between August 25 -31.
The survey was conducted by FGI in Chapel Hill. The company reported a high
degree of completion of the survey instrument (approximately 75 percent completed
calls), strong interest among parents in participating in the study and great willingness to
comment upon plans for the new school.
The completed surveys represent the opinions of the parents of approximately 920
students, including the parents who have multiple children. In general, the responses
show a measurement error of five percent in either direction. In other words, if all parents
of students in grades pre-K -3 were surveyed, the results would be within five percent
below or above the numbers shown.
Summary of Findings
Program
The results show that a majority of parents rate all of the proposed characteristics
as very important or somewhat important. The plan to reduce class size to 20 students
was considered to be important by the largest segment of responders, 96 percent.
Devoting 60 minutes of the school day to math and 90 minutes per day on reading was
considered important by approximately 93 percent of parents.
Other elements of the study showed these percentages of respondents who rated
the component as very important or somewhat important:
-an emphasis on character education 83 percent
-ensuring that each student has access
to a computer at home 77 percent
-use of parent contracts 75 percent
-students stay with the same teacher
for two years 63 percent
One component which fewer respondents rated as important or very important
was:
-an increase of 30-40 minutes in the
school day 56 percent
(A substantially larger portion of residents of Southern Village, 81 percent, rated a longer
school day as very important or somewhat important.)
Calendar
The survey elicited mixed response to the questions about the school calendars.
No clear preference emerged between the.traditional calendar and year -round calendar. If
the school operates with a traditional calendar, 54 percent of the respondents said they
were very likely or somewhat likely to choose the new elementary school. If the school
operates with a year -round calendar, 50 percent of respondents said they were very likely
or somewhat likely to choose the new school. FGI noted that among the respondents, 183
parents were likely to choose the new school if either calendar were adopted.
If a year -round calendar is adopted, 73 percent of respondents said it would be
important to provide remedial programs during the intercessions, 66 percent said it would
be important to provide enrichment programs during the intersessions and 59 percent said
it would be important to provide child care during the intersessions.
Other areas
Most of the respondents, 79 percent, have a computer that can access the Internet.
Respondents requested additional information in these areas: transportation, curriculum,
teacher background, programs for exceptional children, afterschool care, and character
education, among others.
2
Sample Characteristics
The parents surveyed represent the following racial groups and schools which for
the most part match the overall district profile:
•
Survey District
White: 69 percent 71 percent
African - American:
14 percent
17 percent
Asian:
7 percent
7 percent
Multi - racial:
6 percent
2 percent
Hispanic:
2 percent
3 percent
Other:
1 percent
1 percent
Don't know:
1 percent
Carrboro
12 percent
13 percent
Ephesus
18 percent
17 percent
Estes Hills
13 percent
14 percent
FPG
15 percent
14 percent
Glenwood*
8 percent
11 percent
McDougle
17 percent
17 percent
Seawell
16 percent
14 percent
*Glenwood's sample was larger likely because of the Southern Village subset which is
currently assigned to Glenwood.
3
� � � � � r . � �� �� i �. �. ��. �_ _ _ _
. I
. Yaqo 5
• 11:18:06 Sop. 3, 1998
Chapol 8311/Casrboro 8chool Distriat
gcutlwrn Villaq� tl�ntary 8ahool 8tudy
1Nqu�t 1996 �993-5001)
Ql. (lOP 1Sio BW[ Sf�lQ►RY ({.51I .
Ia awuid�rinq a �ahool for your cAi1d, hor laportant vould �ach o! th�w chassct�ristia� D�?
. 1
lR11D CJ►i.etD71R YR �1Li. C71i.CtD11R YR i2.D�NTARY BCBOOL CBILD(R�1) CURR�lITLY ]1TTP.lm
90�1 VILLIILii LI�I.Y SO CII008S LIIRLY i0 CYOO�i --____'_------°_'_'-----°---°°°�--------'-�°-°------------------
_'�_____'________ _________________ _'____-_____-_'_' S84i8 GLCN- IN PRC-
TOl11I, �iBIDiN! Nai-wL8 LI�1.Y t�TLI�1.Y LIAI.Y �if.IxiLY CJIANBORO iP6i8U8 YiLLB !'Ffi lleDOtJGI1.0 86AfiELL NOOD SCHOOL
-�-°--- �-��-°� -�--°�� -°°--- -------- ---°-�- --°---- --�°--- ----�-° -------- -------- °------ -------- ----°-- --------
11►1 IYI ICI l�l (s1 (f1 tol lol /I! • IJI lx1 ILl (M) lN1 (0)
Cla�• �is� raduc�d to 20 S77 30 5�7 3�7 223 265 267 73 101 75 B2 103 93 17 3
�tud�nt� 9i.2 96.• 9i.1 97.5 9�.1 95.6 96.7 100.0 81.6 97.1 9�.3 99.0 95.9 95.9 100.0
s I1Dl I IlDI
1► ainiw of 60 aiaue�� p�r 562 31 S31 310 215 2B6 Z52 69 101 72 81 100 89 �7 3
�y �t ap�plY 93.7 100.0 99.3 95.� 90•'! 96.0 91.3 91.5 91.6 93.5 93.1 96.2 91.6 95.9 100.0
C S O 6IJIU�1
7►aiaiau� of 90 �inut�� p�s 559 30' S29 311 216 2Y7 219 67 101 72 79 100 90 16 3
dsy �p�nt on RQ71DIN0 93.2 96.Y 93.0 95.9 91.1 96.3 90.2 91.6 91.0 93.5 90.8 96.2 92.6 93.9 100.0
s a ei,ra,�
M asphasi• on ct�aractar �9B 26 �70 290 160 • 2S6 223 62 92 61 77 83 76 �3 3
oducation 63.0 90.3 62.6 69.2 75.9 95.9 80.6 8�.9 83.6 79.2 88.5 79.8 79.� B'l.B 100.0
s , , 8IJ1Qili
Ynauring that oach etudont 160 2� 136 269 16� 213 201 56 B9 56 63 77 77 31 3
hae accass to a ca�putor at 76.7 77.� 76.6 i2.6 69.� 91.5 72.6 76.7 60.9 75.3 72.1 7�.0 79.� 69.� 100.0
h� = a BIJlQJl1
i7w uso of paront contract� �50 26 �2� 262 163 2�0 195 5� . 60 59 60 76 79 36 2
thst �pocify par�r►tal 75.0 63.9 71.5 90.6 6i.Y 60.5 70.7 7�.0 72.7 76.6 69.0 73.1 81.� 77.6 66.7
r��poa�ibiliti�� s a �
8ludw�ts �Lay rilh tM aar 377 22 355 227 130 209 153 57 56 S6 13 75 6� 25 1
twoMr ior tro ywr� 6Z.• 71.0 i2.� 69.9 8�.9 70.1 55.1 76.1 50.9 92.7 �9.♦ 72.1 66.0 51.0 33.3
s o � I� Ixi� uc
J1a incroaw of 30-10 �iaut�s 336 25 313 201 117 209 116 13 63 �1 51 51 51 31 2
ia t!N �ohool d�y 56.9 60.6 55.0 62.6 �9.� 69.• 12.0 SY.9 57.3 57.1 SB.6 19.0 52.6 63.3 66.7
c s a
ca.�:i.on aro�.: ec/�/r�a/as.n�o
Onway 71NOVA !or li�an� .
9a�oq�nou� qroup� u� r�ps��u►t�d by tb� �a� l�tt�r and ar�
siqnificantly ditf�ru►t lra� oiMr proup� at th� 95� lrwl.
Indop�nd�nt Z-'H�t for P�ro�ntaqw
Opp�r cas� lottor� indicst� dyaificanw at ttw 95t l�wl.
Paqo 6
1�:16:06 Sop. 3, 1998
Chap�l eill/Carrboro 8chool District
8outh�rn Villaq� �l�ntacy School 8tydy
J1uqu�t 1996 (973-5001)
. Qla. In oonsid4riny a �cbool Los your oAi1d, hor i�portant is... CL�188 SIZS RYDIx�D TO 20 8�7 .
17tJ1D GL�lIDAR YA ftTLL GI.IIDIIR YA YL�t7T11RY SCIi00L CBILD(RSN) C�1RRCl1TLY ATTSt�
80t1lYf�i VILi.illit LI�LY SO CY008i LIIQLY i�0 CB008� -----------------------------------------------------------°-----�---
�________���__'-- -°--_-__'__°___ ________________' LS�B GLEN- IN PRB-
TpT�L RStIDi�1T' 1�1-Rt8 LI�LY �A.I1�LY LI1�L7 QII.I�1.Y C11NR80i10 tPBi8U8 BILLS PFG ' McDOUGLY 9PJ1iiELL ii0pp BCpOOL
-______- ��_�___� �______ ___�__-- °°-'__ ________ ___�____ ________ ________ ______-- -___---- �--�---- -------� -------- --------
W 1�1 ICI ID1 IYI Ir1 lal l01 III (J) lxI (LI _ (M) . (N► (0)
TOT11i. RESPatD�iNTB 600 31 569 325 237 29Y 27i �3 130 7'/ 97 10{ 97 �9 3
1R= !OP l�10 8W[ (�,5): S77 30 S17 317 223 265 267 73 101 75 92 103 93 17 3
---------------------- 9i.1 96.• 9�.1 97.5 9�.1 95.6 9i.7 100.0 91.8 97.! 9�.3 99.0 95.9 95.9 100.0
i LDI I IIQ!
(S) Visy i�oztan! IN 21 �ZO 2S3 163 22B 199 60 73 57 62 85 69 32 2
7�.0 77.1 73.9 77.t 6Y.Y 76.5 7Z.1 82.2 66.� 71.0 71.3 81.1 71.1 65.3 66.7
s Itt IN
(�) BarrAst i�ortaut 193 6 127 6� 60 57 66 13 28 18 20 18 2� 15 1
Z2.Z 19.� 2Z.3 19.7 25.3 19.1 2�.6 17.Y 25.5 23.1 23.0 17.3 2�.7 30.6 33.3
(3) Naithor iwportant nor 6 - 6 2 � .3 3 - 2 - 2 - 1 1 -
uniaportar�t 1.0 1.1 0.6 1.7 I.0 1.1 1.6 2.3 1.0 2.0
tIItt BOTTOM TfiO 80X (1,2): 12 - 12 3 9 7 S - 5 1 2 1 3 1 -
------------------------- 2.0 2.1 0.9 3.6 2.3 1.9 �.5 1.3 2.3 1.0 3.1 2.0
D
(2) So�arhst uni�portant � - � 2 2 2 2 - 2 1 - - 1 - -
0.7 0.7 0.6 0.9 0.7 0.7 1.B 1.3 1.0
(1) Not at all iaportant • - i 1 7 S 3 - 3 - 2 1 2 1 -
1.3 1.� 0.3 3.0 1.7 l.i 2.7 2.3 1.0 2.1 2.0
D •
Do�'t l�wu/Ilot applioabl�/ 5 1 � 3 1 3 1 - 2 1 1 - - - -
A�luNd 0.• 3.2 0.7 0.9 0.� �.0 0.� 1.B 1.3 1.1
Ifa1T 1.66 �.60 �.6i �.76 I.S7 �.70 �.67 1.62 1.5� 1.72 �.63 �.79 �.62 �.57 �.67
� � A Y A � A • A 11 11 11 11 11
8T111OMD DYVI1►TIOl1 0.6L 0.�1 0.69 O.S2 O.B3 0.69 0.65 0.39 O.B6 0.53 0.�5 0.53 0.76 0.7� 0.56
t� �RAOR 0.03 0.07 0.03 0.03 0.05 0.0� 0.0� 0.05 0.06 0.06 0.06 0.05 0.08 0.11 0.33
IsDI11N 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
il11T28?IC 8118E 595 30 56S 332 Z36 29S 275 73 106 76 B6 30� 97 �9 3
Cwpari�on Gsoup�: BC/D�/YG/YIJIU�tiD �
Onway 11t�OVA for Il��m
Bo�oq�non� 9roup� asr rpr�w►tW by th� sa� lottar and asy
�iqnific�r►tly diff�r�nt iro� otMr qrovp� at tA� 95� lw�l. .
I�nd�nt E-T�tt for Pora�atay��
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i i i i i i �. i i � lii � � i� i� � � � � �
Pago �
, 11:18:06 8�. 3, 1999
Chap�l 9111/Carrporo Sohool Di�triot
BoutlNrn Villay� fl�ntary 8ahool 8tudy
JWqu�t 1996 (979-5001)
p7b. In aon�id�riaq a �chool !or your ahild, Aov i�poctant is... 11 IQNM�1 Ot 90 lRt1UiR8 PsA W1Y BPiN! Oli At71DII1G?
1
lNID G1i.II011R YR 1pLL C11LQD7�R YR �I.n�l'lJ1RY BCHOOL CBILD(PEti) CURRENTLY 1►T�F1'ID
S00l�IM YILLKii LI�LY 1�0 CY008i LIIaI.I TO CYOO�i "'___-'__--_'_-°-----_'_'_"---------------------°°------------'---
___�����_________ _______�_.____��_ ____-___.--�--__. S8li8 6I.BN- IN PRC-
3p'P�i, �8IA01! I101-�i{ LI�LY Ql[.Il�LY LII�LY �A.I�LY GRRYONO tP�808 6ILL8 i'P(i McD0I/(il.� SC71Nl�LL MDOD BCHOOL
___����_ ���_���_ �������� _����_�_ _____��� ________ ___•_-�� ________ _______� -----___ ________ ______-_ ____-'-- -------- --�-----
(1►1 11I 1CI fDl li1 ln lal . (ol !I! 1J1 lY1 (L) lMl tNl IO)
TOlLL FiBFpDiNTB f00 31 Si9 32S 237 296 276 73 , 110 77 67 101 97 �9 3
I
1R! TOD 171D 800[ (�,5): SS9 �0 SZ9 311 Z16 2B7 2�9 67 101 72 79 100 90 �6 3
---------------------- 9�.� 9i.• 93.0 95.7 93.1 9i.3 90.Z 91.Y 91.6 93.5 90.q 96.2 92.6 93.9 100.0
i O BIJ1Q�1
(5) Visy iapoztant �Z2 23 •399 251 1�2 230 173 8� 76 �7 62 75 67 3B 3
70.� 71.2 70.1 79.Z S9.! • 77.2 62.7 7�.0 69.1 61.0 71.3 72.1 69.1 77.6 100.0
i O � J 6IJ1�1li
(1) Ba�Nhst iiportant 137 7 130 60 71 57 76 13 Y5 25 17 25 23 8 -
�2.• 2Z.i Z4.• 1Y.5 31.2 1f�.1 Z7.5 17.Y 22.9 32.5 19.5 2l.0 23.7 16.3
D . � �
(3) ttoittwr iaportant nor 20 - ZO T 11 S 11 5 2 2 1 2 5 - -
uniaportant 3.3 3.5 2.Y �.i 1.7 5.1 6.6 1.B 2.6 1.6 1.9 5.2
l
NCT BOTT�M i7�0 BOX (1,2): 1! 1 13 i 7 3 • 10 1 � 2 3 2 - 2 -
------------------------- 2.3 3.2 2.3 1.• 3.0 1.0 3.6 1.� 3.6 2.6 3.� 1.9 �.1
r
(2) SoMwhst uni�portant 7 1 6 2 5 Z S 1 3 2 - - - 1 -
1.1 3.2 1.1 O.i 2.1 0.7 1.• 1.� 2.7 2.6 2.0
(1� Mot at sll iaportaat 7 - 7 � 2 1 S - 1 - 3 2 - 1 -
l.Z 1.2 1.� O.Y 0.3 l.Y 0.9 3.! 1.9 2.0
Doa't kno�/Not a�plioabl�/ 7 - 7 1 3 3 3 - 3 1 '1 - 2 1 -
MtuNd 1.1 1.1 0.9 1.3 1.0 l.l 2.7 1.3 1.1 2.1 2.0
If�Nt I.i2 1.66 1.62 1.70 �.�9 �.7� �.�9 �.6� �.61 �.5� 1.57 4.61 �.65 �.69 ' S.00
A A � Y � � � � 11 J1 A 11 � 11
8'iL1nAND DM11lION 0.72 0.63 0.72 0.66 0.76 0.56 O.B7 0.67 0.75 0.66 0.88 0.71 0.59 0.76 0.0
sT71�J10D �RpOR 0.03 0.12 0.03 0.01 O.OS 0.03 O.OS 0.09 0.07 0.06 0.09 0.07 0.06 0.11 0.0
I�UN 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
8l11M8lIC 8718i 593 91 56Z 321 Z31 295 273 73 107 76 B6 101 95 16 3
Co�pari�on (iroups: HC/D=/PG/YIJ�t10
On�ray 11lq�V11 !or llaan�
Ya�oqanou� qroup� aay r�pr��L.�d by th� �ar l�ttor aad as+
�iynificantly diEfor�nt fra� otlwr qroua� st tlw 9Si lwol. �
IndopondrnL Z-to�t for P�ra�ntaq�s
Uppor ca�' l�ttors indiwto �iyni[icanoo at tlw 95� lowl. '
- - - - - - � �� � � �.
. Paqa 8
11:18:06 Sop. 3, 1998
' Chap�l Hill/Carrboro School District
, SoutA�sn Villagr �l�ntasy 8chool 8tudy
1Wqust 1996 (973-5001)
Qla. Ia oon�idoriay • �chool !or yous et+ild. hor iaportant i�... 11 IQIiM�t OP 60 MNUlCB PiR D11Y 8PD7T QIT 10►!HT
lR71D GL�D�1R YR RiLL C71LYlDJ1R YR iI.@�NT11AY 3CHOOL CBILD(R�N) CURRCNIZY ART�ID �.
80IliYiWT VILLIIL',i LI�LY 1�0 CB009i LIKLLY SO CY008i ----°----------°-----------------------------------------------------
_�_____�_�__'_-_' _______�_'�'_____ _'_'__-_�-_"___- iSTRB • � GLEN- IN PRS-
TOSJIL �iiIDDR 11�'Ai8 LIR�I.Y f�1I.I�I.Y LI1�LY �LI�LY C7IRFYONO ipH[8U8 6ILL8 i'BG McD0t1GLC Si71iI¢LL ii00D SCAOOL
---'�--- -�-����� -���---- -��-�--- -----°- -------- -------- ----�--- -------- --°--° -------- -------- -------- -------- --------
1�►1 (lI IC) lDI lil Ii1 lal Ial !II lJ) lK) ILl lM) lNl (0I
i0l1►L RESQOIOtNTB 600 31 S69 325 237 Z96 , 276 73 , 110 77 B7 10� 97 �9 3
IQT i� =1p BOI[ (�,5): S62 31 591 910 Z1S 266 2S2 69 101 72 B1 100 89 �7 3
---------------------- 99.'! 100.0 93.7 95.� 90.7 96.0 91.3 91.5 91.0 93.5 93.1 96.2 91.6 95.9 100.0
C i G eIJ[a�i
(5) V�ry i�porLant �li 17 391 233 151 227 171 52 72 53 56 72 71 39 2
6i.7 Y7.1 p.9 71.7 63.7 76.2 62.0 �1.2 65.5 60.6 61.� 69.2 73.2 79.6 66.7
C = G K
(�) 8o�rhat i�postant 1�� � 110 77 6� 59 61 17 29 � 19 25 28 18 8 1
21.0 12.9 2�.6 23.7 27.0 19.6 29.3 23.3 26.� .2�.7 28.7 26.9 18.6 16.3 33.3
r
�3) Noithor i�eportant nor 17 - 17 6 11 5 12 2 2 3 3 1 5 1 -
uni�ortmt 2.Y 3.0 1.Y �.6 1.7 �.3 2.7 1.6 3.9 3.� 1.0 5.2 2.0
t1¢4 BOTTa4t TNO BOX (1,21: l� - 1� 7 7 6 6 � 2 5 2 2 2 1 - -
------------------------- 2.3 2.S 2.� 3.0 2.0 2.9 . 2.7 �.S 2.6 2.3 1.9 1.0
(2) so.wnac uni.portane 6 - 9 � � � ' � 1 � 2 - 1 - - -
1.3 l.� 1.Y 1.7 1.3 . 1.� 1.1 3.6 2.6 1.0
(1) Not at all i�portant i - 6 3 3 2 � 1 1 - 2 1 1 - -
1.0 1.1 0.9 1.3 0.7 1.1 1.� 0.9 2.3 1.0 1.0
Don't knov/llot appllaabl�/ 7 - 7 2 � 1 � - 2 - 1 1 2 1 -
MiuNd 1.� 1.2 O.i 1.7 0.3 1.� 1.Y 1.1 1.0 2.1 2.0
Is7►11 � I.iZ {.97 �.60 �.65 �.53 1.70 {.S1 �.62 1.55 1.60 1.55 �.6� �.66 �.79 �.67
� 1 11 Y � Y A ]1 11 ]1 11 11 11 ]►
8TalD�AD DeVI11TIalI 0.70 0.3� 0.72 0.67 0.79 0.6� 0.7Y 0.71 0.79 0.69 0.79 0.65 0.68 0.16 0.58
8T11lO1111D Sp110A 0.03 0.06 0.03 0.0� O.OS 0.0� 0.05 0.09 0.06 0.06 0.06 0.06 0.07 0.07 . 0.33
IsDI11N 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
a?71lI8tIC 8118� 593 31 S62 323 233 297 292 73 106 77 96 303 95 �6 • 3
Co�pari�on (iroup�: BC/DE/y'6/BI.AQ�l70
O�wway 11WWA ios Ilaan�
Bo�oyanou� yroupr aro roprownt�d by ttw �aM l�tt�r and ar�
�iynificantly di[f�synt fra� oth�r qroupi at tl� 95� lrwl.
I�ndanG Z-Ta�t for Pora�ntaq��
Uppor aa�o lattor� indicato �iqnificana� at th� 95� lwr�l.
i i i i i i .. i i . i � ic � i, i. i, i, � �
Payo 9
. 11:18:06 Sop. 3, 1998
' Chap�1 Hill/Carrboro 8chaol D1,trict
8outh�ra Villay� ilwntary 8ohool BCudy
Jpqu�t lY� (973-5001) •
Qld. In eonsid�rii►q a �cbool tor yous oAild, hor i�portant is... JW I11Cili7lii 0! 30-�0 lQNDltB At iR� BCYOOL D71Y9
. ,
SRJ1D GLRDO►R YR �SILL GLQni1R YR SLDQiTARY SCAOOL WII�IR�l1) CURRTNTLY A1TClID
iO4lAiWt VILiJ1Oi LIAI.Y TO CYOOYL LI�LY TO CY006i -_--_-'_'---____----'-°--------°--------------°----°---------------
____�'_��________ -_'________'_---' ______________'__ t8Ti8 � GLiCN- IN PRC-
1�OT71L isBIDOR flp1-R�8 bl�i.Y f�II.I1�iS LII�LY Qi1.IlaL7 C7IRRHONO iPYiBUS YILLS FP'fii llcc�OUGLC SGiiCLL MDOD 8CBOOL
-------- -------- -------- -------- -------- -------- -°----- -------- -------- -------- -------- -------- --°---- -------- --------
(� (1/ (Cl (0) Ii) (il (0) (A► (I) (J) (K) (L) (M) (N) (p)
S+0'l11L 1ti8�OtO��t1l8 i00 �1 Si9 325 Y37 296 276 73 . 110 77 87 l0a 97 Ig y
tQ? TOp iM0 600C (1,51: 33Y 25 913 20� 117 206 316 13 63 �� S1 51 51 31 2
---------------------- 5�.7 YO.i 55.0 i2.• �9.1 69.• �2.0 Si.9 57.3 57.1 58.6 19.0 52.6 63.3 66.7
C i O
(5) Vsry i�postaat 136 12 � IZ6 Y7 �1 90 �2 " 20 25 16 25 1� 23 15 1
23.0 36.7 2Z.1 26.Y 17.3 30.2 iS.2 27.� 22.7 20.• 28.7 13.5 23.7 30.6 33.3
� 0 L y y
(I) 8o�arhat i�portaat 200 13 167 117 76 116 7� 23 38 � 26 26 37 2B 16 1
33.3 �1.9 32.9 36.0 92.1 39.i 26.i 31.5 3�.5 36.� 29.9 35.6 26.9 32.7 33.3
. A
(3) Naittwr important nor 62 3 79 �0 31 31 16 9 16 8 11 16 12 6 1
uni�portant 13.7 9.7 13.! 12.3 1�.3 10.� 16.7 11.0 16.� 10.� 16.1 15.� 12.� 12.2 33.3
r
N¢T H04SnM TF1p BOX (1,2): 162 3 159 77 7S 52 10� 20 27 19 21 36 29 11 -
------------------------- 27.0 9.7 27.9 23.7 31.6 17.� .37.7 27.� 21.5 2�.7 2�.1 3�.6 29.9 22.�
Y D 1
12) ea�rhat uni�portaut 52 2 50 23 27 17 33 6 7 6 7 12 10 � -
6.7 6.S 9.• 7.1 11.1 5.7 12.0 6.2 6.� 10.� 8.0 11.5 10.3 8.2
I
(1) Hot at sll i�postsnt 130 1 109 5� �6 35 71 1� 20 11 1� 2� 19 7 -
_ 1Y.3 3.2 19.2 16.6 20.9 11.7 25.7 19.2 19.2 1�.3 16.1 23.1 19.6 11.3
• r
Don't kawv/itot applia�bl�/ 16 - li � 11 7 10 2 2 6 1 3 5 1 -
�y� 3.0 3.2 1.2 �.6 2.3 3.6 2.7 1.6 7.6 1.1 1.0 5.2 2.0
D /y ,
� 3.35 �.06 3.31 3.50 3.15 3.73 2.9� 3.�1 3.36 3.12 3.�8 3.Q5 3.28 3.58 �.00
A D � Y � B 11 A 11 11 A 11 11 11
Bi�tO�D �iVi1►?I01I 1.12 1.03 1.�3 �.�0 1.�2 1.29 1.IS 1.�6 1.�0 1.37 1.�1 1.10 1.�8 1.�0 1.00
8l�1►ND �rt 0.06 0.19 0.06 0.06 0.09 0.06 0.09 0.16 0.13 0.16 0.15 0.1� 0.15 0.20 O.SB
�� 1.00 1.00 �.00 �.00 1.00 1.00 3.00 �.00 �.00 �.00 �.Op 3.00 �.00 a.00 �.00
8i1►=IYiIC ai18i 562 31 5S1 321 226 291 266 71 106 71 86 103 92 �8 3
Co�pari�oa Oroup�: 8C/D�/y�0/BI�7l�liD
On�rsy 11NOVA fos llrau�
Na�oy�nou� qroap� asy r�pz�wnt�d by t1w �ay l�tt�r aad asy
�iyaificantly dilf�r�nt lro� otJNr qroup� at th� 95� l�wl. •
Ic�d�pu�dw�! Z-��t !or P�rewtay��
Opp�r ca�o lottors indicat� �iyaiticu►o� st t1w 95� lw�l. •
.� �� �� �I� �■I�A �� .� �� � � �. � � � � �• �. �,
. ?aqo 10 �
11:19:06 8op. 3, 1999
Chapol eill/Carrboio 8chool Di.triat
Soutb�rn Villaq� tl�ntary 8chool 8tudy
JWqu�t 1996 (973-5001)
Q3�. in considoriay s �chool for your ahtid, hoti iapostant is... SR1DaNT8 8S11Y IfIiH !0i 8711i =i71C8ER i'OR 171D YY7►R8P
• /
TA�D G2.QDJ1A Yfl tVLL CJ1I.LDJIA 1f� SI.L�tIll1RY BCBOOL CHILD(RCN) CORRCNTLY ATTElID
801TlYEAII YILLi�t'i LI�LY i�O CY008i LII�LY 1�O CYOOBt -----------°----------------------------------°----------------------
__��_____�_-�__" ______-'_'______- -----'-____�-�_'_ Y8ti8 GLSN- IN PRB-
TO?IIL �=DOI'! /�1-Ai8 LI�LY I11LI1�LY LI1�I.Y IAA.IRLY GARHOi10 iP�SU8 BILLS FP(i ltcDOt�LC SGNSLL ti00D SCHOOL
-�����__ ������__ ����____ _�����__ ___�_�__ ________ �����___ ��__�___ ________ ________ ________ ________ ________ ____��-- ----�---
W WI !C► lDl lsl (ol !OI (a) II) ' IJ1 (x) lLl IN1 (N) Iol
i�plu, p=gppD�N'!g 600 31 S69 325 237 29Y 276 73 130 77 87 10� 97 �9 3
t�= TOp !Ip B00[ (�,5): 377 Z2 95S 2Z7 130 209 153 57 56 56 13 75 6� 25 1
______________________ �,0 71.0 62.� 69.6 5�.9 70.1 55.� 78.1 50.9 72.7 �9.� 72.1 66.0 51.0 33.3
! O IO1 IIDI IIW Iffi
(5) Vosy i�portant 155 � 151 91 55 91 56 23 21 18 17 38 27 5 1
25.i 12.9 ' 2i.5 2Y.0 23.2 31.5 20.3 31.5 21.9 23.� 19.5 36.5 27.8 10.2 33.3
. 0 a N N N IIQI N
(�� So�arhat ieportant 222 le 20� 136 75 115 97 31 32 38 26 37 37 20 -
37.0 56.1 35.9 �1.9 31.6 3B.i 35.1 �6.6 29.1 19.� 29.9 35.6 38.1 10.8
C S . I1C Ii
(31 tloithor important nor 79 2 76 32 36 33 36 6 15 6 18 11 10 9 1
unimportant 13.0 6.5 13.� 9.8 15.2 11.1 13.9 9.Z 13.6 10.� 20.7 10.6 10.3 18.1 33.3
H
NET BOTTOM 7�F0 80X (1,2): 130 7 123 61 65 50 76 10 3� 11 2� 17 19 1� 1
------------------------- 21.7 22.6 21.6 16.9 27.� 16.i 28.3 13.7 30.9 1�.3 27.6 16.3 19.6 28.6 33.3
p F YJL BJ
(2) Sowrhat uniaportaat IB S �3 19 26 19 29 6 1� 2 5 6 7 8 -
9.0 16.1 7.6 5.Y 11.6 6.� IO.S Y.2 12.7 2.6 5.7 5.9 7.2 16.3
O J J
(1) Wot at all i�portant 6Z 2 60 IZ 37 31 �9 1 20 9 19 11 12 6 1
13.7 i.5 11.1 12.9 15.6 10.� 17.• S.5 18.2 11.7 21.6 10.6 12.1 12.2 33.3
- r a a:.
Don't knox/llot appliaabl�/ 15 - 1S 5 6 6 7 - 5 2 2 1 � 1 -
it�tw�d 2.S 2.6 1.S 2.S 2.0 2.5 �.S 2.6 2.3 1.0 �.1 2.0
lii�li 3.SS 3.55 3.55 3.67 3.36 3.7i 3.30 9.90 3.25 3.72 3.20 3.63 3.65 3.21 3.00
A � 11 i 1 i A � 11 11 11 A ]1 11
8?INDIIRD DMASIQl1 1.3� 1.1� 1.33 1.30 1.38 1.2i 1.39 1.11 1.1� 1.21 1.13 1.29 1.32 1.22 2.00
8lINOJIRD ifWOR 0.06 0.20 0.06 0.07 0.09 0.07 0.09 0.13 0.�� 0.1� 0.16 0.13 0.11 0.19 1.15
IsDi]W 1.00 �.00 �.00 �.00 1.00 1.00 �.00 1.� �.00 1.00 �.00 1.00 �.00 �.00 3.00
s'i11TI8?IC Bi18i 59S 31 SSI 3Z0 231 292 2�9 73 305 75 B6 103 93 �9 3
Ca�pasison Gro��: HC/DZ/Pfi/BI.71QJli0
OnMray AN01/A ior Naan�
9ao9�►cus Yroup� asy ropr�s�nt.�d Dy tM �aa� l�tt�s and u� '
�iqaitiaantly diff�r�nt fro� oth�r yso� at tA� 9S� lml.
Ind�nd�nt L-T��t !or P�roW►tay��
tlppar esw lott�r� iadicat� �iqaificanp at tM 95� l�wl.
�.� � �� ..� �� _. - --
Payo 11
11:18:06 Sop. 3, 1998
Chapol 9ill/curboro 8chool Di.triac
souttara vivay. el...ntarsr sa�wol scudy
, 11uqu�t 1996 (973-5001)
QIl. Ia �n�idosinq s sohool fos your ohild, Twr 3Rortaut i�... 11N Y�HJ18I8 ON CB7IA�CTiR �DOC1►2I0l17 •�
17U1D C71LQtDAR YA YULL GLQOJIR YR iLOgNii11RY BCHOOL C9ILD(RQiI CIIRRENTLY ATT6i� j
YO[!lY�AIT VILL�fie LI�bY TO CBOOei LIlaLY !O CY008i _-"'__'__"____"__"_'_-----_"'_--------°----'�---'----------------
����___�_________ _______�__-_'____ '--__'___-_-____- �STiB GL6N- ZN PRE-
. TplAi, R�gIDiN? 1ip1-1tt8 LI1�LY �iLI�I.Y LI�LY R1LII�I.Y C71RA60A0 aP�B[18 HILLS FPG McDOUGLC 8PJ1NfCLL MOOD SCHOOL
_�_��___ _�����_� �______� _____�__ ___-_�__ __-_-__� __-�____ __�_�--- -------- -------- -------- ------�- ---�---- -------- --------
� f1►) l!) lC) (D! (s) (P) IGl IY) (I) (Jl (K) (L) ' (ti) (N) (0)
lOSai, tt�gQClD�NSB 600 31 569 3T5 237 Y96 276 73 ' 330 77 67 10� 97 �9 3
�s � �p app� ��,5�; �yY Yi �70 290 160 256 223 62 92 61 77 83 76 �3 3
______________________ P3.0 90.3 YZ•6 Y9.2 75.9 65.9 60.6 8�.9 63.6 79.2 98.5 79.6 '78.� 87.8 100.0
� xi�
(5) Vory i�portant 300 1S 29S 191 92 163 123 35 57 3� �3 53 52 23 3
50.0 IY.1 50.1 5Y.• 36.• SI•7 ��•i 17•9 51.6 ��.2 �9.� 51.0 53.6 �6.9 100.0
t 0 g��
1�) BoNwhst i�portant 19Y 13 1Y5 99 B8 93 100 27 35 27 3� 30 2• 20 -
33.0 �1.! 31.5 30.5 37.1 31.� 36.1 37.0 31.8 35.1 39.1 28.6 2�.7 �0.6
M
(3) Noittwr io�ortant nor Z1 3 16 • 30 6 12 3 2 2 3 5 3 3 -
uni�portant 3.5 9.7 3.3 2.5 1.2 2.7 �.3 1.1 1.6 2.6 3.4 1.6 3.1 6.1
tsT BoT'1nN TWO HOx (1,2): t� - �� 13 26 1� 27 1 9 7 5 6 13 2 -
------------------------- 7.3 7.7 l.0 11.Y �.7 9.6 5.5 7.3 9.1 5.7 5.6 13.� �.1
• D � H
(2) So�rhat uni�postsat 22 - 22 7 1� 6 12 1 6 3 2 2 7 1 -
3,7 3.9 7.4 5.9 2.7 �.3 1.� 5.5 3.9 2.3 1.9 7.2 2.0
D B
(l) lbt at sll i�postant 22 - 42 6 1� 6 15 3 2 1 3 � 6 1 -
3.7 3.9 1.• S.9 2.0 5.� �.1 1.Y 5.Y 3.� 3.9 6.2 2.0
D t
Don't kno�/Not applioabl�/ 37 - 37 11 19 40 1� 1 B 7 2 10 5 1 -
Wtupd 6.2 6.S �.3 6.0 6.7 5.1 5.5 7.3 9.1 2.3 9.6 5.2 2.0
IQ1
1s7N1 �.30 �.39 1.30 1.�9 �.06 �.�� �.16 �.30 1.36 �.20 1.32 �.3� �.18 �.31 5.00
� � � H � Y A 11 11 11 A 1► 1► 11
STAl10i1FD D�VI1►SION 0.99 0.67 1.01 0.62 1.1� O.B6 1.09 0.96 0.93 1.06 0.93 0.99 1.21 0.65 0.0
8?AlD1►!1D ipNOR 0.0� 0.12 0.0� 0.03 0.06 O.OS 0.07 0.1Y 0.09 0.13 0.10 0.10 0.13 0.12 0.0
ItDI1W 5.00 �.00 5.00 5.00 1.00 5.00 1.00 5.00 5.00 1.00 5.00 5.00 5.00 �.00 5.00
8?11lI8lIC B718i 5i3 31 S32 311 21B 27t 262 69 �02 70 05 9� 92 16 3
Co�p;rison Group�: 8C/DS/FCi/YIJ�Jli�
O�wray 11NOVA for Iban�
Bo�oqonou� qroup� ar� ropr�wnt�d by th� �aw i�tt�s and asr
�ignifica�tly d1lf�r�nt iro� ott»r qro�pa at !tN 15i lawrl. �
Indop�ndont S-T��t for Y�ro�ntay�s
ttppor c�w lotc�r� indieato �iqnifiaano� at th� 95� lw�l.
� � � a � L ��� � � � �� � �� ,.,r�
Paqo 12
11:18:06 $op. 3, 1996
Chapol Hill/Carrboro School Di�trict ' '
South�rn Villay� ilrantasy BcAoo1 Study
7Wyu�t 1998 (l73-5001)
Q1Q. Ia aon�id�riaQ a sdwol for your cdild. hor i�portaat is... II�RING !B7►i GCB 8TUDYNi 8716 11CCC88 YO 11 OQ�UiTR 1►T Bat�?
SRJID C�I.RDAR 7fR ft17.L CJILDID�IR YA LI.IIQM�RY 8CBOOL CHILD(R�l1) CIJRRCNiLY ]1TTEND �.
800lY�Al1 VILL�Qi LII�LY SO C9009i LI�LY TO p1008i -------------------°--°°°---------°-----------------------°------
_________�____-�- _-____-_�___--___ �_-_*--__-'______ i81TS GLCtI- IN PRS-
TOl�i. AiBID01! I�II-Ri8 LII�LY I�II.II�LY LII�LY fRQ.I1�LY GRN60R0 �➢�808 62LL8 pP�i lIcDOUaLC SC7INELL 1t00D 8CHOOL
-�___--- -°��--- -------- -------- -------- -------- -------- -------- -------- -------- -------- -------- -------- -------- ----=---
U) I�l (Cl (D1 (i) (1) (Cl (Y) (I) (J) (K) (L) (M) (N) (0)
TO'P�I. f1L8POt�QISB f00 31 5i9 32S �37 296 276 73 110 77 67 101 97 �9 3
!�= TOP 17A BOii (�,51: �60 2� �36 269 16� 2�3 201 56 69 59 63 77 77 3� 3
---------------------- 7i.7 77.� 7i.� Y4.• 69.Z B1.S �2.• 76.7 60.9 75.3 72.� 7�.0 79.1 69.1 300.0
s o aia�
(5) Viey iaportaat 22S 13 21Y 116 66 1�0 BO 31 �2 30 35 36 30 21 1
37.5 �1.! '�7.� �5.5 26.7 l7.0 29.0 �2.5 39.2 39.0 �0.2 3�.6 30.9 /2.9 33.3
s • a
(�) Ba�wAat i�portaat �35 I1 22� 121 96 103 121 2S 47 20 2B �1 �7 13 2
39.Z 35.5 39.� 37.2 �0.5 3�.6 �3.• 3�:2 �2.7 36.� 32.2 39.� �8.5 26.5 66.7
, Y N !R7
(3) ttoittwr ia�portant nor �S 1 1� �l 22 2� 18 6 S 5 7 11 5 3 -
unieportant 7.S 3.� 9.7 6.5 9.3 6.1 6.S 6.2 �.S 6.5 6.0 13.5 5.2 6.1
IM
NCT BOTibM TiA BOX (1,2): 99 S 6� 33 19 31 5� il 15 12 17 13 13 11 -
------------------------- 1�.6 16.1 11.• 10.Z 20.7 10.� 19.6 15.1 13.6 15.6 19.5 12.5 13.1 22.�
D I
l2) SaMrhat uni�postant SO 2 18 17 29 13 36 7 9 B 9 8 7 5 -
Y.3 6.3 Y.� 5.Z 1Y.2 1.� 13.0 9.6 6.2 10.� 9.2 7.7 7.2 10.2
D 1
ll) 11oC �t all i�postant 99 3 36 16 40 19 16 � 6 1 9 5 6 6 -
6.S 9.7 6.7 1.9 6.� 6.0 6.5 S.S 5.5 5.2 10.3 �.0 6.2 12.2
Don't knar/Not appliaabl�/ 6 1 S 2 2 - 3 - 1 2 - - 2 1 -
Mtw�d 1.0 3.2 0.! 0.6 0.• 1.1 0.9 2.6 2.1 2.0
1i7111 3.9� 3.97 3.9� �.11 3.69 �.lY 3.77 3.99 �.01 3.96 3.63 3.91 3.93 3.79 �.33
� � � i 1 1 � A � 11 1► 11 71 11
8T�l�J1AD DMl►?ICN 1.11 1.30 1.17 1.OY 1.25 l.lZ 1.20 1.19 1.13 1.1Y 1.33 1.11 1.11 1.�3 0.59
� iAROR O.OS O.YI O.OS 0.06 O.OY O.Of 0.07 0.11 0.11 0.11 0.31 0.11 0.11 0.21 0.33 '
I�IJIIf �.00 �.00 �.00 �.00 �.00 �.00 �.00 �.00 �.00 �.00 �.00 1.00 �.00 �.00 1.00
•'!11lI8iIC Si18e 59� 30 561 323 23S 29Y 273 73 309 7S 67 101 95 !6 3 '
CaRarisor► Groupt: BC/Di/iRi/YIJlaJliD '
On�way 11t10VA for Naan�
6o�oy�r►ow qroups as� stiprownt�d by th� �ar l�ttos and ar� '
•iqnificantly difforont ira� otMs qroup� st t!w 95� l�wl. .
IMop�ndant Z-Tost for P�rpnta{��
Uppar ca�o lottors indicato �iynificanc� st tlw 95� lowl. ,
Baqo 13
11:18:06 Sop. 3, 1998
Chap�l Bill/Carrboro 8ahool Di�triat
South�n►Villaq� ll�tary BcAoo1 Btudy
• Auqwt 199Y (973-5001)
plh. In aon�id�sinq a �abool !or your ohild, hor i�ortsat i�... Tp� OSY OP PllitOiZ OONiWIClB �T BPiCIiY ?11ARNT7IL RCSFON8I8ILITIY8?
TA71D C71LttDJ1R YA R1LL C71ii�J1A YR YLDiNTJ1AY 8C900L CBILDIRCNI CURRCNTLY ATTEIiD f
800lIRqi VILLJ1fi� LIQLY TO WOOBi LI�LY TO C900Si °---°______________'-'__-'--__'_------------------"-'---------------
��������_'___'�__ �����_��_________ _-�'�__��"______ E8li8 C.LCN- IN Pit�-
TOlAL AilIDDI'! N�i'Ri8 LI�LY I�ILIAI.Y Lt�L7 t�ii.I1QI.Y GRRi0l10 iP9i8U8 9ILL8 FRG McDOt1GLS SB71iiCLL NiDOp SCHOOL
»����-� ����«�� °---°- -°----- -°----- -------- -----�-- -------- ---��--- ---°--- -------- ---°°- ------:- °°°-- --------
U►1 lsl IC1 (DI 1!1 lPl la) lYl 111 (Jl l�l lLl (M1 lN! l0/
1�0l11L R�BYOt�ORB i00 31 Si9 325 237 296 276 73 110 77 87 10� 97 �9 3
tQ! TOP l71� 80x (1,5�: ISO Zi IZI 2i2 163 2�0 195 S� 60 59 60 76 79 38 2
---------------------- 75.0 �3.! 71.5 Y0.6 6Y.9 90.5 70.7 71.0 72.7 76.6 69.0 73.1 81.� 77.6 66.7
s a x
(5) V�ry i�postaat 2�5 13 232 1�7 B2 153 B5 2B 17 32 35 35 a8 1� -
�0.• �l.! �0.• �5.2 31.6 . 51.3 30.• 38.1 �2.7 11.6 �0.2 33.7 �9.5 28.6
t G I1i
(1) Sa�rhat f�portaut 20S 1� 192 115 61 67 110 •26 33 27 25 I1 31 2� 2
31.� �l.! 33.7 35.1 3�.2 29.2 39.9 35.6 30.0 35.1 28.1 39.1 32.0 �9.0 66.7
t � IIQ!
(3) l�itt►or isportant nor 16 1 �7 39 Y3 � 27 16 6 12 2 11 8 � 3 -
uni�ortant Y.0 3.Z Y.3 5.• 9.7 9.1 6.5 11.0 30.9 2.6 12.6 7.7 •.1 6.1
J J �R!
NBT HOTTO!! TfiO BOX (1,2): 95 3 92 3� 1� 21 S6 9 16 13 1� 16 13 5 -
------------------------- 1�.� 9.7 3�.� 10.5 16.6 8.1 20.3 ' 12.3 1�.5 16.9 16.1 15.� 13.� 10.2
O f
(2) Soaarhai mi�portant 31 - 31 12 17 9 ' 23 1 6 6 6 3 5 2 -
S.2 S.1 3.7 7.Y 2.3 i.3 1.1 5.5 10.� 6.9 2.9 5.2 I.1
� • Y
(11 Not at all i�ortant SI 3 S1 22 27 17 33 • 10 5 6 13 8 3 -
9.0 9.7 f.0 i.Y 11.1 3.7 1Z.0 I1.0 9.1 6.S 9.2 12.5 8.2 6.1
1
Don't knor/llot appliaaDl�/ 17 1 16 10 7 7 7 2 2 3 2 t 1 3 1
Mlw�d 2.• 3.2 2.Y 7.1 3.0 Y.3 2.S 2.7 l.Y 3.9 ,2.3 3.6 1.0 6.1 33.3
1t11M 3.95 �.10 3.95 �.12 3.76 �.21 3.71 3.92 3.9� 3.99 3.86 3.82 �.10 3.96 1.00
J1 � 11 6 � 1 11 1 11 11 11 71 11, 11
8?J11n71RD D�VI11=ION 1.2� 1.16 1.25 1.11 1.33 1.10 1.32 1.26 1.27 1.23 1.29 1.31 1.23 1.07 0.0
BT111DI1ND �RROR 0.05 0.12 0.05 0.06 0.09 0.06 0.06 O.1S 0.12 0.11 0.1� 0.13 0.13 0.16 0.0
IsDI71N 1.00 �.00 1.00 1.00 �.00 5.00 1.00 �.00 �.00 1.00 1.00 1.00 l.50 �.00 �.00
8?1lI8lIC 8i18� SY3 30 553 315 230 291 269 71 106 7� 85 100 96 �6 2
Co�pasi�on (iroup�: HC/pE/Yfi/BIJlQMiO �
O���y ANOVA fos lMaa�
6o�oqonons yroup� ar� sypr�w►t�d by tta saM lott�r and ar�
�iqniiicsntly diLt�z�at lro� otl�r yroup� aL th� 9S� l�wl.
Indop�ndoni L-Yo�t for P�ro�ntay��
Oppor ca�o lottors india�t� �iyniticanao at th� 95� l�wl. •
� � � � � L - �� �� �� �� � �. �.. - -- -
Pago l�
11:18:06 Sop. 3, 1996
. Chap�l 9i11/Carrboro 8ahool Di�tsict .
8oytlwrn Villaq� ilrntasy 8chool Btudy
lwyu�t 1998 (973-5001)
q2, It tM n�r �chool op�rsto� rith a traditional cal�ndar, lik� Ct►ap�l 9i11/Carrboro city �chool• iodsy, twM likoly Mould your faaily b� to choow
LIr a�v �l�ntasy �d►ool at 8wstlwsa Villaq�?
7
17111D GLEt�71R YR FULL GI.EtDJ1R YR SL�iT11RY 8C600L CHIIdIRYN) CURRfNTLY ATTYlm
BCOS�qi VILi.�Ci LIIRLY TO CY006� LII�LY '1�0 CY00� --------------°--------------------------°---------------------------
���__�___�-_____- "�______________ _________________ e81RS GL6N- IN PRY-
lOS�L wiiID01! llai-�LS LI�LY RiLI1�LY LI�i.Y QA.IIQLY GRRBORQ =PBiB[7S HILLB PPG NeDO[1GLC S�l►NSLL ii00D SCHOOL
�-�-���- �������� --°°° -�------ ----°-- -----°- --°--° -------- -------- °°---- -------- °------ -------- -------- --------
11►1 pI lC� IDl (il lTI • lal (a1 lII IJI lK) (Ll (N) (ttI (O!
lOSI►i, 11�gpp1�1r8 f00 31 5i! 325 237 296 �76 73 110 77 87 10� 97 �9 3
�t TOp Tfq H0� (3,1): 32S �� ]O1 325 - 163 135 �� 50 31 59 51 51 35 2
---------------------- S�.Z 77.� S2.! 100.0 61.� �6.9 60.3 I5:5 �0.3 67.8 19.0 52.6 71.� 66.7
C p IJ IJLI IJI!!
(�) V�cy lik�ly 1�5 lY 127 1{5 - � 73 69 16 18 15 28 i� 25 25 1
Z�,� SY,l 2Z,� ��,� 2�.5 25.0 21.9 16.� 19.5 32.2 13.5 25.8 51.0 33.3
C IL L dZJIQ21
(3) �Mtut lik�ly 160 6 171 1B0 - I10 66 29 32 16 31 37 26 10 1
30.0 19.� 30.6 55.� •36.9 23.9 36.� 29.1 20.8 35.6 35.6 26.8 20.� 33.3
. � ,� Jt1 .7l1
NE2 gpTTOM Tip HOX (1,2): 237 3 23� - 237 99 133 25 51 �� 17 52 I1 8 -
------------------------- 39.5 9.7 �1.1 100.0 33.2 �6.2 3�.2 �6.� 57.1 19.5 50.0 �2.3 16.3
y ! . l0i 1D1 �DN HIQl IW
(2) 8owrh:t unlikoly B9 2 67 - 89 36 �6 11 15 15 9 19 16 2 -
11.i 6.S 16.3 37.6 12.Y � 17.� 15.1 13.6 19.5 30.3 18.3 16.5 1.1
p N 11 N N
(1) Vory unlikoly l�i 1 117 - 116 61 BS 1� 36 29 B 33 25 6 -
2�.7 3.Z ZS.Y 62.� 20.5 30.8 19.2 32.7 37.7 9.2 31.7 25.8 12.2
s ! �D1 BIOi !W lni
Don'! k�wr/liot appliaabl�/ 39 � 3� - - 16 B 1 9 2 11 1 5 6 1
p�� • 6.3 12.! 6.0 S.� 2.9 5.S 6.Z 2.6 12.6 1.0 5.2 12.2 33.3
L JL L
lsAli 2.57 3.52 2.53 3.15 1.38 2.69 2.�� 2.67 2.32 2.23 3.01 2.31 2.55 3.26 3.50
� B 11 H 71 Y A A 71 A 11 11 11 A
8T11TD11ND DMI►?IGN 1.11 0.60 1.13 0.50 0.�9 1.06 1.19 1.OS 1.1� 1.17 0.96 1.07 1.16 1.07• 0.71
g� � O.OS O.iS 0.05 0.03 0.03 0.06 0.07 0.13 0.11 0.13 0.11 0.11 0.12 0.16 0.50
1ipS� 3.00 �.00 3.00 3.00 1.00 3.00 3.00 3.00 2.00 2.00 3.00 2.00 3.00 1.00 3.50
8l71TI8lIC 8118� Si2 47 595 325 237 263 266 69 101 75 76 103 92 �3 2
Ca�puiton Gro�a: HC/DE/F(i/HIJR�tiO
Onwsy 71tlOVw foz lLan�
9o�og�nou� qroup� asr sypr��wt.�d by th� �aM l�tt�r and ar� i
afgnifiaantly ditfuynt troa otlwr ysoup� st th� 95� lwol. ,
Indopondont Z-?�at ior P�rwntaq�� '
Oppor caw l�ttors indicst� tiqaiticano� a! tJw 95� lowl.
I
� � � � . � t � � . � � � � � �� �� �� �� �
Paqo 15
' 11:18:06 Sop. 3, 1996
Chapol 9i11/Carrboro Sahool District
SouUwrn Villaq� ilwntaty So6001 Study
Auyust 1996 (973-5001)
� Q3. If tha a�+ sot►ool oporstod oa a yau sound �chadulo ritA a ttuw-rMk iatorw��ion or bswt ovuy nino.walu and a shortos su�r Draak,
pl�aa t�ll w hoM lik�ly yous la�ily rould b� to ��nd a abild to thi• nar �clwol.
: �.
=AJ1D GL�IDaR Yll NLL C71LClDJ1R YR iLDlNS11RY 8C800L C9ILD(RCN) Cl1RR6NTLY ATTBtID
8G0lH�J91 VILIJ1Gi LI1�LY TO CYOO�i LI1�2.Y SO CB008� "------------------------'__'__'_---------------------------'-----°--
____�_����___'__' _______�_--______ --�___'__'_�-__'- i8TY8 GLCN- IN PRL-
TOlAL A�/IDiN? IIQi-AiB LII�i.Y �II.I1�I.Y LIIRLY qII.I�I.Y C7IFRHOi�D sP�8U8 YILLB iR0 Mr�00fsI.S SE71N¢LL ii00D BCiIOOL
--°___- ____���� ��_�____ _______' ��_____' __'___'_ _�_���'_ ________ ________ ________ '_'__--- --'----- -------- -------- --------
(J►! p) !�) IDI /iI l/I lG1 (Yl (I) ' (J1 pcl (L) (M1 INl loI
TpT]1i. 11Z8pG�DD1T8 600 31 S69 32S 237 296 276 73 I10 77 87 10� 97 �9 3
t�i i�Op 1110 B00t (3,1): Z!Y 20 279 163 99 296 - 1� 55 30 16 18 l3 26 3
---------------------- 19.7 N.S �Y.! Si.3 �1.Y 100.0 60.3 50.0 39.0 52.9 �6.2 1�.3 53.1 100.0
� a1 UIJIQ!!i
(1) Vosy likoly 13Y 16 122 9� 37 136 - 11 22 15 20 25 18 18 3
23.0 51.6• 11.1 26.! 15.6 �6.3 19.2 20.0 19.5 23.0 2�.0 18.6 36.7 100.0
G i 8I.A1 HIJIQ!!7
(3) Sa�arhst lilcoly 160 � 156 09 62 160 - 30 33 15 26 23 25 8 -
26.7 12.9 2�.� 27.� 26.2 53.7 �l.l 30.0 19.5 29.9 22.1 25.8 16.3
• • ,nu� x
NBT eOTTaM Tw0 Box 11,2): 276 9 267 135 133 - 276 27 �9 �6 31 52 50 19 -
------------------------- 46.0 29.0 16.9 �1.5 56.1 300.0 37.0 ��.5 59.7 39.1 50.0 51.5 38.6
s a as�
(2) Sos4Mhat unlikoly 97 3 9� 51 39 - 97 1� 15 15 17 13 15 9 -
16.2 9.7 16.5 16.6 16.5 35.1 19.2 . 13.6 19.5 19.5 12.5 35.5 18.�
(1� Vory unlikoly 179 6 173 61 9� - 179 13 ,3� 31 17 39 35 30 -
29.• 19.1 30.1 2!.! 39.7 61.9 11.• 30.9 10.3 19.5 37.5 36.1 20.�
D Y �Dl 8EQ�1 �Qt
Don't knor/llot appliaabl�/ 26 2 2� 7 5 - - 2 6 1 7 � � 1 -
A�lwod 1.3 6.3 1.2 2.2 2.3 2.7 5.S 1.3 B.0 3.6 •.1 8.2
_ J
lR71N 2.�5 3.03 2.�2 2.62 2.16 3.�6 1.35 2.69 2.�1 2.18 2.61 2.3� 2.28 2.76 1.00
A i � 1 A ■ � 11 J1 A A A 11 �
8?11tUL11D D�VI11SIq1 1.16 1.2� 1.15 1.16 1.13 O.SO 0.�9 1.00 1.15 1.17 1.08 1.23 1.16 1.21 0.0
8Z11lD�D sRAOR O.OS 0.29 O.OS 0.06 0.07 0.03 0.03 O.lY 0.11 0.13 0.12 0.12 0.12 0.18 0.0
1�IJ1N 3.00 �.00 3.00 3.00 2.00 3.00 1.00 3.00 3.00 2.00 3.00 2.00 2.00 3.00 �.00
8TJ1lI8tIC 8i18� S7{ 29 S�S 316 232 29Y 276 71 10� 76 60 300 93 �5 3
Ca�parison Group�: BC/DS/TG/BI�
Onway ANOVA tor Ilaan�
Bo�oq�nou� qro�� ar� r�pro�u►t�d by tA� �a� lott�s and as�
�iqnilicaatly ditf�zw�t lro� otMr qsoup� aC tM 95� lw�l.
I�dop�ndu►t L-T��t for P�ro�atay��
Uppor c��� lott�r� indicato �iyaitiaanc� at th� 95� l�wl.
� �� � � . � �. i � � � � � � � � i � �
Paqo 16
11:18:06 8op. 3, 1998
Chapol Hill/Carrboso 8chool Di�triat
8outl�rn Villaq� =lwntary School Study
11uyu�t 1996 (973-5001)
� Q�. [l�J1li 8�lD1RY) � �.
6ov iaportaat is it to your faaily tdat �aeb of tM lolloviaq proqra� b� oit�r�d duriaq th� iat�rwsaio�u or br�alca if ttw �chool op�ratos on a
yws sound eala�dar9 '
I
" TR71D C�i�11R YR FULL CJ1i.�JIR YR QI.II�l1?MY 8C600L CBILD(RCN) CURRENTLY 1►TTElID
800l�RIi VILIJ1fia LI�LY 30 CYOOSE LIIRLY TO CYOOSL "---__'---°'__'-___--'-----_-'__-----"------------------------------
___���_______�___ ___'__'��--�_____ _______________�- SSRES • Gi.eN- IN PRH-
i�OT�L RfiI0i1R 11Dt-R�i LI�LY f�Q.I�I.Y LI�I.Y WLI�LY C7IRRBORO SP9�SU8 6ILL8 i'p(i IIc:DOOGLY SQIIWCLL ti00D 9CUOOL
___��___ _�_����� _______� �_______ _�_-____ -_�_____ ___�____ ________ ________ ________ ___°--- --�----- ------�- -------- °-°---
t1►! (a1 lCl lDl I=1 l�l ICI !B) . lIl 1J) (R1 (Ll (N! (NI (Ol
I4�dia1 praqsati !or 1.03 1.00 1.01 �.10 3.91 �.26 3.76 �.08 3.63 �.13 3.91 �.OS �.11 3.77 5.00
�tud�at� Mh0 tlMd CO GCQh Yp � � A 71 A Y 11 A 71 A 11 A 11 ]1
aaad�aically 1.33 1.29 1.33 1.26 1.36 1.12 1.�7 1.2� 1.�� 1.29 1.�0 1.29 1.25 1.�5 0.0
O.OS 0.23 O.Oi 0.07 0.09 0.06 0.09 O.1S 0.1� 0.15 0.15 0.13 0.13 0.21 0.0
IN bawd �nrial�nt proqr� 3.Y! 1.00 3.�9 �.09 3.69 �.16 3.61 9.96 3.79 3.80 3.92 3.99 3.91 3.77 3.67
!o �tiwlab atud�nl�' � 11 � Y l► 8 11 A A 11 l► 1► 11 1►
iut�eo�ts 1.21 1.10 1.T1 1.11 1.27 1.0� 1.29 1.16 1.26 1.17 1.25 1.25 1.21 0.99 2.31
O.OS O.YO 0.05 0.06 O.OY 0.06 0.06 0.1� 0.13 0.11 0.13 0.12 0.12 0.1� 1.33
Pw bawd ca�ps which vould 3.59 3.6Y 3.59 3.69 3.50 �.01 3.17 1.01 3.36 3.35 3.53 3.59 3_73 3.�5 3.33
provido daycaro proyray 11 A � 11 • ]1 H I► A A 11 1► �► � �
1.50 1.56 1.50 1.�9 1.19 1.29 1.Si 1.25 1.5� 1.59 1.56 1.52 1.t6 1.5� 1.53
0.06 0.29 0.06 O.OY 0.30 0.06 0.10 O.1S 0.15 0.16 0.17 0.15 0.15 0.22 0.88
, I
Co�pari�on firoup�: BC/DI/Fli/BI.71Q�tq I
Ooway AlIOVJ► for Noan� '
Ho�oy�nou� yroup� asr r�pr�aatd by ih� sar l�tt�r and asr
siynificantly difi�r�nt fra� otA�r yroup� at th� 9Si lwnl. �
I�ndont Z-lo�t for P�rpntaqas
[Ippor caw lottor� indicsto �lqnitlaanw at ttw 95� lw�l.
a� � a� ai■� a � .� � � � � .� � � _ � .�.� ..�
Paqo 17
11:18:06 Sop. 3, 1998
Ch�pol eill/Carsboro School Di.trict '
8outlNrn Villay�,�l�ntary ScRool Study i.
�uqu�t 1996 1999-5001)
W. (TOP TfiID B00[ 8I�l111RY (1,5)1
BoM iaporlant i• it to yous la�ily tAat �sah of ttw tollwriaq proqsa�u b� o!l�s�d duriaq t!w int�rw��iwu or br�ak� i! t!w school op�ratas on a
y�ss so�md oal�ndarT �
/�
TA11D C�LL�J1R YR iVLL_GIiI071A YR tL�tIS11RY 9CBOOL C9ILD11tEt�i) CUWi�NTLY AT'PCND
800�i1111 VILidIGi LI�LY 1�0 Ca006s Lll�i.Y TO CYOOST ___"_'-------------'--'---__'-__-----------------------------'-----°-
����������'�_____ __�___'__-�_-°�- -°'-____---°°- SSliB GLCN- IN PAC-
TO?Ai. �iYIDOI= 1�1-MY LA�LY WLI�LY LI1�LY QII.IIQI.Y GAAi0A0 iPYi&18 YILLS YPG Mr�OUCI.e SE71fi�LL ti00D BCUOOL
_�_����� «������ _�_____� __�«��_ ________ __'_____ ________ _______' _______- -------- ----°-- _'_--'-- --°---- ----'�-- --------
(11► lU (C1 1D1 li! (�1 f0) lo) 11) (J) (KI IL1 Uil lN1 (0)
p�wdial proQsa�a for �3S '2Z �13 2�1 171 237 163 52 75 59 59 79 7� 31 3
�tudn►b dw nNd to aatch up 7Z.5 71.0 71.i 71.2 72.2 79.5 66.3 71.2 66.2 76.6 67.6 76.0 76.3 63.3 100.0
acad�aioally O BIJlQ!!i
i+w bas�d �riclwnt psoqsay 39S 22 973 �Il 135 232 151 �9 66 �6 65 70 61 27 2
to �ti�ulsb �tud�nt�' iS.• 71.0 �6S.i . 7�.� 57.0 77.9 5�.7 67.1 60.0 62.3 7�.7 67.3 66.0 55.1 66.7
ipt�r��t� ! ' O IN
Pw basal ca�p� Nhiah wa�ld 3S6 20 336 206 130 Z1� 131 52 56 38 19 6� 6� 29 1
pso�vid� dsycar� proysa� 59.� i�.5 59.1 69.� 51.9 71.• �7.5 71�.2 50.9 �9.1 56.3 61.5 66.0 59.2 33.3
� • O I.AC IJ
Co�parison fisoups: BC/Di/!Ci/BIJIQJl10
On�r�y J1NDfIA !or Iran�
6o�oy�nou� yroup� aay ropr���ntod by tM sa�r l�ttor and asr
�iyni[icantly diil�sw►t lro� oth�r yro�� at th� 95� lw�l. .
Ind�pond4nt Z-Toat for P�sc�taq��
Uppar aa�o lottor� indicat� �lqniiicano� at th� 95i lowl. ,
Paqo 18
11:18:06 Sap. 3, 1998
. Chap�l Hill/Curboro School oistrict
8outlwcn Villayo Ll�ntary 8elaol Study
. 11uyu�t 1999 (973-5001)
Q�a. AoN i�port�u►t i• it to yoar is�ily tAat... RD�I11L PAOQR71l� POR B'1'WSlTlB MYC l�Yp l+p GTC6 OP I�CJ1DDaGLLY ...b� oiforod duriny tho
lALY=N//ioa� or brwks i! LM �olaol op�satN oa a yNr round cal�adarT
!'
TR71D GLCtD�1R YA �ULL C71I.QDl1ll YR YI.D�Sl1T11RY BCBOOL CHILD(RCN) CIIRRENTLY ATTi'ND
YOITIY�A11 VILi.ilfi� LI1�i.Y TO CYOOSi LIIQI.Y TO CY00� _'___-_______'_--_'__--'____________'___--°^--'-----------------------
�_�______�_�_____ '-__�_----_-___" _�_'-_-_."_'___- SSiRB GLEN- IN ?R8-
TO=11L WIDOI! !�i-Ri8 LI�LY RILIIaLY LZ1�I.Y 1At[.I�LY C�PRYOAO �BYiSUB YI7.LS PIIfi llcDOpGLQ SiIWCLI. MOOD SCNOOL
________ ���'�___ _»_____ ____�___ _�------ -------- -�_�____ ________ __-__-° -------- -------- °------ ---___-- -------- --------
(� (!1 1CI IDl (!) (T) • (OI (a) tI) (J) (K) (L) (M!• (N) (0)
TOl11L AiBYOtDIIiTB i00 71 569 32S 23� 29B � 276 73 110 77 87 10� 97 19 3
tQ! TOP TMO HOOt 11,5): �3S Z2 �13 2�1 171 237 163 52 75 59 59 79 7� 31 3
---------------------- 72.5 71.0 71.i 7�.2 72.2 79.5 66.3 71.2 68.2 76.6 67.6 76.0 76.3 63.3 100.0
0 BIJIQ!!t
(S) V�ry i�portant 336 15 301 176 119 177 129 �0 52 {3 �5 5� 52 22 3
52.7 �Y.� 52.9 51.6 50.2 59.1 �6.7 5�.6 �7.3 55.6 51.7 51.9 53.6 �1.9 100.0
G dIJlQ1l1
(�) 119 7 112 63 52 60 5� iZ 23 16 lt 25 22 9 -
19.• 22.i 19.7 19.1 21.9 20.1 19.6 16.� 20.9 Z0.6 16.1 21.0 22.7 18.�
(3) 66 3 63 36 26 '30 3� 10 1� 6 30 8 12 8 -
11.0 9.7 11.1 11.1 11.0 10.1 12.3 13.7 12.7 7.6 11.5 �.7 12.� 16.3
lfET BOTTOM TilO BOX (1,2): 91 S 66 �3 39 Z9 56 '10 20 10 17 16 10 9 -
------------------------- 15.2 16.1 15.1 13.2 16.5 9.7 20.3 13.7 16.2 13.0 19.5 15.� 10.3 18.�
T •
l2) 31 3 26 19 10 16 13 6 � 3 6 7 1 2 -
S.� !.T 1.9 5.6 �.2 S.1 • 1.7 6.2 3.6 3.9 9.2 6.7 1.0 •.1
N N N
(1) Not at all i�portaat 60 2 56 2� 29 13 �3 � 16 7 9 9 9 7 -
10.0 6.5 10.2 7.{ 12.2 �.1 15.6 5.5 11.5 9.1 10.3 8.7 9.3 1�.3
r ■ �
noa�e kawr/Noc applicabl./ . i 1 7 s 1 2 3 1 1 2 1 1 1 1 -
il�tuNd 1.3 3.2 1.2 1.S 0.1 O.T 1.1 1.� 0.9 2.6 1.1 1.0 1.0 2.0
1siW �.01 �.00 �.Ol �.10 3.9� 1.26 3.76 �.06 3.63 1.13 3:91 �.OS {.il 3.77 , 5.00
� 11 11 11 � 1 � 11 11 11 I1 A 11 11
817ND11RD D�VIIITIGN 1.33 1.29 1.33 1.26 1.38 1.12 1.�7 1.2� 1.�1 1.29 1.�0 1.29 1.25 1.�5 0.0
8l1Nn11im iAROR 0.05 0.23 0.06 0.07 0.09 0.06 0.09 0.15 0.1� 0.15 0.15 0.13 0.13 0.21 � 0.0
�� 5.00 �.SO 5.00 5.00 5.00 5.00 1.00 5.00 �.00 5.00 5.00 5.00 5.00 1.00 5.00
Y?�1TIHlIC Yi18� S92 90 Si2 320 236 296 273 72 109 75 66 103 96 �8 3
C.a�pari�on liroup�: HC/D�/ifi/pIJlQlNO •
Onnray 11NOVJ1 for Naan�
6o�oq�no�u 9roup� asy r�pr��w►t.od by tlN �aN l�it�r and asy
siynificantly difi�rw�t tro� otMr qro�p� si t1N 95� l�wl.
Ind�p�ndont L-To�t !or P�ro�ntay��
Uppor ca�o lott�r� indicato �ignificanc� at tM 95t lrwl.
� � �� a� � �. �� �� � � � � � �� � � � �
. Paga 19
11:18:06 8op. 3, 1999
Chapol 6i11/Grrboro 8chool Di�triat •
� 8outh�rn Villay� El�ntary 8clwol Btudy
1luyua! 199Y (973-5001)
Wb. 9oM i�portant i• 1t to your fa�ily that... PsY H718�D DaIIC�iNT pN0[iA� rp BrM/L71ii BiUpq7ig• AiSiR�grB ...b� olf�rW durinq ttw intosaassions
or brwk� i! th� �chool a�r�t�� on a ywr rwmd cal�r?
TR71D C71I.DOJIR Yft iVLL C71LelD�1R YR iI.�QPl71RY BCHOOL C6IIa REN C�tRENTLY 11TT�l� I
i00l�qi VILiJ1t� LIl�LY 1�0 CYOOY� LIIRLY '1�0 d100/i -__-____---'-----°- ----°-----°�---�-------------------------------
_____�___�______- �_'___________ _________________ i81R8 GI.YN- IN PRiC-
TOT11L__ �?YlDill! MOI-Rii LIQLY OII.I1aLY LII�LY qQ.I1�LY CApR80qp spY�808 HILLB FFO !laDOUpi,e gp7lNCyy Mppp gCgppy
��__���� __�___�_ __���___ ________ _____"_ ________ _�_____- -"_---_ _'_-___' ---___-- --°---- --"'--- ----�--- --------
W I�I (CI Iol (sl Irl . IOI (a/ 1=I IJl !K1 (LI lMl (Nl (0)
s0T71L 1t�8II01DIIiT8 i00 31 5i9 325 237 �9Y 27f 73 110 77 B7 10/ 97 �9 3
Me= lOP 1710 HO�I (�,S): 395 !� 373 2!1 135 232 151 �9 66 �B 65 70 6� 27 2
'----°°------------- 63.Y 71.0 6S.i 7�.2 57.0 77.9 5�.7 67.1 60.0 62.3 7�.7 67.3 66.0 55.1 66.7
s o ni
(5) Visy i�postant 2{5 13 ' Z32 153 Y3 1�9 B9 30 �2 26 35 53 •1 la 2
10.• �1.f �0.• �7.1 35.0 50.0 32.2 •l.l 38.2 33.8 40.2 51.0 �2.3 28.6 66.7
S a ,�
(�) iS0 9 1�1 66 52 63 62 19 2� 22 30 17 23 13 -
25.0 Y9.0 1�.• 27.1 21.9 27.9 22.5 26.0 21.6 26.6 34.5 16.3 23.7 26.5
' IL
(3) 317 6 111 �6 61 �� 67 16 20 16 7 21 20 18 -
19.5 19.1 19.5 1�.2 2?.0 11.Y 2�.3 21.9 16.2 23.� 8.0 20.2 20.6 36.7
D t . 1C 1C 1C K R Ii�!
N¢T BOTTOM 7410 eOX (1,2): 75 3 72 32 35 20 51 6 18 9 1� 13 12 3 1
------------------------- 12.5 9.7 12.7 9.• 1�.• 6.7 •iB.3 B.2 16.� 11.7 16.1 12.5 12.1 6.1 33.3
1 p
(z� 35 2 33 19 13 9 2S 1 10 � 7 6 6 2 -
S.• 6.S S.Y 5.• 5.S 3.0 9.1 1.! 9.1 5.2 6.0 5.B 6.2 a.l
1 Y g
(1) Not at all i�postant �0 1 39 13 22 11 26 S 6 S 7 7 6' 1 1
. 6.7 3.4 i.! 1.0 9.3 3.7 9.� 6.• 7.3 6.5 6.0 6.7 6.2 2.0 33.3
O f
Don't kaor/Not appliaabl�/ 13 - 13 6 3 2 7 Z 6 2 1 1 1
�y� Z.Z 2.3 1.• 1.3 0.7 Z.S 2.7 5.S 2.6 1.1 1.0 2.0 ,
� 3.Y9 �.00 3.69 �.09 3.69 �.19 3.61 3.96 3.79 3.60 3.92 3.99 3.91 3.77 3.67
A A A D 71 a A � 11 11 '11 11 A 1►
$i�tD� �i1►Il►ZICti 1.21 1.10 1.21 l.11 1.27 1.0� �.29 1.16 1.28 1.17 1.25 1.25 1.21 0.99 2.31
8� � 0.05 0.20 O.OS 0.06 0.06 0.06 0.09 0.1� 0.13 0.1� 0.13 0.12 0.12 0.1� 1.33
�� �.00 �.00 1.00 �.00 �.00 5.00 1.00 1.00 �.00 �.00 {.00' S.00 �.00 �.00 5.00
�==�IC � SY7 31 556 319 231 296 2L9 71 101 75 96 10� 96 16 3
Co�parison lisoup�: BC/pt/y+p/iIIJqJt1p •
Onway 11t1WA fos IWn� �
�y� 9ro�� ass srpz���nt�d by th� saN l�tt�r aad asy
�iynificantly difL�r�nt fro� oth�e qro�q� at tA� 95� l�wl.
Ind�p�nd�ni E'T��t for Frrpntay��
lJpp�r ess� lottor� indicai� �iqnifiaana� at th� 9S� l�wl.
� a� a■ � a a� _. � � . � � � � � � i � � �
. �
PaqQ 20
11:18:06 Sop. 3, 1999
Chap�l 9i11/Carrboro 8chool District
8outl�rn Villay� ilwr►tary 8ehool 8tudy
Auyust 1996 (973-5001)
Q�e. Bor i�portant i• it to your fa�ily that... F'Yi B118eD C71l�g NgICg ip�111� pp,Wtps D�►y�e pAppp7� ,,,b� offoayd durinq Llw intorwssions or broaks
if tiw achool oporatw on a y�ar souad aal�adir?
. �, �
TRAD CAiilDJ1R YR iVLL G[i1DJ1R YR YL�tti71RY SCHOOL CttILD(RPp/ CURitCNTLY 11TT�
80ITlYiqi VILi.i1Qi LIIaLY SO CY009i LI1�LY 10 CYOO/� '____-_"---__'_-___'----___'--'___-__---'-----°--°------------------
______�_______��- __�___-__'__--"- --_'--_'______�__ iBTiS GLSN- IN PRY-
iOS11L RfiIDiN! 11011-Ai8 LIQI.Y OII.I�I.Y LI�I.Y OII.IlQ1.Y GRRH0110 S?HL80S qILL8 FQ(i ltcDOIJGL6 8C11ti�LL MOOD BCNOOL
_�__ ������__ �������_ -�______ --�___�_ ________ ____�___ ___--___ -_______ __-_____ --___--- --��---- -------- --------
11►I I') ICI 101 Ip lPl I0I la! II! • IJl (R► IL) l�) (N) -----(0)
i0371L ii�$FOlD�NiB 600 31 Si9 325 237 $9Y 276 73 110 77 67 10� 97 �9 3
IR! TOP 2M0 BOX (�,5): 356 20 336 206 130 21� 131 52 56 38 �9 6a 6� 2g 1
---------------------- 59.3 W.S 59.1 i3.� 5�.9 71.8 �7.5 71.2 50.9 49.� 56.3 61.5 66.0 59.2 33.3
t 6 I.TR IJ
(5) Vory i�portaat 2�0 1� � Z26 1�0 6B 152 61 3� 37 29 37 I1 •1 17 1
�0.0 �S.Z . ' 39.9 �3.1 37.3 51.0 29.3 �6.6 33.6 36.� �2.5 39.{ a2.3 3e.7 33.3
a
(�) 116 6 110 66 �2 62 50 16 19 10 12 23 23 12
19.3 19.� 19.3 20.3 17.7 20:i 16.1 2�.7 17.3 13.0 13.8 22.1 23.� 2�.5
(3! 90 � 66 36 �9 11 {5 12 19 1� 13 IS 9 6 1
15.0 12.9 15.1 11.1 20.7 13.t 16.3 16.1 17.3 19.2 1�.9 1�.� 9.3 12.2 33.3
D
N6T eOTTON Ti10 BOX (1,2): 1�3 7 136 76 56 10 91 7 32 23 2� 2� 22 11 1
------------------------- 23.Y 22.6 23.9 23.� 23.i 13.� 3�.1 9.6 29.1 29.9 27.6 23.1 22.7 26.6 33.3
r a a a s a e
(2) 39 1 3B 2S 12 13 23 - 10 6 8 f B 1 1
6.5 3.2 6.7 7.7 S.1 �.� 8.9 9.1 7.9 9.2 3.8 8.2 B.2 33.3
(1) Hot at all iaportant 101 6 96 S1 11 27 71 7 22 17 16 20 1� 10 -
17.3 19.� 17.2 • 15.7 16.6 9.1 25.7 9.6 20.0 22.1 18.� 19.2 11.1 20.�
• ■ ■
Don't knor/liot applieablo/ 11 - 11 7 2 3 6 Z 3 2 1 1 2
��� 1.Y 1.9 2.2 0.• 1.0 Z.Z 2.7 2.7 2.6 1.1 1.0 2.1 -
�� 3.59 3.66 3.89 9.69 3.50 1.01 3.17 �.01 9.36 3.35 3.53 3.59 3.73 3.�5 3.33
� A A A � 8 � • � � 11 ]1 � 11
8TAl�DI►RD DEVIIITION 1.50 1.56 1.50 1.�9 1.19 1.29 1.5Y 1.25 1.5� 1.59 1.56 1.52 1.�6 1.5� 1.53
� � 0.06 0.26 0.06 0.06 0.10 0.06 0.10 O.1S 0.15 O.1B 0.17 0.15 0.15 0.22 0.68
�� 1.00 �.00 1.00 �.00 �.00 5.00 3.00 1.00 �.00 �.00 �.00 �.00 1.00 �.00 3.00
���I� � 5Y9 31 SSt 316 235 295 Y70 71 107 75 66 303 95 �9 3
Ca�parison Osoup�: 8C/pf/YG/BI�7�il� .
On�ray AlIOVJ1 for lNan�
Ba�oy�noua qroups asy rprownt�d by th� �a� l�ttor and as� .
siqniflcautly dilf�s�nt fros oth�r qroup� st Ctw 95� lwol.
Ind�p�ndont Z-Tost tor P�rc�utay��
Uppor ca�� lottos� indioslo �iqaiflcan.w st tlw 95� lov�l.
Paqo 26
11:18:06 Sop. 3, 1996
Gw�p�l Yill/Carrboro BcAool Di�trict ,
"Youtp�ep Vill� �l�nttsy �aAool tCudy
�qu�t 1!!� 1f73-5001)
. pSp. Dou youc la�ily hsw s oo�puL�s tAat aan aooa�ot to tM Iut�ra�t9 '
lp�p GLilp�p yp y'U(d, CJ►yC10JNl YA �L�N?11RY BCYOOL CYILDl�1) CURRCH?LY ATT6Tm �
�Q1lQwl YILi.�OL LIIQLY !O C�OOR LI1�LY TO C�DOR '--°'--""_'__°°-'-'-°---__'--------------------------------- �
�----
�����_�������_ �����'��_������_ __�_'_:"__��___- t8Ti8 GIJ?t- IN PRC-
!'O'i�L WIiI�M! IOMW L1�LY I�Q.IKii.Y LIRiLY I�II.IIaLY GIIRION� iQYl6U8 YILLS PP(i llcDOt)GLE 36ANCLL fi00D SCUOO�
_���____ «�«��' ����._�' .__'_._. _�___._ ----°_. ---...-- ��------ °------ -------- -------- -------- -------- -------- --------
W I�I IC) (0) (s) lP) (0) lYl (I) (JI IKI ILI lMl INI 101
��, �ppp�/ �Op �1 !q 73S Z97 29Y 47i ' 73 110 77 97 lU� 9/ �Y !
Y« �78 !0 N5 2S1 1f1 �2� Z3Z 51 ' •9 63 73 61 70 17 1
7!.= !i.• 7�.! 77.! �1.! 7�.5 Y�.1 if.! 90.! 61.i 63.9 7'!.9 72.2 95.9 33.3
C I Y HIJIQtlD
�p 1'!5 1 1'1� �� 13 7i 1� 2Z 2� 11 1� 23 27 2 2
$�,� �,= 2t,• . 2Z.• 1�.� 25.5 15.! 30.1 19.1 16.2 16.1 22.1 27.9 •.1 66.7
� p pl M N N N N N
CaRariwa Oroup�: iC/O�//�O/YIJ�MD �
On�May ANOV� fos IWa�
ra�oy�nou� psouP� u� s�pr�Nnt�d by tA� �ar l�tbr and u�
�fqnllio�atly di[[�sa�t tso� oth�r aroup� �t th� f5� lrwl. '
Ind�p�nd�nt i-l��t ios P�rwntaq�� �
tipp�r GN 1�LL�r� �adiGb �1qn�ticY�c� �C tM 9S� l�wl.
Southern Village Elementary School
Final Questionnaire, August 24, 1998
INTRODUCTION
Hello, my name is • , and I'm calling on behalf of the Chapel Hill -
Carrboro City Schools. Your household has been randomly identified as containing at least one
elementary school student in the district. May I please speak to one of the parents or guardians
of this elementary school student?
i - Yes (Parent or guardian already on the phone)(SKIP TO S2)
2. Yes (Available)(GET NEW RESPONDENT ON THE PHONE- SKIP TO S2)
3. No (Not availablexSET UP CALLBACK)
4. No (No elementary school student in HH)(THANK AND TERMINATE)
5. DK/NA/REF (CONTINUE)
S 1. Is there another adult in the household I could speak to? .
I. Yes (Available)(GET NEW ADULT ON PHONE, RETURN TO INTRO
2. Yes (Not homexSET UP CALLBACK)
3. No (No other adult in HHxTHANK AND TERMINATE)
4. DK/NA/REF (THANK AND TERMINATE)
S2. We are calling about your potential interest in having your child attend the new
elementary school at Southern Village. Elementary students from other schools will have the
opportunity to attend the new school if they choose. Information about this now school was sent
to you recently. Do you recall receiving this information?
1. Yes [SKIP TO TEXT 21
2. No [CONTINUE]
3. DK/NA/REF [CON'TDJUE]
[text 1] The new school at Southern Village will incorporate features such as lower class sine,
more time devoted to reading and math, a slightly longer school day, more technology, and
contracts with parents. The school is scheduled to open for the 19992000 school year.
[text 2] I would Mm to ask you just a few questions to help us determine the best fit between the
students and families who might attend the school, and the educational program dim will be
offered.
Q 1. The following is a list of characteristics that apply to the new school. In considering a
school for your child, how important would these characteristics be? Would you say very
important, somewhat important, neither important nor unimportant. somewhat unimportant, or
not at all important? [RANDOMIZE LIST]
a. Very important
b. Somewhat important
c. Neither important nor unimportant
d. Somewhat unimportant
e. Not at all important
f. DK/NA/REF
1. Class size reduced to 20 students
2. A minimum of 90 minutes per day spent on reading
3. A minimum of 60 minutes per day spent on math
4. An increase of 30 to 40 minutes in the school day
5. Students stay with the same teacher for two years
6. An emphasis on character education
7. Ensuring that each student has access to a computer at home
8. The use of parent contracts that specify parental responsibilities
[text] One of the major decisions facing the school is the calendar it will follow; either a
traditional calendar or a year round calendar.
Q2. If the new school operates with a traditional dalendar, like Chapel Hi1UCantoro city
schools today, how likely would your family be to choose the new elementary school at Southern
Village? Would you say very likely, somewhat likely, somewhat unlikely, or very unlikely?
1. Very likely
2. Somewhat likely
3. Somewhat unlikely
4. Very unlikely
5. Don't Know/Not SuedUncertain
6. Refused
Q3. Another idea is for the new school to operate on a year round schedule with a three -week
intercession or break every nm weeks and a shorter summer break. Please tell me how likely
your family would be to send a child to this new school. Would you say very likely, somewhat
likely, somewhat unldcely, or very uW&ely?
1. Very likely
2. Somewhat likely
3. Somewhat unlikely
4. Very unlikely
S. Don't Know/Not Sure/Uncefudn
6. Refused
Q4. One a scale of one to five, where five means very important and one means not at all
important, how important is it to your family that each of the following programs be offered
during the intersessions or breaks if the school operates on a year round calendar ?
[RANDOMIZE LIST}
[RANGE- 1 -5][98 IF DON'T KNOW/NOT SURE/UNCERTAIN][99 IF REFUSED]
1. Remedial programs for students who need to catch up academically
2. Fee based enrichment programs to stimulate students' interests
3. Fee based camps which would provide daycare programs
These next questions are for classification purposes only.
Q5a. How many children do you currently have enrolled in Chapel Hill/Carrboro Elementary
Schools?
[RANGE - 0.10][99 IF DK/NA/REF] [IF 0, SKIP TO Se][IF 99, SKIP TO 5d]
Q5c. What are their current grade levels?
MENTIONED IN Q5a.]
1.
Preschool
2.
Kindergarten
3.
First Grade
4.
Second Grade
5.
Third Grade
6.
Fourth Grade
7.
Fifth Grade
8.
Special Education
9.
DK/NA/REF
[RECORD FOR NUMBER OF STUDENTS
Q5d. What elementary school do they attend? [PROGRAMMER - MULTIPUNCH]
1.
Carrboto Elementary
(SKIP TO Si)
2.
Ephesus Elementary
(SKIP TO 5f)
3.
Estes Hills Elementary
(SKIP TO Sf)
4.
Frank Porter Graham (FPG) Elementary
(SKIP TO Sf)
S.
McDougle Elementary
(SKIP TO 5f)
6.
Seawell Elementary
(SKIP TO Si)
7.
Glenwood Elementary
(SKIP TO Sf)
8.
Child is in Preschool
9.
DK/NA/REF
(SKIP TO 5f)
Q5e. What elementary school do other children in the neighborhood attend?
I. Carrboro Elementary
2. Ephesus Elementary
3. Estes Hills Elementary
4. Frank Porter Graham (FPG) Elementary
5. McDougle Elementary
6. Seawell Elementary
7. Glenwood Elementary
8. DK/NA/REF
Q5f. Which of the following categories best describes your family's race?
1. Caucasian
2. African American
3. Hispanic
4. Asian
5. Pacific Islander
6. Multi - racial
7. Other
B. DK/NA/REF (DO NOT READ)
Q5g. Does your family have a computer that can connect to the Internet?
1. Yes
2. No
3. DK/NA/REF
(PROGRAMMER -ASK Q6 IF Don't Know/Not SurriUncertain or Refused or DK/NA/REF TO
ANY QUESTION IN Q1- Q4 SERIES)
Q6. What other information would you need in order to make a decision about whether or not
to send your child to the new elementary school at Southern Village?
1 Other mformadon [SPECIFY]
2 NOT INTERESTED [SKIP TO CLOSE]
3 DK /NA /REF [SKIP TO CLOSE]
Q7. May I please have your name, address and telephone number so that we may contact you
at a later time, when we may have additional information about the new school?
[PROGRAMMER - FIX ALL ADDRESS INFORMATION IN THE DATA)
1. Yes (CONTINUE)
2. No (SKIP TO CLOSE)
3. DK/NA/REF (SKIP TO CLOSE)
Q8. 1. First Name (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
• rV
3. Not interested (SKIP TO CLOSE)
Q9. 1. Last Name (Specify)
2. DK/NA /REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
QIO. 1. Street Address (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
Q11 I. City (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
Q12. 1. State (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
Q13. 1. Zip (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
Q14. 1. Phone number (Specify)
2. DK/NA/REF (SKIP TO CLOSE)
3. Not interested (SKIP TO CLOSE)
Thank you very much for your participation. Have a good evening.