Executive Summary

North Carolina stands at a critical junction in its educational evolution. As the state aims to increase educational attainment to 2 million adults by 2030 (myFutureNC, 2025), the “2025 Facts & Figures” report by BEST NC presents a comprehensive view of the demographic, fiscal, and systemic shifts impacting students, educators, and school communities across the state. This white paper examines these findings in five domains: student demographics, school choice, educator workforce, chronic absenteeism, and structural inequities—each of which has significant implications for policy, funding, and educational outcomes.

1. Changing Demographics and Enrollment Trends

North Carolina's student population continues to diversify, with Hispanic and Asian student populations increasing by 50% and 61% between 2013–14 and 2023–24. Conversely, White student enrollment has declined by 11% during the same period (BEST NC, 2025, p. 11). As of 2023–24, only 46% of public K-12 students were White, compared to 53% of students in the UNC System (p. 16). These changes indicate a growing mismatch in racial and ethnic representation across educational levels.

Moreover, school choice is rapidly reshaping the K-12 landscape. Traditional public school enrollment declined by 5% over ten years, public charter school enrollment grew by 61%, and homeschool enrollment surged by 150% (p. 8). If homeschooling were a district, it would be the second-largest in the state, with 157,642 students (p. 35).

2. Barriers in Early Childhood and Economic Disparities

Early childhood access remains inconsistent across regions. Although North Carolina Pre-K (NC Pre-K) serves 57% of eligible four-year-olds, only 36% of counties meet the NIEER benchmark for coverage (p. 6). Simultaneously, 20% of children under 18 live at or below 200% of the federal poverty level, and 27% experience food insecurity (p. 7).

3. Educator Workforce Under Strain

Teacher preparation, recruitment, and retention are enduring challenges. In 2022–23, 41% of new teachers had no formal preparation or in-classroom experience, a significant jump from a decade earlier (p. 22). Additionally, 11.5% of teachers left the profession—the highest attrition rate in seven years—exacerbating statewide shortages, particularly in high-poverty districts and hard-to-staff subjects (p. 22).

While programs like TeachNC have helped reduce entry barriers by supporting over 7,000 educators with licensing and test preparation (p. 20), deeper systemic issues remain. For example, beginning teachers are more likely to be placed in high-poverty schools and are disproportionately underprepared (p. 26).

4. Absenteeism and Behavioral Disruptions

Chronic absenteeism has doubled from pre-pandemic levels, reaching 27% in 2022–23 (p. 14). This trend correlates strongly with academic decline. The NCES attributes up to 45% of national reading score declines to increased absenteeism (p. 14). In North Carolina, absenteeism disproportionately affects economically disadvantaged students, English language learners, and students with disabilities (p. 13).

Furthermore, school discipline remains a pressing issue. In 2023–24, defiant behavior accounted for 46% of short-term suspensions, with Black male students comprising 29% of all suspensions despite being a smaller percentage of the overall student population (p. 36).

5. Structural Inequities and Resource Allocation

Disparities persist in teacher quality and compensation. In the most affluent schools, 7% of teachers were beginning teachers in 2022–23, compared to 19% in the highest poverty schools (p. 26). Schools with higher poverty levels are also less likely to retain experienced principals, with only 62% serving for more than five years compared to 76% in affluent schools (p. 25).

Teacher compensation in North Carolina remains below the national average. The average salary, adjusted for inflation, was $60,009 in 2023–24, compared to $66,200 nationally (p. 30). Moreover, only 29% of total compensation is allocated to benefits in NC, compared to 17% in the private sector in the South Atlantic region (p. 31), potentially impacting recruitment and retention.

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6. Thoughts and Recommendations for Consideration Across Sectors

Lawmakers and the Department of Public Instruction:

• Prioritize equitable funding models that target high-need and underserved districts to ensure resources for quality instruction, facilities, and support staff.
• Invest in comprehensive early childhood programs across all regions, especially in counties with limited access, to close developmental gaps early.
• Support policies that promote teacher retention, competitive salaries, and benefits to attract and keep high-quality educators, emphasizing career pathways and mentorship programs.
• Foster data-driven strategies to monitor disparities in discipline, absenteeism, and resource allocation, ensuring policies address root causes and promote equity.

Superintendents and District Leaders:

• Implement targeted recruitment efforts that focus on diversifying the educator workforce to reflect student demographics.
• Invest in teacher induction, ongoing professional development, and culturally responsive practices to improve retention and classroom effectiveness.
• Develop community engagement strategies to foster trust and collaboration with families, particularly in underserved populations, to reduce absenteeism and improve student attendance.
• Leverage technology and innovative practices to support blended learning, personalized instruction, and student engagement.

Higher Education Institutions and Universities:

• Expand partnership programs with school districts to create more pathways for diverse candidates into teaching careers.
• Offer loan forgiveness, affordable tuition, and specialized training in culturally responsive teaching to reduce barriers for prospective teachers, especially from underrepresented groups.
• Embed community-based and practical experiences early in teacher preparation programs to better prepare future educators for diverse classroom realities.

School Administrators and Principals:

• Cultivate inclusive, supportive school climates that respect student and staff diversity and promote restorative discipline practices.
• Prioritize professional development focused on trauma-informed care, behavioral management, and equity.
• Support collaboration among teachers, counselors, social workers, and families to address barriers impacting attendance and student well-being.
  

Teachers and Staff:

• Engage in ongoing professional learning to adapt to changing student needs and diverse classrooms.
• Seek mentorship opportunities and peer collaboration to build resilience and share best practices.
• Advocate for equitable pay, classroom resources, and supports necessary to sustain high-quality teaching.

Community and Families:

• Collaborate with schools to support attendance, behavior, and engagement initiatives through culturally responsive outreach.
• Advocate for policies that address social determinants of educational disparities, including food insecurity, healthcare, and housing stability.
• Participate in school governance and advisory boards to ensure community voices shape local educational priorities.

7. Conclusion and Recommendations

North Carolina’s educational future hinges on our collective commitment to equity, innovation, and community partnership. While progress has been made through initiatives like TeachNC, Pre-K expansion, and community engagement, there is a shared responsibility across all sectors to tackle systemic inequities, support educators, and create pathways to opportunity for every child. By working together thoughtfully and intentionally, we can harness our diverse talents and resources to build an education system that empowers learners, uplifts families, and prepares our state for a prosperous future.

References

Best NC. (2025). Facts & Figures: Education in North Carolina, April 2025 Online Edition. https://bestnc.org/factsandfigures/

National Center for Education Statistics (NCES). (2023). Chronic Absenteeism Data Story. https://www2.ed.gov/datastory/chronicabsenteeism.html

myFutureNC. (2025). State Dashboard on Educational Attainment. https://dashboard.myfuturenc.org/

U.S. Bureau of Labor Statistics. (2023). Occupational Employment and Wage Statistics. https://www.bls.gov/oes/

National Education Association (NEA). (2024). Rankings and Estimates Report. https://www.nea.org/research-publications

U.S. Department of Education. (2022). The Condition of Education: Early Childhood Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022040

National Center for Education and the Economy. (2020). Securing Talent and Building Capacity in Education. https://ncee.org/research-and-policy/2020/

North Carolina Department of Public Instruction. (2023). North Carolina’s K-12 Public Education Data. https://ncreportcards.ond.go.v/

Children’s Defense Fund. (2022). Back to School Report. https://childrensdefense.org/report/back-to-school-2022/

Children Now. (2023). State Policy Report: Investing in Early Childhood. https://www.childrennow.org/reports/

Learning Policy Institute. (2022). Addressing Teacher Shortages through Policy and Practice. https://learningpolicyinstitute.org/

The Urban Institute. (2021). Equity in Education Funding and Resources. https://urban.org/research/publication/equity-education-funding

National Conference of State Legislatures (NCSL). (2022). Teacher Workforce Development and Policy Options. https://www.ncsl.org/research/education/

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