One of the reasons you can trust us is that when we make a mistake (and we will make mistakes), we will correct the error within the article, also noting the mistake on the article’s webpage and adding it to a running list of EdNC corrections. If you find an error, email info@ednc.org.

In a post on March 5, 2015, Lot’s going on: Demographics, the budget, and dropout and discipline reports, this paragraph was added:

The shift is due in part to fertility rates. He said that the rate needs to be about 2.1  births per woman for a a racial or ethnic group to replace itself. Hispanics (2.99) and blacks (2.13) are the only groups achieving that. Asians are coming close at 2.04.

In a post on March 10, 2015, Top five myths of the public school budget, the figure in paragraph one was changed to $8.7 billion and clarified to be FY 2014-15. In myth #3, figures changed and clarified to reflect FY 2013-14.

In a post on March 18, 2015, Student health assessments could expand, an update and correction was issued by the author.

The post, The children are the future in rural counties, posted briefly on Monday, March 23, 2015, with a version of the video that contained two images of schools in Beaufort instead of Beaufort County.

In a post on July 28, 2015, Building literacy: One reader and writer at a time, this statistic was corrected: 54.3 percent of third through eighth grade students in the state are reading below grade level.

In a post, The real war on education in North Carolina, this paragraph was corrected on August 17, 2015:

Original:

  • Relatively few North Carolina teachers are leaving to teach in other states, and fewer are leaving now than before the economic recession. The North Carolina Department of Public Instruction’s 2014 Teacher Turnover Report reports that only 455 left for this reason in 2014—just three percent of the 13,616 teachers who left their jobs last year. The percentage of teachers “fleeing” to other states was actually higher before the recession, as 3.5 percent of teachers in 2008 left to teach in other states.

Correction:

  • Relatively few North Carolina teachers are leaving to teach in other states, and rates have been relatively consistent since the economic recession. The North Carolina Department of Public Instruction’s 2014 Teacher Turnover Report reports that the percentage of teachers leaving for other states rose slightly in 2014 (734, or 5.4 percent) with fewer leaving (341, or 3.5 percent) in 2012, consistent with the rate in 2008 (467, or 3.5 percent).

In a post on December 9, 2015, December’s Charter School Advisory Board Meeting, board member Steven Walker was identified as Scott Walker.

In a post on July 13, 2016, The 2016 Legislative Session: What’s hot and what’s not in ed policy, the following paragraph was corrected.

Original:

  • In the compromise budget, the state will spend an extra $5.8 million to increase the special education opportunity scholarship program by 137 percent. And, the budget for the regular opportunity scholarship program will go up by $10 million each year for 10 years, increasing funding from about $35 million appropriated in 2016-17, to almost $135 million in 2026-27.

Correction: 

  • In the compromise budget, the state will spend an extra $5.8 million to increase the special education opportunity scholarship program by 137 percent. And, the budget for the regular opportunity scholarship program will go up by $10 million each year for 11 years, increasing funding from about $35 million appropriated in 2016-17, to almost $145 million in 2027-28 and each year after.

In a post on October 17, 2016, Princeville students without homes or a school, Tarboro High School was identified as North Edgecombe High School.

In a post on December 15, 2016, Rhonda King was identified as living in Princeville. She lives in Nashville. The title, the article, and the video were corrected.

In a post on January 26, 2017, “Franklin County offers bonuses to fill EC vacancies,” the name of the nearby seminary school was misstated. The school is called Southeastern Baptist Theological Seminary.

In a post on February, 15, 2017, the following sentence was corrected:

Original:

Correction:

In a post on July 6, 2017, a chart describing a pilot program was incorrectly placed under calendar flexibility instead of class size flexibility. The chart was removed and the following text was corrected: 

Original:

  • While that bill did not make it through the General Assembly, aspects of it were added to the final budget. The budget’s pilot program would allow schools to participate in the following counties: (CHART). It was the only school calendar flexibility provision to pass this session. 

Correction: 

  • None of the calendar flexibility measures passed this session.

In a post on August 4, 2017, State Board discusses literacy deficiencies, ESSA state plan, a quote by Wayne McDevitt was misattributed. It was corrected and attributed to McDevitt. 

In a post on October 5, 2017, General Assembly, State Board tackle principal pay, the following was corrected:

Original:
  • The State Board voted to send the letter Thursday after getting a report from its legislative director, Cecilia Holden, that about 350 principals could lose pay during the 2018-19 school year after the hold harmless expires.
Correction:
  • The State Board voted to send the letter Thursday after getting a report from its legislative director, Cecilia Holden, that about 350 principals are currently being held harmless this fiscal year. 
 

In a post on October 25, 2017, Newton debate on possibility of merit-based teacher pay focuses on the ‘how’, the following was corrected:

Original:
  • Nordstrom mentioned programs in six different districts across the state piloting differentiated pay.
Correction: 
  • Nordstorm mentioned the differentiated pay used statewide to reward reading and math teachers for students’ growth in certain grades, as well as career and technical education (CTE) and advanced placement (AP) teachers. 

In a post on November 2, 2017Education funding study gets underway, the following was corrected:

Original: 
  • The distribution of funds changes depending on the type of student. A typical student with no special needs affords the school $100. But a student who is in 2nd grade may get an extra 1 percent of that $100, or $10 because the student is in the K-3 category. If the student has a disability, the school receives an extra 6 percent of that $100 base, or an additional $60 dollars. When all the numbers are added up on that student, the school gets a total of $170 for that one student.

Correction: 
  • The distribution of funds changes depending on the type of student. A typical student with no special needs affords the school $100. But a student who is in 2nd grade may get an extra 10 percent of that $100, or $10 because the student is in the K-3 category. If the student has a disability, the school receives an extra 60 percent of that $100 base, or an additional $60 dollars. When all the numbers are added up on that student, the school gets a total of $170 for that one student.