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DOCUMENT RESUME
ED 084 995 HE 004 886
AUTHOR Busko, Michael V.; And OthersTITLE Community Program Planning in Post Secondary
Education: A Source Book for Winston-Salem, NorthCarolina.
INSTITUTION North Carolina Univ., Chapel Hill. Center for Urbanand Regional Studies.
SPONS AGENCY North Carolina State Commission on Higher EducationFacilities, Raleigh.
PUB DATE Aug 73NOTE 228p.
EDRS PRICE MF-$0.65 HC-$9.87DESCRIPTORS Colleges; Consortia; Cooperative Programs; *Higher
Education; *Postsecondary Education; ProgramDescriptions; *Program Planning; *School CommunityPrograms; *School Community Relationship;Universities
IDENTIFIERS *North Carolina
ABSTRACTThis study inventories the urban activities of
institutions of higher education in the Winston-Salem area andreports a significant series of social and economic indicators fornine urbanized areas in North Carolina. Part I consists of a seriesof excerpts from a collection of nine documents and reports concerned
_with development policy, planning in general, and planning for highereducation in North Carolina. In Part II, attention is focused on theurban activities of five institutions of higher education apd oneconsortium in Winston-Salem. Consideration is given only to thoseorganizational units whose primary focus is on the interface betweenthe institution and the city. Related document is HE 004 887.(MJM)
FILMED FROM BEST AVAILABLE COPY
Community Program Planningin Postsecondary Education:
A Source Book [01 Winston-Salem, N.C.
13sy
Michar V Bus LoFrancis X. Mulvihill
Kennefh W. Da y
SDEPARTMENT OF HEALTH,
EDUCATION &WELFARE
NATIONALINSTITUTE OF
EDUCATIONo%4
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,Pty4,, I); I
2, NC NI Cl2 '
Y f`l1.;Ir 0,
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Center for Urban and Regional StudiesUniversity of North Carolina at Chapel Hill
Chapel Hill, North Carolina
August 1973
COMMUNITY PROGRAM PLANNING IN
POSTSECONDARY EDUCATION: A SOURCE BOOK
FOR WINSTON-SALEM, NORTH CAROLINA
by
Michael V. Busko
Francis X. Mulvihill
Kenneth W. Daly
Center for Urban and Regional StudiesUniversity of North Carolina at Chapel Hill
Chapel Hill, North Carolina
August, 1973
This report is part of a project financed by a grant from the North CarolinaCommission on Higher Education Facilities, under Title I of the HigherEducation Facilities Act of 1963.
NORTH CAROLINA
STATE COMMISSION ON HIGHER EDUCATION FACIUTIE'S320 WEST JONES STREET
P. O. BOX 2147RALEIGH. NORTH CAROLINA 27802
SNEED HIGH CHAIRMANILLS
14R5. EARL W. !BRIANRALEIGH
WILLIAM A. Diet. JR.GOLDSBORO
JOSEPH W. DRIER. JR.CHARLOTTE
CHARLES L. WHEELER DinitlyoRHALIBERT JONES
LAusuisunoJOHN R. JORDAN
RALEN94
A. E. NEARSCHARLOTTE
R. BARYON HAYES HAROLD L. TRIOGHu0SoN SALISBURY
FORWARD
Since 1969, the North Carolina State Commission on Higher Education
Facilities has worked with institutions of higher education and community
agencies in Winston-Salem in assessing the demand for community services,
inventorying existing programs, and planning physical facilities to meet
community services needs. These activities have been supported through a
series of special opportunity grants and the current Model Cities related
grant, all from the United States Office of Education under the Higher
Education Facilities Act of 1963.
Throughout this activity, one need that was always strikingly evi-
dent was for the social and economic data which could form the basis for
sound community planning. The staff found there was no central source
for such data, that many gaps existed in the available information, and
that much duplication of effort occurred in accumulating the data necessary
to support grant applications and other types of planning documents.
Earlier staff efforts to compile such economic and social data
involved significant allocation of our staff resources, and the results
were far from satisfactory. The availability of the detailed data from the
1970 census greatly facilitated the development of the array of Statistical
information needed for community program planning.
This study inventories the urban activities of institutions of higher
education in the Winston-Salem area and reports a significant series of
social and economic indicators for nine urbanized areas in North Carolina.
We hope that this document will serve as a convenient source of community
program planning data for institutions and agencies in Winston-Salem.
This report was pre?ared by the Center for Urban and Regional Studies
of the University of North Carolina at Chapel Hill under contract with the
North Carolina State Commission on Higher Education Facilities. The
Commission staff is now a part of the General Administration of the Uni-
,--irsity of North Carolina. Kenneth Daly, research associate at the Center,
has served as principal investigator during the current grant year. The
Commission expresses its appreciation and admiration for the diligence and
skill with which he has carried out this activity. He collected the
materials which served as the bases for Parts I and II of this report.
Michael Busko, research assistant, wrote the final versions of Parts I and
II and the introduction to Part III. Francis Mulvihill, Director of
Research Interpretation at the Center, did the analyses of the 1970 Census
which resulted in the tables and maps of Part III. He also wrote the
definitions and interpretations of the indicators in these tables. Lorraine
Moriarty was responsible for the computer generation and additional graphics
for the tract maps.
Charles L. Wheeler
Director
ii
COMMUNITY PROGRAM PLANNING IN
POSTSECONDARY EDUCATION: A SOURCE BOOK
FOR WINSTON-SALEM, NORTH CAROLINA
Part I. Legal and Policy ConteYt
IntroductionDetailed Table of Contents for Part IExcerpts from Documents and Reports
Part II. Inventory of Urban Activities
IntroductionList of AbbreviationsDescriptions cf Policies and Organizational StructuresUrban Activity ChartsSummary TableList of Written Reports on Urban Activities
Part III. Social and Economic Indicators for the Nine Urbanized Areasin North Carolina
IntroductionIndex of Tables and. MapsIndicator TablesUrbanized Area TablesTract Maps of Winston-Salem
iii
PART I
LEGAL AND POLICY CONTEXT
Contents
Introduction
Detailed Table of Contents for Part I
Excerpts from Documents and Reports
Introduction
Part I consists of a series of excerpts from a collection of nine
documents and reports concerned with development policy, planning in
general, and planning for higher education in North Carolina. The intent
is to give the legal and policy context within which community program
planning in postsecondary education may take place in North Carolina. The
only ordering attempted was to begin with the general and move toward the
specific.
In general, editing has been held to a minimum: most excerpts are
quoted exactly and appear the same order as in the original documents;
underlined headings are usually the same as chapter or section titles in
the originals. The document citations and the major headings are given in
the Detailed Table of Contents which follows this Introduction.
2
Detaiird Table of Contents ',:or Part I
1. Phay, Robert E. North Carolina Constitutional and Statutory Provisionswith Respect to Higher Educati,:a. Chapel Hill: Institute of Government,The University of North Carolina at Chapel Hill, 1972.
North Carolina Constitutional Provisions on Higher Education
The University of North Carolina
North Carolina School of the Arts
State Education Assistance Authority
Miscellaneous
2. Department of Administration. North Carolina Statewide DevelopmentPolicy. Raleigh, North Carolina, 1972.
The Developmental Management System
A State-Regional PartnErship in Leadership
Regional Service Delivery
3. Council on State Goals and Policy. First Annual Report. Raleigh,North Carolina, November, 1972.
The Economy
Health Care
Learning Opportunities
The Environment
4. Department of Administration. Regional Planning in North Carolina:State Plannina_Report 132.02. Raleigh, North Carolina, Mily 1971.
A Planning Framework
intergovernmental Cdordination
3
5. North Carolina Board of Higher Education. Planning for Higher Educationin North Carolina. Raleigh, North Carolina, November 1968.
Goals and Recommendations
Institutional Policy and Administration
Special Academic Areas
Enrollments and Admissions
Traditionally Negro Colleges
Private Higher Education
Student Financial Aid
Financing Higher Education
6. Department of Community Colleges. Planning for the North CarolinaCommunity College System, Volume I: Summary and Recommendations.Raleigh, North Carolina, June 1970.
Planning Process
Needs Analysis
Strategic Plan
7. Department of Community Colleges. Planning for the North CarolinaCommunity College System, Volume III: Four Year Operating Plan 1971-75.Raleigh, North Carolina, June 1970.
Annual Average FTE Enrollment Projections (Table)
8. Forsyth Technical Institute. Planning for Forsyth Technical Institute:Plans for 1970-80 Decade. Winston-Salem, North Carolina, May 1971.
Introduction
Sources of Information for Local Planning
Plans for Forsyth Technical Institute
Some Manpower and Education Data (Two Tables)
9. City of Winston-Salem, North Carolina. Planned Variations--Phase IISubmission. Winston-Salem, North Carolina, February 1972.
Community Development Strategy Under Planned Variations
4
1. Phay, Robert E. North Carolina Constitutional and Statutory Provisions
with Respect to Higher Education. Chapel Hill: Institute of Government,
The University of North Carolina at Chapel Hill, 1972.
I. North Carolina Constitutional Provisions on Higher Education
North Carolina Constitution
Article IX. Education
Se'. B. Higher Education. The General Assembly shall maintain a
public system of higher education, comprising The University of
North Carolina and such other institutions of higher education as
the General Assembly may deem wise. The General Assembly shall
provide for the selection of trustees of The University of North
Carolina and of the other institutions of higher education, in whom
shall be vested all the privileges, rights, franchises, and endow-
ments heretofore granted to or conferred upon the trustees of these
institutions. The General Assembly may enact laws necessary and
expedient for the maintenance and management of The University of
North Carolina and the other public institutions of higher education.
Sec. 9. Benefits of public institutions of higher education.
The General Assembly shall provide that the benefits of The Univer-
sity of Nord, Carolina and other public institutions of higher
education, as far as practicable, be extended to the people of the
State free of expense.
5
II. The University of North Carolina
116-1. Purpose. -In order to foster the development of a well-
planned and coordinated system of higher education, to improve
the quality of education, to extend its benefits,-and to encourage
an economical use of the State's resources, the University of
North Carolina is hereby redefined in accordance with the
provisiiions of this Article. (1971, c. 1214, s. 1.)
116-11. Powers and duties generally. -The powers and duties of
the Board of Governors shall include the following:
(1) The Board of Governors shall plan and develop a coordinated
system of higher education in North Carolina. To this end
it shall govern the 16 constituent institutions; subject to
:the powers and responsibilities given in this Article to the
boards of trustees of the institutions, and to this end it
shall maintain close liaison with the State Board of Education,
the Department of Community Colleges and the private colleges
and universities of the State. The Board, in consultation
with representatives of the State Board of Education and of
the private colleges and universities, shall prepare and from
time to time revise a long-range plan for a coordinated system
of higher education, supplying copies thereof to the Governor,
the members of the General Assembly, the Advisory Budget
Commission and the institutions. State-wide federal or State
programs that provide -aid to institutions or students of post-
secondary education through a State agency, except those
related exclusively to the community college system, shall
be administered by the Board pursuant to any requirement of
State or federal statute in order to insure that all activities
are consonant with the State's long-range plan for higher
education.
(3) The Board shall determine the functions, educational activi-
ties and academic programs of the constituent institutions.
The Board shall also determine the types of degrees to be
awarded. The powers herein given to the Board shall not be
restricted by any provision of law assigning specific functions
or responsibilities designated institutions, the powers
herein given superseding any such provisions of law. The
Board, after adequate notice and after affording the institu-
tional board of trustees an opportunity to be heard, shall
have authority to withdraw approval of any existing program
if it appears that the program is unproductive, excessively
costly or unnecessarily duplicative.
116.14. President and staff. -
(b) The President shall be assisted by such professional
staff members as may be deemed necessary to carry out the
provisions of this Article, who shall be elected by the
Board on nomination of the President. The Board shall fix
the compensation of the staff members it elects. These
staff members shall include a senior vice-president and
7
such other vice-presidents and officers a.... may be deemed
desirable. Provision shall be made for persons of high com-
petency and strong professional experience in such areas as
academic affairs, public service programs, business and finan-
cial affairs, institutional studies and long-range planning,
student affairs, research, legal affairs, health affairs, and
institutional development, and for State and federal programs
administered by the Board.
116.18. Information Center established. -The Board of Governors of
The University of North Carolina, with the cooperation of other
concerned organizations, shall establish, as a function of the
Board, an Educational Opportunities Information Center to pro-
vide information and assistance to prospective college and
university students and to the several institutions, both
public and private, on matters regarding student admissions,
transfers and enrollments. The public institutions shall
cooperate with the Center by furnishing such nonconfidential
information as may assist the Center in the performance of its
deities. Similar cooperation shall be requested of the private
institutions in the State.
An applicant for admission to an institution who is not
offered admission may request that the institution send to the
Center appropriate nonconfidential information concerning his
application. The Center may, at its discretion and with per-
mission of the applicant, direct the attention of other
8
institutions to the applicant and the attention of the appli-
cant to other institutions. The Center is authorized to
conduct such studies and analyses of admissicns, transfers,
and enrollments as may be deemed appropriate:
III. North Carolina School of the Arts
116.63. Policy. -It is hereby declared to be the policy of the
State to foster, encourage and promote, and to provide assistance
for, the cultural development of the citizens of North Carolina,
and to this end the General Assembly does create and .rovide for
a training center for instruction in the performing arts.
(1963, c. 1116)
116-66. Powers of various boards.-The Board of Governors of the
University of North Carolina and the board of trustees of the
school shall be advised and assisted by the St:-.te Board of Education
and by the advisory board of the school. Entrance requirements
shall be prescribed so that the professional training offered shall
be available only to those students who possess exceptional talent
in the performing arts. In developing curricula the school shall
utilize, pursuant to agreement with institutions'of higher education
or with any local administrative school unit, existing facilities
and-such academic nonarts courses and programs of instruction as may
be needed by the students of the school, and, in the discretion of
the Board of Governors, personnel may be employed jointly with any
9
such institution or unit on a cooperative, cost-sharing basis.
Curricula below the collegiate level shall be devel,ped with
the advice and approval of the State Board of Education and in
consultation with the advisory board of the school. The school
shall confer and cooperate with the Southern Regional Education
Board and with other regional and national organizations to
obtain wide support and to establish the sihool as the center'
in the South for the professional training and perfor-mance of
artists. [lie chancellor of the school shall preferably be a
noted composer or dramatist. (1963, c. 1116; 1971, c.1244.
s. 13.)
116-69. Purpose of school program. The primary purpose of
the school shall be the professional training, as distinguished
from liberal arts instruction, of talented students in the
fields of music, drama, the dance, and allied performing arts,
at both the high school and college levels of instruction, with
emphasis placed upon performance of the arts, and not upon
academic studies of the arts. The said school may also offer
high school and college instruction in academic subje:ts, and
such other programs as are deemed necessary to meet the needs
of its students and of the State, consistent with appropriations
made and gifts received therefor, and may cooperate, if it
chooses, with other schools which provide such courser of
instruction. The school, on occasion, may accept elementary
grade students of rare talent, and shall arrange for such
students, in cooperation with an elementary school, a
suitable educational program. (1963, c. 1116)
X. State Educational Assistance Authority
116-201. Purpose and definitions.-(a) The purpose of this
Article is to authorize a system of financial assistance,
consisting of grants, loans, work-study or other employment,
and other aids, for qualified residents of the State to enable
them to obtain an education beyond the high school level by
attending public or private educational institutions. The
General Assembly has found and hereby declares that it is in
the public interest and essential to the welfare and well -
oeing of the inhabitants of the State and to the proper growth
and development of the State to foster and provide financial
assistance to residents of the State, properly qualified
therefor, in order to help them to obtain an education beyond
the high school level. The General Assembly has further
found that many residents of the State who are fully qualified
to enroll in appropriate educational institutions for further-
ing their education beyond the high school level lack the
financial means and are unable, without financial assistance
as authorized under this Article, to pay the cost of such
education, with a consequent irreparable loss to the State
of valuable tenants vital to its welfare. The General
Assembly has determined that the establishment of a proper
system of financial assistance for such objective purposes
11
serves a public purpose and is fvlly consistent with the long-
established policy of the State to encourage, promote and
assist the education of the people of the State.
XII. Miscellaneous
Planning and Regulation of Development
Chapter 160A. Cities and Towns
Article 19.
Planning and Regulation of Development
Part 3. Zoning.
160A-392. Part applicable to buildings constructed by the
State and its subdivisions.-All of the provisions of this Part
are hereby made applicable to the erection, construction and
use of buildings by the State of North Carolina and its poli-
tical subdivisions.
2. Department of Administration. North Carolina Statewide Development Policy.
Raleigh, North Carolina, 1972.
The Developmental Management System
To Institutionalize Common Statewide Goals
A common statewide goal, first of all, is a goal that cuts
across specific program area lines and speaks to the fundamental
questions of how the well-being of all citizens can be improved.
It is a goal to which programs in health, housing, education,
etc. all can be related, and this is why the term common goal is
12
used. Statewide means just that--across the entire State and
involving all units of government and all citizens.
A common statewide goal, secondly, is a definite policy
prescription for decision-making. It is based upon a clear
choice among possible alternative directions for achievement.
Lt does not bypass the decision on how to carry out policy.
Rather, it embodies a single, consistent approach for guiding
the administration of programs and procedures to achieve a
desired end.
This document sets forth a common goal--the statewide
development goal. It is presented in locational terms that are
common to all program areas. The goal is:
The creation of a network of small urban centers
which, along with larger cities, can maintain a
jobs-people-public services and environmental
balance that supports a higher standard of liVing
Croughout the State.
Tads is a goal to assure that jobs and public services
are available close to where the people of North Carolina
choose to live. This is a goal that must be achieved through
strengthening the population support role of non-metropolitan
urban areas while maintaining and upgrading services in metro-
politan areas.
13
The Statewide Development Goal is based upon two principal
observations:
1. That the problems of economic well-being come largely
from the unequal way people, jobs and public services
are located in relation to each other.
2. That the fundamental opportunities for a higher
standard of living in a modern industrialized society
come from a clustering of people, jobs, and public
services in urban centers.
Essentially, the goal recognizes that our society must be
based upon small cities as well as large cities, and that
people must have the opportunity to choose where to live. Jobs
and public services then, within defined limits, must follow
population settlement patterns.
The goal further recognizes the necessity for developing
clusters of economic activity and services in rural regions co
provide a basis for making a choice of residence. Without this,
there can be no meaningful choice.
Statewide Development Policy reflects a broadening of both
the state and regional leadership role. This is reflected in
the following policy positions designed to avoid limitations of
the earlier efforts:
1. To achieve development policy objectives, the State
must guide more than just the public investment funds
of the regional commissions.
2. To achieve development policy objectives, the State must
develop a unified approach to the spending of state and
federal dollars in all multi-county regions.
3. To achieve development policy objectives, the lead regional
organizations must play a central role in.the shaping of
investment allocation decisions, and in the initiation of
regional services.
A State-Regional Partnership in Leadership
Lead Regional Organizations
To achieve common statewide goals, and to strengthen all
levels of government for the greater responsibilities for the
1970's, Governor Scott recommended that a strong regional
planning and development organization be established in-each
of the 17 multi-county regions. These organizations, to .be
called Lead Regional Organizations, would serve as the important
link in a state-local partnership in leadership.
Only one legally constituted organization, created by
general purpose local governments, will be designated in each
region. The designated Lead Regional Organizations will be
expected to provide the necessary leadership for effective
regional planning and program implementation.
The Regional Development Plan
The Regional Development Plan is a policy.document for
public investment within designated multi-county regions. It
will be based upon an urban settlement pattern and the jobs-
people balance goal set by each regional organization. Although
the Regional Development Plan is to be prepared and carried out
through the framework of the Statewide Development Policy, it
will carry regional policy determinations. It is a required
work responsibility of the Lead Regional Organizations.
The purpose of the Regional Development Plan is to establish
urbanization objectives for the multi-county region and to
develop an approach for allocating public funds within the
region to accomplish these objectives. In doing this, the
regional plan becomes a more refined documenl than the State-
wide Development Policy, as well as being an operational state-
ment for carrying out this policy.
The Regional Development Plan, as presently conceived, is
the Pkimary decision-making tool for allocating State and
federal funds for local public investments. This plan, along
with the State Plans prepared by State agencies for the use of
federal funds, will be one of the key elements in the unified
decision-making process.
The Regional Development Plan will have at least five main
work elements. Preparation of this Plan will be the work re-
sponsibility of the Lead Regional Organization, but much of
the statistical backup, along with technical assistance in
development planning, will be available from State government
on a continuing basis.
16
The five elements of the Regional Development Plan are:
1. Classification of growth areas.
2. Determination of an urban settlement plan and the job
requirements needed to achieve a jobs-people balance
for that plan.
3. Determination of the public facility needs of growth
centers.
4. Establishing locational priorities for the allocation
of public investment funds.
5. Identification of priority investment projects for the
coming year.
Regional Service Delivery
There are many gaps in local services--gaps which arise for
several reasons:
1. Localities lack or have not sought to establish juris-
diction--such as in subsidized housing for low and moderate-
income families, which presently is left to private intia-
tive.
2. Problems transcend the capabilities of localities to exert
influence--such as improvements in the delivery of primary
health care, where physician shortage is critical.
3, The local service base is too small to support a sound
program--such as in occupational education, with its re-
quirements for teachers, guidance counselors, and
facilities.
17
Seven statewide priority areas have been established. They
include (in alphabetical order):
1. Child Development
2. Housing
3. Land Development and Water Use
4. Manpower and Education Development
5. Personal Health Care
6. Transportation
7. Urban Cluster Water and Sewer Service
Type
GROWTH CENTERS IN REGION G
1960 Urb.
lwp. Pop.
1970 Urb.
Twp. Pop.
1980 Proj.
Twp. Pop.
1970 Cluster
Population
1980 Proj.
Clus. Pop.
Primary
Winston-Salem
t:-I
,
182,610
205,014*
193,358
220,069
247,005
Greensboro
R-1
169,601
202,813*
178,746
215,887
258,032
High Point-
Thomasville
A-I
110,559
126,780*
108,213
127,006
145,557
Burlington
A-I
54,870
73,253*
78,632
-
88,832
100,346
Lexington
A-II
.31,945
38,844*
42,106
51,723
62,854
Asheboro
A-III
25,691
27,437*
34,767
40,244
43,005
Mt. Airy
A-III
18,307
18,920*
23,187
24,532
25,362
Eden
A-III
17,821
16,571*
19,474
20,162
18,746
Reidsville
A-IV
.13,673
14,053*
28,113
28,954
29,773
Elkin
U-IV
8,179
7,075*
10,375
10,200
8,822
Madison-hayodan
U-IV
.
7,795
8,942*
14,821
16,351
18,746
Kernersville
U-V
5,300
5,928*
Mebane
U-V
3,436
4,076*
5,855
6,505
7,719
i--
ko
Mocksville
U-V
2,529
2,646
4,823
5,702
6,616
Secondary
King
E-V
1,440
2,717*
Yadkinville
G-V
2,232
2,393
6,280
7,207
7,719
Liberty
E-V
2,167
3,735
3,610
4,571
6,616
Franklinville-
Ramseur
E-V
2,122
1,634*
4,250
4,295
3,308
Pilot Mountain
E-VI
1,309
1,413*
2,601
3,069
3,308
Yanceyville
G-V1
1,274
971
3,111
3,207
2,205
Walnut Cove
E-VI
1,213
1,196
3,453
3,813
4,411
venton
B-N1
1,017
1,329
3,822
4,471
6,616
Dobson
G-VI
933
1,204
4,559
5,154
5,514
Total Growth
renters
677,023
769,144
774,15b
891. 954
1,012,280
Regional Population
(69.0%)
(69.8%)
862,204
981,393
1,102,702
Non-Center Twp. Population
--
88,048
89,439
90,422
*1980 share of township is same as 1970 share
3. Council on State Goals and Policy. First Annual Report. Raleigh, North
Carolina, November, 1972.
The Economy
If the people of North Carolina are to enjoy continuing improve-
ments in their level of living in the years ahead it is imperative:
1. that employment opportunities in the nation and in the State
continue to grow and expand;
2. that all persons, regardless of color, sex, or creed, have
equal opportunity to meaningful employment and job advancement;
3. that the productivity of industries in North Carolina be in-
creased so that they can compete effectively with those in
other states and regions;
4. that the output of our economy be shared in a fair and equitable
manner; and
5. that the output of our economy be divided in such a manner that
no man, woman, or child is deprived of the basic necessities of
life.
These are the major economic goals at which public and private
efforts should be aimed in the years ahead.
Health Care
Adequate and accessible health care for all persons of all ages
is a goal for the State. The prolongation of life, the maintenance
of healthy minds and bodies, and the minimization of human
20
suffering are among the most precious and highly prized aspirations
of any civilized society. The achievement of these aspirations
requires:
1. continued advances in medical knowledge through research and
teaching;
2. wider disseminatio to all citizens of ways and means of
guarding against accidents, disease, and ailments that
threaten the lives and health of our citizens; and
3. improvements in the structuring and organization of health
care, in the geographic distribution of medical personnel
and in the functioning of private and public systems for
paying the costs of adequate and accessible health care for
all persons of all races and all ages.
Learning Opportunities
Every North Caroiinian should have--commensurate with his or her
ability and desire--early, adequate, equal and continuing opportuni-
ties to learn the skills and acquire the knowledge that will place
within his or her grasp personal fulfillment and full participation
in the social, cultural, political and economic life of the State.
We do not offer easy access to higher educational opportunities to
all who are capable of benefiting. As a result many bright minds
are under-developed, especially among those whose financial re-
sources are limited. Another result is the loss to this State's
citizens of the contributions those unfulfilled intellects could
make. Higher education, partly as a result of recent reorganiza-
tion, is re-examining programs and redefining emphases.
21
Selected Recommendations
Ninth, North Carolina, which has substantial expenditures for
higher education, must continue to invest heavily to increase the
rate of participation of its citizens in educational opportunities
beyond the high school level. Unfortunately, only 68 percent of
our students finished the eighth grade in 1968 and went on to
graduate from high school in 1972. And of those who do complete
high school, only 30 percent enroll in four-year colleges, only 10
percent enroll in junior colleges, and only 18 percent enter tech-
nical, trade, or business schools. Reliable indicators suggest
that far too many of the state's youth leave the public schools,
before and after graduation, without adequate preparation for
earning a living in our modern industrial society. The result is
a growing backlog of persons who cannot break into the system and
a shortage of adequately prepared workers to support themselves
and the economy.
Tenth, the state should continue its efforts of assisting students
who may wish to choose between public and private institutions of
higher learning. In recent years, the state has recognized the
importance of private institutions of higher learning and has
begun to provide financial support to enable students to attend
them if they desire. Continuing this support and expanding it will
enable the state and its citizens to use all the educational
resources to the fullest extent.
22
Eleventh, more research in colleges and universities that is
applicable to the problems of the state and the region should be
undertaken. Research conducted in colleges and universities--for
example, pure research--has recognizable intrinsic values and
serves as a basis for applied research. It interests and challen-
ges scholars and should be continued and expanded. Yet, locally
applicable research offers immediate returns as well as exciting
challenges to scholars. Public higher education, through its
Board of Governors, should engage in more extensive planning for
both pure and applied research.
Twelfth, the system of community colleges should be improved and
expanded, especially in areas of technical training, for students
coming out of high school and for adults desiring improved skills.
While the pressures on many community colleges and technical insti-
tutions to expand is understandable, it must be understood that
North Carolina cannot afford two college-university systems with
the resulting duplication. The basic role of the community college
system as a provider of technical instruction should be preserved,
reinforced, and improved.
Thirteenth, the needs and desires of students should wherever
possible be reflected in course content and other school-related
activities. Whether in high school or college, if courses are not
perceived as relevant by the student, he or she loses incentive to
continue. The Council does not decry (indeed, it endorses and
23
wishes to improve) the classical forms of education. The Council
does not suggest (indeed, it doubts) that all course content should
be applicable to life before sundown or semester's end. But use-
fulness is a matter on the minds of our children, and we should
listen to what they believe to be important and give them a role
in planning such things as curricula, rules of conduct and
facilities.
The Environment
The major environmental goal for North Carolina should be to
preserve and enhance the State's precious natural resources and
to ensure equal opportunity for all citizens to enjoy a total
environment that is safe, healthy, free of pollution, and
pleasant in which to live. This will require:
1. Continuing and broadening the remedial measures now being
undertaken to solve existing environmental problems;
2. Initiating legislation, improved resource management
policies and practices, and long-range planning to prevent
future environmental problems;
3. Seeking to make our citizens aware of the nature of man's
relationship to his environment, gain an appreciation for
this relationship, and accept an Environmental Ethic to
be practiced in decisions affecting man and his environ-
ment.
24
4. Department of Administration. Regional Planning in North Carolina: State
Planning Report 132.02, Raleigh, North Carolina, May, 1971.
Planning Framework
Regional Planning Activities
Elements
I. Comprehensive Regional Planning
II. Functional Planning
III. Program Management or ServiceDelivery
IV. Service Delivery/Monitoring
V. Program Impact/Evaluation
Intergovernmental Coordination
A. Issue ResearchB. Setting Goals and
ObjectivesC. Involvement and
CommunicationD. Preparing the
Regional Develop-ment Plan
A. Plan PreparationB. Application for
Funds and Funding
A-95 as Mechanism for Regional-State-Federal Coordination
As indicated above, the primary mechanism for coordinating regional-
state- federal planning efforts in North Carolina, as elsewhere, is
federal Office of Management and Budget Circular No. A-95. "A-95",
as it is commonly known, provides opportunity for local and state
review and comment on certain federal programs and activities.
25
The process outlined in A-95 is based upon sections of the Demon-
stration Cities and Metropolitan Development Act of 1966, the
Intergovernmental Cooperation Act of 1968, and, more recently, the
National Environmental Policy Act of 1969. The provisions of the
Circular are divided into four parts.
1. A-95 requires that state and areawide clearinghouses be noti-
fied by potential applicants for certain federal grants of
their intent to apply, and that the clearinghouses and inter-
ested agencies and governmental units within the clearinghouse
jurisdiction have an opportunity to consult with the applicant
and attach comments to the proposal. These comments are only
for the information of the federal funding agency and do not
constitute veto over the proposal. The decision as to whether
the applicant receives the grant requested is made by the
federal agency. A-95 review is now applicable to some 100
programs in the planning and physical and social development
areas.
2. A-95 also provides (Part II) for consultation between state
and local officials and federal agencies planning direct
development projects within their jurisdiction. These projects
include construction of federal installations, public works,
buildings, and the acquisition, use, and disposal of federal
land and real property.
26
3. Part III of A-95 makes provision for gubernatorial review of
federally-required state plans before submission to the federal
agency.
4. Part IV of A-95 encourages gubernatorial designation of sub-
state planning and development districts to provide a consis-
tent geographic base for the coordination of federal, state,
and local development programs.
Based upon another section of the Intergovernmental Cooperation
Act and closely related to A-95 is A-98. A-98 requires all federal
agencies to notify states of any federal grant awarded within the
state's jurisdiction, if the Governor, in consultation with the
state legislature, so requests. Further, A-98 encourages federal
agencies to report on other benefits and assistance, beyond the
required grant-in-aid awards, "such as research and development
grants and contracts, grants to private or non-profit organizations,
payments in lieu of taxes, loans, payments-in-kind, etc."
The importance of A-95 and A-98 lies in the opportunity they
provide state and local governments for coordinating their planning
and programming and budgeting processes with the many and varied
federal programs which supply thousands of dollars to the state
every fiscal year.
In developing improved federal-state and state-regional planning,
development, and service relationships in the future, the State of
27
North Carolina would do well to build upon the experience and
the machinery provided by the various A-95 reviews.
5. North Carolina Board of Higher Education. Planning for Higher Education
in North Carolina, Raleigh, November, 1968.
Goals and Recommendations
Higher education in North Carolina tomorrow will depend upon
the goals set today. What kind of higher education do we as
a people want? What should higher education do for the citi-
zenry and for the state at large? Who should enjoy the bene-
fits of higher education? How good do we think the system of
higher education ought to be?
GOALS OF HIGHER EDUCATION
1. To help the individual achieve self-fulfillment
2. To produce the qualities and skills which society needs
3. To provide opportunity for education beyond the high school
for all
4. To cultivate diversity within the system of higher education
5. To develop an efficient state system of higher education
6. To encourage and support research
7. To protect essential freedoms in institutions of higher
education
8. To provide opportunities for the continuing education of adults
28
9. To use the resources of higher education in the search for
solutions to urgent community problems
10. To nurture the continuing development of strong dual systems
of public and private higher education
11. To raise the standards of excellence throughout higher
education
COAL 9. TO USE THE RESOURCES OF HIGHER EDUCATION IN THE SEARCH
FOR SOLUTIONS TO URGENT COMMUNITY PROBLEMS
Institutions of higher education have a responsibility to be in-
volved in the search for solutions to many of the social, cul-
tural, and economic problems that face society. It is most
appropriate for them, with their concentrations of human talent
and other resources, to bring insights of the academic disciplines
to bear on such problems in the community, state and nation. The
extent to which an institution can assist will depend on its par-
ticular purposes, its size, resources, location, and other factors;
but every institution, no matter how small it may be or where it
may be located, has a contribution to make.
Institutional Policy and Administration
It is misleading and unwise to think of a college or university as
being the same as a business corporation with a board of directors
(the trustees), a chief executive (the president), employees (the
29
faculty), a purchasing public (parents), and a product (students).
Special Academic Areas
Although the central function of most institutions of higher educa-
tion is the offering of academic degree programs for resident stu-
dents, colleges and universities also render important public
service through extension and continuing education. Off-campus
credit courses, zorre..pondonie and television courses, and various
non-credit courses, and activities including workshops, conferences
and institutes in professional education and in general education,
all serve the continuing educational needs of citizens throughout
the state. These activities are usually scheduled at hours and
locations convenient for part-time students who cannot or who do
not desire to enroll as full-time students.
Exclusive of the Cooperative Agricultural Extension Service at
North Carolina State University, all extension and continuing
education programs offered by the public senior institutions,
whether credit or non-credit, are essentially self-supporting.
State appropriations only partially cover the administrative
expenses at the public institutions having extension programs.
Several of these receive no General Fund appropriations for ex-
tension and public service. The 1962 Report of the Governor's
Commission on Education Beyond the High School stated that
30
one of the principal limitations of the effective-ness of current extension programs arises from thefact they are generally required to be financiallyself-supporting. We do not believe that this policywill ever enable extension programs to achievetheir maximum usefulness. Extension instruction isa proper function of the public senior institutions...
rhe Report recommended:
...that the State finance on-campus extensioninstruction on the same basis as other on-campusinstruction for college credit, beginning with the1963-5 biennium, and that the same policy be exten-ded to non-contract, off-campus extension instructionat the earliest practicable time.
We concur in this recommendation of the Governor's Commission,
which has not been fully implemented. Funding for extension
and continuing education remains inadequate.
We therefore recommend that the state finance non-contract, off-
campus instruction for college credit on the same basis as on-
campus instruction for college credit is financed, beginning with
the 1969-71 biennium. Despite the lack of sufficient state support
tor this function, substantial results have been attained in the
North Carolina public institutions of higher education in extension
and continuing education. Problems in addition to inadequate
funding exist, however, and there is great need for overall planning
end coordination. Institutions,with statutory authority, conduct
extension and continuing education programs whenever and wherever
there is sufficient demand and when funds, through appropriations,
student fees, or subsidies by federal grants, foundations, or other
outside organizations, permit the conduct of the programs. The
31
clientele in the majority of programs .is limited to those who can
afford to pay for the services.
There are no definitions of extension, continuing education, and
adult education which are accepted and applied uniformly by the
institutions. Statistics on participation among institutions are
often not comparable and art- subject to misinterpretation because
of the absence of accepted definitions. Statewide policies on ex-
tension and continuing education do not now exist in North Carolina.
The increased demand for continuing education, the influx of federal
funds for this purpose, and the uneven participation on the part of
the institutions make it advisable that statewide policies be
established.
Enrollments and Admissions
Every effort should be made to assure that high school graduates
going to college be increased by 1 percent each year through 1975,
an assumption that has been made in our nrojections. As has been
pointed out, high school graduates going to college increased only
.4 percent between 1961 and 1967. Our assumption that an addition-
al 1 percent a year will go to college is a liberal estimate in the
light of the experience of recent years. Yet the need for more
trained manpower and the necessity for reducing the loss in human
talent demand that much larger percentages of high school graduates
in North Carolina continue their education. The state should take
32
the Board's assumption of a 7 percent increase between now and
1975 as the absolute minimum objective and should do everything
possible to achieve at least that goal.
Evaluation of institutional projections. The sum of pooled projec-
tions made by institutions is usually higher than the statewide
projections made by a central agency. This discrepancy may be
accounted for by the fact that institutional projections do not
usually take into consideration state-wide enrollment trends and
the college-going rate of high school graduates. Institutional
projections, even when based on available demographic data, reflect
institutional aspirations without taking into account the plans and
aspirations of other institutions, public and private. For these
reasons, policy decisions concerning future enrollments of specific
public. institutions should Le based on statewide projections.
Access to the system of higher education should be open to all. It
is public, policy in North Carolina for each high school graduate to
have an opportunity for education beyond the high school, appropriate
to his ambitions, abilities and interests. No one should be deprived
of an opportunity for full educational development.
"Open-door" institutions. The community college system (technical
institutes and community colleges) is perhaps the outstanding recent
development in higher education in North Carolina. Institutions in
that system provide the opportunity for any student, regardless of
33
his ability. Once admitted, he should be placed in the curriculum
best suited to his aptitudes, level of preparation, and motivation.
Fundamental to the role of the community college is the concept
that a student should have an opportunity to advance within the
total system of his,ner education. The community colleges close a
former gap in educational opportunity and, for the first time,
truly make it possible for every person "to burgeon out all that is
within him."
The mere fact that the door to the technical institute ol community
college is "open" is, of course, not enough. Statistics demonstrate
clearly that large numbers of high school graduates who have the
ability to continue their formal education are not doing so. The
explanation is often lack of motivation or the inability of a
student from a culturally deprived background to visualize himself
in a college environment. Frequently there is great financial need.
Sometimes the student has had such inadequate high school prepara-
tion that further formal education appears to him to be an insupera-
ble obstacle. Whatever the reason, all of our institutions, and
particularly the institutions in the community college system, have
a responsibility actively to search out, recruit, and assist where
necessary, all who can benefit from the post-high school opportuni-
ties that are available to them.
34
The 1963 General Assembly, in providing for the establishment of a
statewide community college system (G.S. 115A-1), made it clear
that these institutions are intended to continue to be two-year
colleges and will not be expanded to baccalaureate institutions.
The State Board of Education on January 5, 1967, adopted a policy
concerning this matter which stated that the "unique role" of
institutions in the community college system
...is fundamentally different from the more selectiverole traditionally assigned to four year colleges anduniversities. Because of this, for a community collegeto aspire to become a four year college would not repre-sent normal growth, but would destroy the communitycollege role and replace it with an entirely differenttype of institution.
The State Board of Education is completely com-mitted to maintaining the unique, comprehensive roleof the institutions in the Community College System,and is opposed to any consideration of a communitycollege as an embryonic four year college.
We concur in and strongly endorse this policy of the State Board
of Education.
Traditionally Negro Colleges
The education of Negro students, like the education of white stu-
dents, is a responsibility of the whole system of education, not
solely that of particular institutions. In the next few years at
least, the predominantly Negro institutions must continue to serve
a large number of students who are not adequately prepared for
college. At the same time these institutions must be upgraded so
35
that they are producing graduates who are in every way able to
compete with graduates of other institutions. If the Negro insti-
tutions are to achieve both of these difficult and conflicting
objectives, they must arrive at satisfactory balance between the
two. They will need, as we have suggested earlier, to set higher
standards for admission, to engage in aggressive recruiting, and
to provide intensive remedial and compensatory education for those
who need it.
The Negro colleges, being relatively small and unable to handle
unlimited numbers of students who require special work, will not
find it possible to admit all who apply. Here the other institu-
tions of the State must help.
We recommend that all institutions in the state actively recruit
students, black and white, who have had educational disadvantages
but who appear to have the ability to do college work, and that the
institutions provide remedial and compensatory education and
special counseling as needed. To the extent that the institutions
can succeed in finding promising students and in bringing them up
to college level, they will have helped in the solution of a pressing
social problem and will have the satisfaction of knowing that they
have salvaged valuable human talent for society. While we believe
that every institution in North Carolina should undertake such a
program, the community colleges and technical institutes, being
36
inexpensive and accessible to commuting students, are particularly
well fitted to help in .a large way with this important task.
Private Higher Education
Progress toward solving the current crisis must come through recog-
nizing that private institutions, no less than public ones, exist
to serve the general welfare, and that both have valid claims to
broader forms of support. Most public and private colleges already
seek and accept support from all available sources.
In sum, the problems of private higher education raise fundamental
questions of public policy concerning the preservation of strength
and diversity in higher education. The central question is how to'
maintain an optimum balance between public and private institutions.
The indications are that state and federal governments must assume
much greater responsibilities in Lids endeavor.
Student Financial Aid
The State of North Carolina for many years has shown strong inter-
est in providing opportunities for higher education to all who can
profit from it, yet a large proportion of youth able to do college
work do not continue their education. According to the Southern
Regional Education Board, 52.4 percent of the 18-21 year olds in
the United States were in post-high school training and education
in 1967. At the same time 39.1 percent of the 18-21 year olds in
. 37
the 15 SREB states were continuing their education, while the per-
centage for North Carolina was 34.3. The percentage of 18-21 year
olds seeking post-secondary education in North Carolina is low by
national and regional standards.
What are the reasons for this relatively low percentage of students
who seek post-secondary education? Is it lack of motivation? Is
it lack of appropriately diversified educational opportunities
within the structure of higher education? Or is it the students'
inability to meet educational expenses, coupled with a lack of suf-
ficient financial aid? Rising student costs and the problem of how
to meet them are among the most critical issues in higher education
today..
INCOME DISTRIBUTION* OF PARENTS OF STUDENTS IN NORTH CAROLINA
SENIOR COLLEGES, 1968
Family Income Percent DistributionBefore Taxes of Students
Under $4,000 14
$4,000 to $5,999 17
$6,000 to $7,999 19
$8,000 to $9,999 17
$10,000 and over 33
TOTAL 100
* Composite distribution derived from several sources
We therefore recommend:
1) that, as a matter of public policy, the opportunity for a
college education should not be a class, racial, or economic
privilege;
Financing Higher Education
The process of long-range planning consists of three essential
elements: knowing where we are, deciding where we need to be, and
developing an operational plan which will enable us to move from
where we are to where we need to be. Fundamental to the operational
plan is determining the cost of moving from where we are to where
we want to be. The cost must then be compared with anticipated
revenue to determine if the revenue will permit the objectives to
be achieved. If not, then either new sources of revenue must be
found or the objectives reduced and the operational plan adjusted
accordingly.
It is not now possible to make reliable estimates of the total
needs of the state in higher education in accurate dollar terms
for periods in excess of one biennium. Although the needs can and
must be stated in terms of public policy (for example, library
resources should meet nationally accepted standards), the cost of
meeting the needs for extended periods can only be developed as
gross figures. This is true for several reasons.
39
First, tae complexity of higher education and constant changes re-
quired by new technology and knowledge make it extremely difficult
to estimate future costs except in gross terms. Second, too often
the data avaiIable froff institutions, state sources, from the
Federal Government, and other sources is fragmentary or is prepared
on a basis which makes reliable comparisons impossible. As we have
indicated, a major problem in long-range planning for higher educa-
tion is that of securing reliable, adequate and complete data.Third,
public policy constantly changes at the state and fede,-.al levels,
either annually or biennially. As a consequence, after each General
Assembly and each session of Congress, it is necessary to review the
assumptions used in previous revenue estimates, reexamine need, and
make adjustments which reflect the impact of changes in public policy.
h. Department of Community Colleges. Planning for the North Carolina
Community College System, Volume I: Summary and Recommendations. Raleigh,
June, 1970.
Planning Process
.40
Comprehensive Education
Needs Analysis
Community
AM
INII
STATE BOARD OF EDUCATION
Requests
for
Approval
Revisions
in and
Approval
of Plan
DEPARTMENT OF coMMUNi'Y
011EGES
Strategic Plan
"nrpose:
Determine
Strategic Directions
ren-Year
Gonlg
College
System canals
Description
of Current
System
Operating Plan
iurpose:
Translate
Strategy into
Educational Programs
Projection
of Future
Environment
Model Budget
Purpose:
Allocate
Funds Within Time -
Cost Constraints
LOCAL BASIS
Enrollment
and Fiscal
Information
Comment.,
Revisions
and Detailed
Budget
Estimates
COMMUNITY COLLFCES AND TECHNI(Al. INSTTTUTES
Irwtitution Planning
Fig. 1.
Schematic Diagram of North Carolina Community
College System Planning Process
Institution
Plans
Plan Evaluation
Reinitiate
Planning
Cycle
A
Evaluate
Plans
A
Update
Data Base
A
Acquire Data
on Program
Realization
INle)IEducational
Program
Realization
The basic input to the derivation of the three plans of the
planning process is a comprehensive education needs analysis for
the population of North Carolina. The results of this needs analy-
sis is a listing of training needs of the communty college sstem.
Although the educational needs of other sectors of the North
Carolina educational system are not derived during this effort,
the basic data to generate these needs must be available in order
to account for the linkages with the community college system.
Within the community college system the training needs are based
on (1) the system's goals, (2) present and past activities in the
State's economy and educational system, (3) a projection of the
future environment in which the system will be operating, in terms
of the State's population, labor force and economic activity, and
(4) a projection of outputs from other sectors of the State's educa-
tional system.
The results of the needs analysis are provided as inputs to the
three plans of the planning process. These plans are prepared
initially on a statewide basis and do not contain specific details
for individual institutions. They serve as one source of informa-
tion to the administrators of the institutions as they prepare
their own plans.
42
Needs Analysis
The first step in the needs analysis is to specify the goals of
the community college system. A goal is defined as a general pur-
pose pursued over a long period of time which is usually not
quantified. The primary criterion for selection of goals is that
they must be related to the contributions made to North Carolina's
people and economy by the community college system's educational
process and not to the educational process itself. The educational
process then becomes the means for achieving the goals. Within
the framework of the educational policy for the entire state the
purpose and goals of the community college system have been estab-
lished.
The purpose of the North Carolina Community College System is to
fill the gap in educational opportunity between high school and
the senior college and university. In carrying out this role,
the system of technical institutes and community colleges offers
occupational, academic, and cultural education and training oppor-
tunities from basic education through the two-year college level,
at a convenient time and place and at a minimal cost, to anyone of
suitable age who can learn and whose needs can be met by the insti-
tutions within the system.
Consistent with this purpose the following goals have been estab-
lished for the community college system:
43
1) To open the door of each institution to all persons of suitable
age, who show an interest in and can profit from the instruc-
tion offered, with no individual denied an educational oppor-
tunity because of race, sex, or creed.
2) To provide a variety of quality post-secondary educational
opportunities at less than baccalaureate level and consistent
with the abilities, desires, and needs of the students to fill
them with the skills, competencies, knowledge, and attitudes
necessary in a competitive society.
3) To provide for industry, agriculture, business, government and
service occupations the pre-service and in-service manpower
,training that requires less than baccalaureate level prepara-
tion.
4) To provide specific training programs designed to assist in
fostering and inducing orderly accelerated economic growth in
the State.
5) To provide activities and learning opportunities which meet
the adult educational and community service needs of the
residents of the community served by an institution.
6) To direct the resources of the community college system toward
a search for solutions to urgent community problems.
7) To provide, in both curriculum and non-curriculum programs,
the education needed to assist individuals in developing social
and economic competence and in achieving self-fulfillment.
8) To improve the services of the institutions and the quality of
the education and training opportunities through constant
evaluation and study.
Strategic Plan
Three major conclusions concerning future rates of growth can be
drawn from the enrollments recommended in the strategic plan
compared with those of the recent past: (1) total enrollment will
grow at a slower rate in the future, (2) the rate of growth in
adult programs will exceed that experienced over the past two
years with the adult basic education program exhibiting the highest
growth rate of all programs, and (3) the growth rate in the curri-
culum program enrollments will be substantially less than that of
the past two years.
Large percentage increases in total enrollments have been experi-
enced over the past two years due to the existence of a relatively
small base enrollment in 1966-67 and to the fact that some institu-
tions have been assuming full operations during this period. The
training needs derived from the North Carolina manpower directions
do not indicate any justification for continuing these trends.
As specified for the recommended strategic plan,the share of
total enrollments in institutions located in the Coastal Plains
Development Region (Planning Areas 1 through 4) is projected to
decline over the planning decade, indicating the enrollments in
these institutions will grow at a rate slightly lower than that
for the entire system. However, the recommended plan does call for
some reallocation of present enrollments within the region,
primarily resulting from the assumption of full operations by
45
the newer institutions in Planning Area 4. The declining share of
enrollments for institutions located in the Coastal Plains Develop-
ment Region is offset by increasing shares of enrollment in the
Piedmont (Planning Areas 5 through 7) and Appalachian (Planning
Areas 8 through 10) regions of North Carolina.
7. Department of Community Colleges, Planning for the North Carolina
Community College System, Volume III: Four Year Operating Plan 1971-75.
Raleigh, June, 1970.
(Please see table on following page.)
46
ANNUAL AVERAGE FTE ENROLLMENT PROJECTIONS
Planning Area:
8
Institution:
Forsyth Technical Institute
Program
1971-72
1972-73
1973-74
1974-75
College Transfer
Technical
648
750
851
953
Vocational
504
553
601
650
Curriculum Total
1152
1303
1452
1603
Adult Basic. Education
160
222
298
402
Adult High School
115
130
149
172
Learning Laboratory
99
122
150
185
Adult Total
374
474
597
759
Occupational Extension
268
303
338
373.
MDTA
194
194
194
194
New Industry
39
39
40
41
Occupational Extension Total
501
536
572
608
General Adult Extension
73
84
96
108
GRAND TOTAL
2100
2397
2717
3078
8. Forsyth Technical Institute. Planning for the Forsyth Technical Institute:
Plans for the 1970-80 Decade. Winston-Salem, North Carolina, Nay, 1971.
Introduction
Large increases in enrollments, operating costs, building require-
ments, and faculty and staff are indicated for Forsyth Technical
Institute over the next ten years and are predicated on the insti-
tution's providing the training required by an increasingly tech-
nologically sophisticated labor market and to upgrade the education
and skills of the population of its community. The plans and the
planning process outlined in the remainder of this document will
focus the institution's activities on achieving this growth in an
orderly manner, In addition, the plans will help ensure that the
graduates of the institution will acquire the necessary skills at
the time when jobs requiring these: skills are projected to become
available.
Sources of Information for Local Planning
A. State Plan
B. Presently Available Labor Market Data
C. Labor Market Data Requirements
D. Curriculum/Occupation Matching
E. Graduate/Enrollment Ratios
F. Costs
G. Plant and Equipment
48
Labor Market Data. Requirements
The first task for the local planner is to determine the types of
data he needs for effective planning of education and training
programs. The following types of labor market data, classified by
labor demand and supply, should provide sufficient information to
provide the basis for effective planning:
Labor Demand
1) Job openings reported by employers, classified by occupation
or groups of occupations, industry, earnings, and skill quali-
fications required.
2) A projection of reported occupational vacancies relative to
supply and wage rates for the near future classified as
indicated above.
3) Clusters of occupational skills which might satisfy employer
demands for particular workers on specific jobs.
4) A consolidation of these data in a form that will enable
educators to translate the data into concrete education and
training programs.
5) Data concerning on-the-job practices that will assist the
occupational educator in preparing the students for work.
Labor Supply
1) The number of workers currently employed in the above-indicated
occupations, classified'as above, including wage rates.
2) The number of students currently being trained in these occupa-
tions, with similar classifications.
3) The number of students currently enrolled in course preparation
for these occupations, student-applicants currently requesting
admission, and the number of workers receiving on-the-job
training in these occupations.
4) The number of unemployed and potential labor force entrants
who might qualify for training in specific occupations.
5) Projections of each of these supply factors, including wage
prospects, so that future demand-supply ratios could be de-
termined as a basis for initiating new programs geared to
labor market needs.
The search for information on labor supply should cover the entire
range of post-secondary occupational training in the community (e.g.
public, private business, and trade schools, hospital training
programs for nurses) as well as the educational programs offered
by the institution.
Plans for Forsyth Technical Institute
Within the framework of the system's goals, the purpose of
Forsyth Technical Institute is:
...to serve the people of the community in which itis located by preparing them for gainful employmentand effective community membership through the totaldevelopment of the individual. In carrying out thisrole the institution offers occupational and culturaland training opportunities from basic education through
50
the two-year technical level to anyone of suitable agewho can learn and whose needs can be met by the insti-tution."
Consistent with this purpose, the following goals have been estab-
lished for Forsyth' Technical Institute:
1) To provide preparatory educational experiences for people of
suitable ages who have not achieved the foundations applicable
to post-high school level occupational programs by guiding
students into those types of experiences that will develop
self concepts, raise academic achievements, and erase educa-
tional deficiencies.
2) To prepare people for gainful employment by offering a variety
of occupational training programs, of varying degrees of
sophistication, that are in keeping with local, state, and
national employment opportunities and trends.
3) To eliminate educational deficiencies, by bringing every adult
in the community to a minimum of twelve years of educational
achievement and to assist individuals in developing social
competence, in achieving self-fulfillment, and in continuing
their preparation for the future.
4) To provide activities and learning opportunities which meet
the adult educational and community service needs of the
residents of the institution's community.
51
For planning purposes, the community served by Forsyth Technical
Institute is defined as Forsyth, Davie, and Stokes counties. The
population of Forsyth Technical Institute's community increased at
an annual average rat-L! of 1.0 percent in the 1960-70 decade--from
228,470 in 1960 to 249,802 in 1970. Employment in the community
grew from 90,398 in 1960 to 117,760 in 1969, an annual rate of
growth of 3.0 percent. Principal industries in the community are
tobacco manufacturing, textiles manufacturing, and wholesale and
retail trade. Occupational groups with the largest percentages
of workers are operatives, craftsmen, and professional and techni-
cal workers.
In 1970, the 10 high schools in the community graduated an esti-
mated 3,453 students. In the recent past, the post-graduate
distribution of these students has been as follows: college, 40.7
percent; labor force, 26.2 percent; post-secondary technical or
vocational training, 19.4 percent; military, 4.9 percent; and other,
8.8 percent. Students in the labor force, technical or vocational
training, and "other" are considered available for training.
52
Planning Area 8
Graduation Targets
from State Plan
F.T.I.'s Community's
Share of P.A. 8
Targets
F.T.I. Technical and
Vocational Graduation
to Enrollment Ratios
State Plan ABE and
AHS Graduation to
Enrollment Ratios
F.T.I. Cost
Experience
I F.T.I. Graduation
Targets
F.T.I. Enrollments
F.T.I. Costs
Principal Data Inputs to Forsyth Technical Institute Plans
F.T.I.
Plans
By comparing the projected 1979-80 program enrollments recommended
by the strategic plan with those for the institution's recent past
the following conclusions can be drawn regarding growth rates and
program emphasis: (1) total enrollment should grow at just over
twice the past rate, (2) technical curriculum and adult basic edu-
cation programs will grow at rates substantially exceeding those
for recent years, (3) the adult high school program growth rate
will decline substantially, (4) the technical curriculum program
will become the single largest program of the institution, and (5)
the adult basic education program will become the major emphasis
of the adult education program.
The technical and vocational program graduation targets from vhich
Forsyth Technical Institute's targets were derived consist of two
components: (1) targets for meeting new manpower needs which are
projected to occur during the planning decade and (2) targets for
meeting the 1970 unmet trainin6 needs. This latter component
arises from the fact that workers in Forsyth's community are em-
ployed at lower levels of educational attainment than has been
reported in national surveys for workers in their occupational
group. Needless to say, one reason for North Carolina's low
ranking in per capita income is the low levels of educational
attainment of its work force. Any serious attempt at raising
this ranking must concentrate on upgrading the skills of presently
employed workers in addition to providing increased education and
training opportunities for the states youth in the coming decade.
Some Manpower and Education Data
1970-80 TOTAL MANPOWER REQUIREMENTS FOR PLANNING AREAS AND INSTITUTION'S COMMUNITY
Planning Area by Servicing
Institute and County
1980
Employment
1970
Employment
Change in
Employment
Attrition
Total
Manpower
Requirements
PLANNING AREA 8
Forsyth T. I: Community
Forsyth
Davie
.
Stokes
130,311
108,926
9,396
11,989
119,260
101,543
7,747
9,970
11,051
29,468
40,519
THE 1960 POPULATION, AGE 25 AND OVER, AT SPECIFICEDUCATIONAL ATTAINMENT LEVELS FOR PLANNING AREAS
AND INSTITUTION'S COMMUNITY.
Planning Area by ServicingInstitute and County
0-7Years School
8 Years to 1-3. Years High School
PLANNING AREA 8
Forsyth r.I. Community 44,231 32,782
Forsyth 33,731 27,145
Stokes 6,249 3,044
Davie 4,251 2,593
56
9. City of Winston-Salem, North Carolina. Planned Variations Phase II
Submission, Winston-Salem, February, 1972.
Community Development Strategy under Planned Variations
The City of Winston-Salem has officially committed itself to
establish and maintain an environment in which "each personality
can develop to its fullest potential through the use of opportuni-
ties, facilities and amenities provided in the community and its
neighborhoods." Winston-Salem has also adopted corollary sets of
physical, social and economic goals. Implicit in the commitment
to these goals is the assumption that the urban character of the
city is worthy of preservation as the basic physical form of that
environment. The corollary goals are:
I. PHYSICAL
A. COMMUNITY LEVEL
1. To provide those utilities,facilities, and amenitiesessential to health, safety and welfare; and beyondthis.
2. To create an urban setting offering variety of inter-est, experience and opportunity
B. NEIGHBORHOOD LEVEL
1. To corgerve and enhance those neighborhoods which areessentially sound and stable
2. To eliminate and prevent blight3. To upgrade those neighborhoods which are obsolete,
aging, or lacking amenities, but which are appropriate-ly located for the uses they are intended to serve.
4. To provide adequate guidelines to achieve the desiredenvironment in. the.development of new neighborhoods
57
C. HOUSING
To encourage production of a sufficient number of privateor publicly-owned housing units
1. To provide choice of types, location, and cost2. With a variety of size, spaces and rooms3. Of sound construction4. Meeting acceptable standards of safety, hygiene, and
general livability5. At a rental or purchase price within economic reach of
all citizens
II. SOCIAL
A. COMMUNITY LIFE
1. To bring about a greater awareness and understandingof the physical, social and economic conditions whichprevail in the city, and thereby to change publicattitudes toward identified problems as a means ofmotivation to action.
2. To create an environment in which family solidarityis fostered
3. To stimulate increased interest in the cultural advan-tages and opportunities of the community
4. To lessen the hardship on those families that must berelocated
B. INDIVIDUAL LEVEL
1. To foster, in residents of all areas of the city
a. Self-respect, and a sense of individual and groupresponsibility
b. Pride of residence in community and neighborhood,recognition of the privilege and obligation toparticipate in its affairs
c. A regard for the property, feelings, and circum-stances of others in the community
d. The ambition to become self-sufficient and attainhigher goals through continued education andtraining
2. In all homeowners to foster pride of ownership3. In all landlords and tenants to foster a mutual feel-
ing of responsibility
III. ECONOMIC
A. To broaden and strengthen the economy of the community
B. To encourage training and retraining for jobs that areor will become available in the community
C. To strengthen the local tax base by bringing about themore productive use of low-value property
D. To reduce the drain. on taxes caused by deterioratingproperty or social conditions
In order to actualize this community environment through the
realization of these corollary goals, the City will utilize all
available resources in a manner that will focus these resources
on identified problems, improve existing resources, generate
additional resources and minimize resource allocations at cross-
purposes. Recognizing that community needs and priorities can
best be identified and dealt with locally, the community develop-
ment strategy is -o foster and expand the local capability to
control and coordinate the allocation of community resources
regardless of their original source. The underlying principle
of this strategy is that community resources are limited, and
therefore all resource allocation decisions are investment deci-
sions. These decisions should be based on the expected return on
each unit of community resource expended, and this return should
be measured in terms of the achievement of community goals.
PART II
INVENTORY OF URBAN ACTIVITIES
Contents
1. Introduction
(including a brief mention of missing information)
2. List of Abbreviations
3. A. Descriptions of Policies and Organizational Structures
B.. Urban Activity Charts
4. A. Note on Summary Table
B. Summary Table showing "type of activity" and "problem area"
5. List of Written Reports on Urban. ActivIties
60
Introduction to Part II
In Part II, attention is focused on the urban activities of five
institutions of higher education and one consortium in Winston-Salem. In
so doing, consideration is given only to those organilational units yllose
primary focus is on the interface between the institution and the city.
This is admittedly an arbitrary distinction; there are many organizational
units of any institution which are intentionally or unintentionally
involved in the interface to some degree. We have chosen to look at
those whose intentional involvement is the main reason for their existence.
The activities of the consortium and each of the five schools are
presented in a series of six charts. Each chart lists the name of the acti-
vity in question and gives a number of characteristics describing that
On some of the charts, asterisks appear by some activity names;
these asterisks correspond to an organizational unit listed at the bottom of
the chart. This is an attempt to identify, where possible, the primary or-
ganizational unit which carried out the activity. If a number appears in the
,lumn labeled "written report", it is a key to a list of written reports
which can be found at the end of this Part. Thus, the number 5 in this
column would refer to the report "Academic Urban Affairs. Consortium:
Summary of Activities November 1969 to June 1970" by Julius H. Corpening.
The classifications in the Problem Area column are made from the
point of view of the community, not the educational institution. With
respect to the classification "Public Service Delivery," it should be
noted that public services are provided not only by government but also by
private non-profit organizations.
62
We encountered a number of problems in compiling the activity
charts, and it is appropriate to mention them briefly at this point because
anyone working in this area will have to face them.
The most fundamental problem in an undertaking of this kind is the
fact that there is no agreed-upOn and systematic way to collect the ::reforma-
tion. Thus, those institutions which bother to collect it at all do so in
ways which make the compiler's task of "adding it up" difficult, to say the
least. This most fundamental problem should be resolved over time as re-
peate:1 attempts are made by researchers and institutions to monitor and
define the university-urban interface. For the time being, however, it
leads to serious gaps in the data. One example of this would be the lack of
an inventory of faculty services to the community.
Given these conditions, the lack of response from the institutions
becomes somewhat understandable -it would have taken enormous amounts of time
for the people involved to fully answer all of our questions. We would like
to thank Mr. Affeldt at Forsyth Technical Institute, Dr. Blount at Winston-
Salem State University, and Professor Wendt at Salem College for the time
and effort they devoted to answering informational questions about the inter-
face.
in spite of our efforts and the efforts of those who worked with
us, we know there are errors in the charts. In light of the data-gathering
problems, the charts should be considered as a first-run, descriptive
(rather than analytical) inventory. As more people work in this area, it
will be possible to make the surveys more comprehensive and scientific and
to quantify and analyze the information. This report's companion volume,
"Planning the Interface Between Postsecondary Education and the City",
63
contains a more elaborate discussion of the problems of missing information.
Pleceding each chart is a short introduction which gives, insofar
as possible, a record of institutional policies with respect to the univer-
sity-urban interface and a description of the organization structures in
that interface. The Academic Urban Affairs Consortium is considered first;
the five schools are then considered in alphabetical order. Finally, we
present a summary table showing the relationship between "type of activity"
and "problem area" for the university-utban interface in Winston-Salem.
Abbreviations used in this Part are explained on the List of
Abbreviations which immediately follows this introduction.
Several column headings in the charts had to be abbreviated:
"Ni). F. and A." means the number of faculty and administration involved
in the activity; "NO. FTE STUDENTS" means the number of full-time
(.is opposed to part-time) students involved.in the activity; and "EVAL."
stands for the question, "Was the activity evaluated?"
64
LIST OF ABBREVIATIONS
AUAC Academic Urban Affairs Consortium
CEP Concentrated Employment Program
ELMS Early Leavers with Marketable Skills
FTI Forsyth Technical Institute
MCP Municipal Consultant Services(at Salem College)
NCSA North Carolina School of the Arts
n.a. not applicable
n.k. not known
PLACE Public Library Action for Children's Education
SC Salem College
UAI Urban Affairs Institute(at Wake Forest University)
WFU Wake Forest University
WSSU Winston-Salem State University
YSB Youth Services Bureau(at Wake Forest University)
65
The Academic Urban Affairs Consortium
The decision to establish the Consortium, on November 24, 1969, was
a joint policy decision by the four member schools--North Carolina School of
the Arts, Salem College, Winston-Salem State University, and Wake Forest
University. The Consortium endeavors to provide increased participation on
the part of the academic communities in the solution of urban problems; the
entire consortium is therefore the organizational unit of interest in this
case.
The Consortium is incorporated as a sE ?arate, non-profit corporation
and has a Board of Directors made up of the president, an academic dean, and
a faculty member from each of the four member schools. Its initial funding
consisted of a $25,000 grant from the Winston-Salem Urban Coalition and a
$2,500 grant from the Mary Duke Biddle Foundation.
The Consortium's urban activities are summarized in the following
cart.
ACADEMIC URBAN AFFAIRS(AUAC)
URBAN ACTIVITY CHARACTERISTICS
CONSORTIUM
ACTIVITYNAME
TYPE OFACTIVITY
PROBLEMAREA OBJECTIVE
1. Impact Study Research Structure ofeconomy
Measure contribu-tion of institutionto local economy
2. Design pilotinter-institu-tional course
CommitteeEducation
Developmentof actual course
3.Mini-grant Grant Finance facultyCommittee awards Functioning of
community organi-zations
communityprojects
4.Value Assessment Seminar Confusion about Increased awarenessSeminar social and
personal valuesof the effect ofvalues on decision-making_
5.Appointment of Technical Effective Increased utiliza-faculty tc com- assistance functioning of tion of institu-munity boards boards tional resources
6.Training Citizen Course PolitiOal InrreasedParticipant staffin Planned
Exclusion effectiveness ofcommunications
Variation7.Meet with Criminal Workshops Malfunction in Information ex-
Justice System Seminars social system change; increasedProfessionals Conferences control mechanism opportunity. for
cooperation8.Early Childhood Research, Public service Upgrade daycare
Development Technical delivery centers; create newProgram assistance centers for
research,trainingand evaluation
9.Service Learning Course,work- Government Off-campusInternship shop, community Health, Public le-..cning experienceProject service,techni-
co) assistanceService delivery;others
lO.Seminar on Seminar Service delivery n.k.Community systems
11.Workshop in Workshop Community Facilitate transferInterpersonalRelations
relations of teachers acrossracial lines
12.Symposium on Conference/ n.k.Education seminar Education
67
ACADEMIC URBAN AFFAIRS CONSOR.TIUM
(AUAC)
URBAN ACTIVITY CHARACTERISTICS
TIMEFRAME
IAIMARYINITIATOR
NO. F.and A.
NO. FTESTUDENTS EVAL.
FOLLOWUP FUNDING
WRITTENREPORT
1/1972 A.U.A.C. &W-S Chamberof Commerce
n.k. 1 n.k. n.k. n.k. 9
n.k. n.k. 8 4 n.k. yes? n.k. 8
Spring1973
n.k. 4 n.a. n.k. yes External 8
n.k. n.k. n.k. n.a. n.k. n.k. n.k. 8
On-going
Variouscommunityboards
n.k. n.a. n.k. yes n.a. 8
n.k. n.k. n.a. n.k. n.k. n.k. 8
n .k. n.k. n.k. n.k. n.k. n.k. External 8
7/1/70-1972?
W-S UrbanCoalition
n-k. n.k. n.k. n.k. Externs.' 5
1969-4/1/72
W.S.S.U. n.k, n.k. yes no External 1,6
July1970
n.k. n.k. n.k. n.k. n.k. n.k.
3/3/70
-4/231970
A.U.A.C.. n.k. n.a. n.k. n.k. n.k. 5
Fall1970
Variousindividualsand women'sorganizations
n.k. n.k. n.k. n.k. n.k. 5
68
Forsyth Technical Institute
While the Institute did not acquire its current name until 1964,
earlier policies with respect to its services can be identified. As
early as 1958, the Winston-Salem Chamber of Commerce was involved in a
recommendation that an industrial education center be built in. Winston-
Salem. Vocational classes first opened in 1960, and by 1963 a third
building and technical programs had been added. The State Legislature
passed the Community College Act in 1963.
Because the Institute was established as essentially a problem-
solving institution for the Forsyth County/Winston-Salem area, the
organizational unit of interest is again the entire institution. The
institute is operated by the State Board of Education'through the
Department of Community Colleges and a local board of trustees. The
Department of Community Colleges has been carrying out a project, the
Occupational Information Center, located at Forsyth Technical Institute.
The project is a survey, covering the period 1972-77, of high school
seniors, employers, and outputs of the. comaunity college system
(graduates and early leavers with marketable skills).
The Institute's urban activities are summarized in the following
chart.
69
FORSYTH TECHNICAL INSTITUTE
URBAN ACTIVITY CHARACTERISTICS
ACTIVITY NAME TYPE OFACTIVITY
PROBLEMAREA OBJECTIVE
1. Use ofInstitutionalFacilities
.
Loan ofspace
Functioning ofcommunityorganizations
Provide meetingplace forcommunityorganizations
2. Faculty andstaff serviceon communityorganizations
Membershipin governmentand non-governmentservice-organizations
Functioning ofcommunityorganizations
n.k.
3. Trainingpublicemployees
Courses Delivery ofpublic service
Training inrequired skills
4. CEP training Courses Unemployment Provide marketa'ile
skills
5. Trainingindustrialwork force
Courses Quality oflabor force
Trainingworkers
6. Inventory offaculcy service to community
71
FORSYTH TECHNICAL INSTITUTE
URBAN ACTIVITY CHARACTERISTICS
TIME DRIMARY NO. F. NO. FTE FOLLOW WRITTENFRAME lAiTIATOR and A. STUDENTS EVAL. UP FUNDING REPOR1
On Community n.a. n.a. no yes Internal no
going groups
On FTI & Com- n.a.going munity Or-
ganizations
n. a. no yes n.a. no
On FTI or varies varies yes yes External no
going publicagency
1969- 'FTI & varies varies yes yes External no1973 Employment
SecurityCommission
On Industry varies varies yes yes External' nogoing
72
North Carolina School of the Arts
The policy of interest here is the commitment of the School of the.
Arts to join the Academic Urban Affairs Consortium. While there is no
organizational unit of the school whose primary focus is the interface,
it must be noted that the very nature of education for the performing
arts leads to activities in which the school interacts with the city. In
this connection, a summary of public performances precedes the urban activity
chart for the school.
The leadership of the school has set a goal of changing the attitude
of community leaders so that it is more favorable toward the arts. The
School of the Arts, along with Forsyth Technical Institute, is thus one
of the two schools which has an explicit goal of ,changing' Winston-Salem
in some way. A step in this direction, and an indicator of their degree
of success, is the restoration of funding in the public schools for music
education. The School's leadership attempts to influence the local Board
of Education in this regard.
73
NORTH CAROLINA SCHOOL OF THE ARTS
Summary of Public Performances, October '72 - February, '73
What follows is a statistical analysis of the major public performancesavailable to the general public during a given five month period. The acti-vities are typical of the period, but the audience sizes--though often nearcapacity - -are smaller than usual because the School's 250-seat theatre isunder renovation (this has affected audience sizes in dance and drama). Not
included are dress rehearsals.
Number of Admissionproduction Performances Audience Charged
"Nutcracker" (in 3 cities) 9 11,800 $2-4.00Dance Workshops 6 840 none"Little Murders" 10 683 $1.00
Three One Acts 8 345 $1.00Three Irish Plays 9 546 $1.00
"The Cave Dwellers" 10 383 $1.00
"The Misanthrope" 10 1,360 $2-3.00NCSA Orchestra 6 4,750 noneChamber Concerts 6 1,636 none
Opera 2 450 noneStudent Recitals 24 1,684 noneFaculty Recitals 1]. 1,438 nonePiedmont Chamber Orchestra(in four cities) 4 3,376 $1.50-3.00
115 29,291
Source: Samuel Stone, Director of Institutional Research,North Carolina School of the Arts
74
NORTH CAROLINA SCHOOL OFURBAN ACTIVITY CHARACTERISTICS
THE ARTS
ACTIVITYNAME
TYPE OFACTIVITY
PROBLEMAREA OBJECTIVE
1.Use of institu-tional facilities
2.Faculty & staffservice on com-Munityorganizations
3.InstrumentalWorkshop
4. AppalachianStudy
loan of space
Membership ingovernment &non-governmentservice orgs.Workshop
Research, off-
Functioning ofcommunityorganizationsFunctioning ofcommunityorganizations
Musiceducationcollecting songs, stories, etc.
Provide meetingplace for communityorganizationsn.k.
n k
campus service from region to be worked updramatically and staged on tour
5.Stringed Instrument Provide train- Cultural Provide trainingtraining for public ing in stringed opportunity in stringedschool children instruments instruments
6.On-campus theatre On-campus Cultural Present theatricalproductions service opportunity productions to
children7.Theatre productions Off-campus
in W-S schools service8.Theatre in the
Streets9.Youth Services
Inventory
Off-campusserviceResearch
CulturalopportunityRecreation.
lO.Workshop in Inter- Workshoppersonal Relations
Delivery ofservices toyoung peopleCommunityrelations
i1.Student service at Off-campuscommunity centers service
12.Social Sciences Course and301-2-3; Contempo- off-campusrary Social Probs. service
Culturalopportunity
Poverty
Present theatricalproductionsProvide dramaticpresentationsDevelop base-linedata to planfuture programsFacilitate transferof teachers acrossracial linesMake student re-sources availableto communityLearn aboutpoverty throughexperience
13.Inventory ofFaculty Service to Community
75
NORTH CAROLI-NA SCHOOL OF THE ARTS
URBAN ACTIVITY CHARACTERISTICS
TIME PRIMARY NO. F. NO. FTE FOLLOW WRITTENFRAME INITIATOR AND A. STUDENTS EVAL. UP FUNDING REPORT
On Community n.a. n.a. n.k. yes Internal n.k.
going groups andagencies
On n.k. n.k. n.a. n.k. n.k. n.a. n.k.going
On n.k. n.k. n.a. n.k. n.k. Internal n.k.going
Terminal n.k. n.k. n.k. n.k. n.k. External n.k.
Ongoing
N.C. S.A. n.k. n.a. n.k. n.k. n.k. n.k.
Ongoing
N.C.S.A. n.k. n.k. n.k. yes Internal n.k.
Ongoing
n.k. n.k. n.k. n.k. yes n.k. n.k.
Summer W-S Recrea-1972 tion Dept. n.k. n.k. n.k. n.k. n.k. n.k.
Summer n.k. n.k. n.k. n.k. n.k. External n.k.
1970
3/3 - A.U.A.C. n.k. n.a. n.k. n.k. n.k. n.k.4/23,1970On n.k. n.k. n.k. n.k. yes Students n.k.going
On N.C.S.A. n.k. n.k. n.k. yes Internal n.k.going
76
Salem College
A decision was made in September 1972 to establish Municipal
Consultant Services, While it may not be a fully-developed organizational
unit of the college, it can be considered an umbrella for community service
oriented projects.
The college's urban activities are shown on the following chart.
?8
SALEM COLLEGE
URBAN ACTIVITY CHARACTERISTICS
ACTIVITYNAME
TYPE OFACTIVITY
PROBLEMAREA OBJECTIVE
1.Use ofinstitutionalfacilities
Loan ofspace
Functioning ofcommunityorganizations
Provide meetingspace for communityorganizations
2.Faci'lty & staff
service on com-munity organiza-tions
Membership Functioning ofin government communityand non-gov- organizationsernmentorganizations
n. k.
3.Police-CommunityServices School*
Course Lawenforcement
Increase knowledge& skills of police
4.Workshop in Inter- Workshoppersonal Relations
CommunityRelations
Facilitate transferof teachers acrossracial lines
5.Yotth ServicesIn\-ntory
Research Delivery ofsocial services
Develop base-linedata to planfuture programs
6.Sociology 7100:Community SocialServices
Course Delivery ofsocial services
Education ofstudents commun-ity service
7.Evaluation ofPLACE*
TechnicalAssistance
Education of the Evaluate Projectdisadvantaged PLACE
8.Inventory of FacultyService to Community
*Salem College Municipal Consultant Services
79
SALEM COLLEGE
URBAN ACTIVITY CHARACTERISTICS
TIME PRIMARY NO. F. NO. FTE FOLLOW WRITTENFRAME INITIATOR AND A. STUDENTS EVAL. UP FUNDING REPORT
On Community n.a. n.a. 'n.k. yes . Internal n.k.going groups and
agencies
On n.k. n.k. n.a. n.k. n.k. n.a. n.k.going
6 weeks/year
W-S PoliceDepartment
varies n.a. yes yes External 10
3/3 A.U.A.C. n.k. n.a. n.k. n.k. n.k.4/23,1970
Summer n.k. n.k. n.k. n.k. n.k. External n.k.1970
On
goingSalem'
College1 avg.
12yes yes Internal no
June '72 PLACE 1 1 n.a. yes External 7
80
'Wake Forest University
In addition to the policy of joining the Academic. Urban Affairs
Consortium, there are two institutional pOlicies of _oncern to us which
established organizational units for the interface.
IL April of 1968, the Urban Affairs Institute was established as
an interdepartmental commission appointed by the President of the Univer-
sity to bring the resouv,les of the 'Jniversity to bear on the special
problems of the cities: health, housing, education, employment, physical
development, cultural renewal, and community organization. It is headed
by a Board of Directors.
The Youth Services Bureau, headed by an Acting Director, was
established under the auspices of the Urban Affairs Instit'-.e. The
program is working closely with the Police Department, Family Counseling
Services, the school system, and the Department of Corrections with
delinquency-prone youngsters and young ex-offenders.
82
WAKE FOREST UNIVERSITY ( W. F. U.)
ACTIVITYNAME
URBAN ACTIVITY CHARACTERISTICS
TYPE OFACTIVITY
PROBLEMAREA OBJECTIVE
1. Use -f insti-tutional.facilicies
Loan ofspace
Functioning ofcommunityorganizations
Provide meetingplace for communityorganizations
2.Faculty & staffservice on com-munity organiza-tions
3.Youth ServicesInventory **
Membershipin govern-ment & non-gov. organi-zationsResearch
Functioning ofcommunityorganizations
n.k.
4.Student Off-Campus intern-ships
Course/research/comm. service
Delivery ofservices toyoung_peopleQuality of publicsector of programs
Develop base-linedata to planfuture programsn.k.
5.West End Study* Surveyresearch
Neighborhooddecline
Provide information& base-line data
6.Drug ResearchProject**
Administra- Drug abusetive & fiscalservices
Develop proposalfor drug intorma-tion-counselingservice
7.Law Student ResearchServices *
8.Business Training CourseInstitute*
Inadequate can- ,Provide researchsumer protection; for Legal Aid andinequalities in other servicesjusticeCommunity economic Upgrade skills ofdevelopment minority business-
men9.Orientation of Course
Police Recruits*
lO.Preparation ofPdlice Officers forCommunity ServiceUnit
CoMmunityrelations
Course Alienation;delinquency
Increase awarenessof recruits to dy-namics of communityPrepare officersto deal with prob-lems of CommunityService Unit
11.Inven,ory ofFaculty Service to Community
'NM
*Urban Affairs Institute**Youth Services Bureau
83
WAKE FOREST UNIVERSITY ( W. F. U. )
URBAN ACTIVITY CHARACTERISTICS
TIME PRIMARY NO. F. NO. FOLLOW WRITTENFRAME INITIATOR AND A. STUDS. EVAL. UP FUNDING REPORT
On Community n.a. n.a. n.k. yes Internal n.k.going groups &
agencies
On W.F.U.? n.k. n.a. n. k, y::9 n.a. 8
going
Summer1970
Each
Jan.
n. k
n.k.
n.k.
n. k.
n.k.
n.k.
n.k. n.k 35 n.k. n.k. External 5
n.k. n.k. 15 yesStudentTuition
8
n.k. n.k. n.k. n.k. n.k. n.k. 5
-n.k. n.k. n.k. n.k. n.k External 5
n.zc. n.k. 10 n.k. li.k. External 5
n.k. n.k. n.a. n.k. n.k. .n.k.
n.k. n.k. n.a. n.k. yes External 5
n.k. n.k. n.a. n. yes External
84
winston-Salem State University
The Office of Research and Development is the primary orgalizational
unit of the university which is concerned with interface activities (it is
also concerned with self-examination a2d institutional research). This unit
carries out the policy of offering university courses off-campus in 'the
downtown areal many of these courses are given in the univerrt'.y's Downtown
Center.
86
WINSTON - SALEM STATE UNIVERSITYURBAN ACTIVITY CHARACTERISTICS
ACTIVITYNAME
TYPE OF.ACTIVITY
PROBLEMAREA
1.Use of institu-tional facilities
Loz..a of
space
OBJECTIVE
Functioning ofcoJmunityorganizations
Pro `.de meetingplace for communi-ty organizations
2.Faculty & staffservice on com-munity organiza-tions
Membership in Functioning ofgovernment & communitynon-government organizationsorganizations
n.k.
3.House-UnionBuilding
Building withbank and postoffice
Increase availability of communityfacilities
4.Workshop inInterpersonalRelations
Workshop Communityrelations
Facilitate trans-fer of teachersacross raciallines
5.Youth ServicesInventory
Research Delivery ofservices toyoung people
Develop base-line -
data to planfuture programs
6.Career Oppor-tunities Program
Courses Employment Training para-professionals suchas teachers aides
7.Service LearningInternshipProject
Course,work- Government,healthshop, off- & other publiccampus com- -Hservice deliverymunity service& tech.assis.
Off-campuslearningexperiences
8. Business
Training Insti-tute*
Course. Community EconomicPevelopment
Upgrade skills ofminoritybusinessmen
9.Program cfContinuingEducation
Course/_conference/workshop/seminar
Employment Preparation ofcommunity leaders
87
WINSTON SALEM STATE UNIVERSITYURBAN ACTIVITY CHARACTERISTICS
TIMEFRAME
PRIMARYINITIATOR
NO. I.
AND A.NO. FTESTUEENTS EVAL.
On Community
groups &agencies
n.a. n.a. no
Ongoing
n.k. n.k. n.a. no
On
goingW.S.S.U. n.a. n.a. n. k
3/3
4/23,1970
A.U.A.C. li.';'.. n.a. n.k.
Summer1970
n.k. n.k. n.k. n.k.
Sept.
J971W.S.S.U.Model CitiesCity Schools
n.k. n.a. no
j.969
to
4/1/72
W.S.S.U, 16 in
1971-1972
500 in1971-1972
yes
n. k n.k. n.k. n.a. n.k
1970-June,
W.S.S.U. 8 n.a. yes
1972
FOLLOW WRITTENUP FUNDING REPORT
yes Internal 3
n.k. n.a. n.k.
yes n.k- n.k.
n.k. n.k. n.k.
n.k. External n.
n.k. n.k. n.k.
yes External 1, 6
n.k. External 5
no External 2
88
WINSTON -SALEM STATE UNIVERSITYURBAN ACTIVITY CHARACTERISTICS
ACTIVITYNAME
TYPEACTIVITY
PROBLEMAREA OBJECTIVE
10.Economic ImpactStudy*
Research Measure institutional impact onlocal economy
11.Extension Service Course(Evening Class)*
Culture, EconomicOpportunity
Provide eveningcourses
12.In-Service Course andeducation for WorkshopPre-SchoolTeachers
Public Servicedelivery
Provide in-service classesfor teachers ofDowntown Day CareCenters
13.Public.ServiceCareers Project
Extensioncourse
Public ServiceDelivery
Upgrading ofin-servicepersonnel
14.Music Trainingfor religiousservices
Extensioncourse
Culture n.k.
15.Workshop onaudiovisualequipment
Workshop Public ServiceDelivery
Instruction inuse of audio-visual equipment
16.Center of Urban FTEAffairs/Program Coursein Urban Studies
Public ServiceDelivery
Training urbanprofessionals
17.Junior Music CourseProgram
Provide music education for disadvan-taged young'people-
18.Inventory of ResearchFaculty Serviceto Community
Community Collect & dissem-Relations inate information
on services byfaculty
*Office of Research and Development
89
WINSTON - SALEM STATE UNIVERSITYURBAN ACTIVITY CHARACTERISTICS
TIME PRIMARYFRAME INITIATOR
NO. F.
AND A.NO. FTESTUDENTS EVAL.
FOLLOWUP FUNDING
WRITTENREPORT
June - ChancellorOctober Williams1971
250+ 1500? n.k. ;yes Internal 4
On W.S.S.U.going
n.k. n.a. n.k. yes Tuition n.k.
On n.k.
goingn.k. n.a. n.k. n.k. n.k. n.k.
n.k. n. k n.k. n.k. n.k. n.k. n.k. n.k.
On W.S.S.U.going
1 n.a. n.k. n.k. n.k.
1968 BaptistHospital
n.k. n.a. n.k. k n.k. n.k.
cevelop- W.S.S.U.mentalstages
n.k. n.k. n.k. n.k. n.k. n.k.
n.k. W.S.S.U. 2 5 w-s5 vol.
n.k. n.k. External
-
no
On Office ofgoing Research &
DevelopmentW.S.S.U.
1 n.a. n.k. yes n.a. no
90
Note on Summary Table
This summary was compiled from the individual
activity charts in this Part. Since our intent is
to give only a broad feel for the pes of activi-
ties And problem areas in the university-urban
interface, we have combined activity types, com-
bined problem areas, and changed some of the ter-
minology from the individual charts. Hence this
summary does not correspond on a one-to-one basis
with the individual activity charts.
91
PROBLEM AREAS
''.'.T
.1
Ojo
B 2
0 n.
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rt 0
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113
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0 0
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TYPE OF ACTIVITY
H. 0
. 40
I-4
k4k4
01-
1
..4
Technical Assistance
(Administrative and
Fiscal Services)
13
1
FTE Course
5
Extg.nsion/Evening Course
32
66
14
22
Off-Campus Faculty Serv.
54
13
13
On-Campus Service
House -Union Building
1
Research
16
11
21
113
Seminar
12
11
16
Conference
11
11
4
Workshop
41
11
41
12
Loan of Space
'
S5
TOTALS
12
27
813
11
610
390
WRITTEN REPORTS GN URBAN ACTIVITIES
1. Blount, W. A. "Institutional Program Report (Final)", submittedJune 28, 1972 to North Carolina State Coordinator for Title I,'i_gher Education Act of 1965. This document reported on theService Learning Internship Project (SLIP).
2. Blount, W. A. "Institutional Program Report (Final)", submittedApril 6, 1972, to North Carolina State Coordinator for TitleI, Higher Ecucation Act of 1965. This document reported onthe Program for Continuing Education.
3. Blount, W. A. "Annual report on the Use of Winston-Salem StateUniversity Facilities by Community Groups".
4. Blount, W.A. "Estimating the Impact of Winston-Salem StateUniversity on the Local Economy", Office cf: Research andDevelopment, Winston-Salem State University, June 1971(Revised October 2971).
5. Corpening, Julius H. "Academic Urban Affairs Consortium: Summaryof Activities, November 1969 to June 1970."
6. Dunivant, Noel, Jr. "Education and Politics: Service-LearningStyles for Human Life." Honors Essay, Department of PoliticalScience, University of North Carolina, Chapel Hill.
7. Richardson, Mary Sue, and John W. Sanders. "An Evaluation of PublicLibrary Action for Children's Education". June 1972.
8. Smith, David M. "Academic Urban Affairs Consortium/Urban AffairsInstitute Report." (Draft)
9. Stall, Shelley. "A Study of the Economic Impact of the Institutionsof Higher.Education on the Winston-Salem Community".
10. Wendt, Robert. "Proposed Curriculum of the Police-Community ServicesSchool." Winston-Salem: Salem College Municipal ConsultantServices, Winter 1973.
93
..RT III
SOCIAL AND ECONOMIC INDICATORS
FOR THE
NINE URBANIZED AREAS IN NORTH CAROLINA
Contents
Introduction
ludex of Tables and Maps
Indicator Tables
Urbanized Area Tables
Tract Maps of Wiraton-Salem
94
`:,'ART III
Social and Economic Indicators
for the
Nine Urbanized Areas in North Carolina
Introduction
This part contains three main sections: the Indicator Tables, the
Urbanized Area Tables, and the Tract Maps. The data source for all three
sections was the 1970 Ce!lsus, specifically the Fourth Count Population
Summary Tape. The indicators in the two sets of tables were derived from
data for urbanized areas contained in File C of this tape. The indicators
used to create the maps were derived from data for those tracts which are
wholly or partially contained within the city of Winston-Salem. The geo-
graphic area contained within the urbanized area of Winston-Salem is not
exactly the same as the area depicted on the tract maps. Tract boundaries
are determined by local committees and remain relatively fixed while urban-
ized area boundaries an, determined by population settlemen.,
An urbanized area, according to the Bureau of the Census, contains a
city (or twin cities) of 50,000 or more population plus the surrounding
.closely settled incorporated and unincorporated areas which meet certain
criteria of population size or density. In other words, an urbanized area
contains a central city and its urban fringe. The nine urbanized areas of
this report are the only nine in North Carolina.
95
The indicators included in this report are just a few of many which
could be calculated; they were selected primarily because they were relevant
to higher education planning. Much of the data from which these indicators
were calculated can be found in the 1970 Census of Population, Volume I,
Chapter C and the "Census Tract Reports". Other Census publications which
would be useful in calculating indicators are the Census User.:' Guide, Part
I and Part II.
The ranks shown in the tables represent the positions of each North
Carolina urbanized area in relation to all 248 urbanized areas in the
country, controlling for race, i.e. comparing white population in each area
with white populations in every other area. It should be noted that ranks
do not always go in the same direction as the values of the indicators. For
example, in Table 8 the urbanized area with the largest "Average Family
Income" would be ranked number 1. On the other hand, in Table 11 the
urbanized area with the smallest. "Percent of Families with Income Below the
Poverty Level" w "uld be ranked number 1.
We assigned equal rants to areas which had equal values of an indica-
tor. The entries in table rows labeled "No. Rank Levels" show the number of
different ranks which resulted from assigning the same rank to areas which
had the same values. Rank: for Indicator Tables 5-50 were computed on the
basis of values which contained one more decimal place than the values shown
in these Tables, i..-. , table values were rounded off one place for easier
reading. Thus, sol,.1 of the table values appear to be equal but have
different ranks; t:ne values are actually not equal in the third decimal
96
place. In the Urbanized Area Tables these values were not rounded off,
and thus the additional decimal value can be found there.
The line labeled "Total U.S. (248)" at the bottom of the tables
indicates a national average value of the indicator calculated from the
characteristics of the total population of all urbanized areas in the
country. (That is, the average vAlue was not calculated by adding up the
values for each urbanized area and dividing by 248.)
97
INDEX OF TABLES AND MAPS
Indicator Tables
1. Fertility Ratio2. Youth Dependency Ratio3. Aged Dependency Ratio4. Total Dependency Ratio5. Percent of the Population Under Age 18 Living with Both Parents6. Percent of the Civilian Labor Force in Operative, Labor and
Service Occupations7. Percent of the Civilian Labor Force in Professional, Technical,
Managerial and Administrative Occupations8. Average Family Income9. Average Income per Family Member
10. Average Income of Unrelated Individuals11. Percent of Families with Income Below the Poverty Level12. Average income lieficit of FamiLies Below Poverty Level13. Percent Families Below Poverty Multiplied by Average Income Deficit14. Percent Families Receiving Public Assistance or Welfare15. Percent Families Below Poverty Receiving Welfare16. Public Ass4_stance and Welfare Adequacy Index17. Percent Population Age 5 and Over Who Changed Residence since 196518. Percent Population Age 5 and Over Who Changed Residence within the
County since 196519. Percent Population Age 5 and Over Who Lived in a Different North
Carolina County in 196520. Percent Population Age 5 and Over Who Lived in a Different Southern
State in 196521. Percent Population Age 5 and Over Who Lived in a Northern or Western
State in 196522. Percent Population Age 5 and Over Who Lived in a Different State in
196523. Percent In-Migrants from Other North Carolina Counties Who Were
Enrolled in College in 197024. Percent In-Migrants from Other States Who Were Enrolled in College
in 197025. Percent College Students Who Lived in a Different North Carolina
County in 196526. Percent College Students Who Lived in Another State in 196527. Percent of the Population Age 18-24 Not Enrolled in High School
with Less than 4 Years High School Education28. Percent of the Population Age 25 and Over with Less than 4 Years
High School Education29. Percent of the Population Age 25 and Over with 4 or More'Years
College Education30. Percent Males Age 25 and Over with Less than 4 Years High School
Education
98
31. Percent Males Age 25 and Over with 4 or More Years CollegeEducation
32. Percent Females Age 25 and Over with Less Than 4 Years High SchoolEducation
33. Percent Females Age 25 and Over with 4 or More Years CollegeEducation
34. Percent of the Population Age 16-64 with Less Than 3 Years CollegeEducation Who Have Vocational Training
35. Percent of the Male Population Age 16-64 with Less Than 3 YearsCollege Education Who Have Vocational Training
36. Percent of the Female Population Age 16-64 v,:th Less Than 3 YearsCollege Education Who Have Vocational Training
37. Percent of the Population Age 16-21 Not Enrolled in School'38. Percent Males Age 16-21 Not Enrolled in School39. Percent Females Age 16-21 Not Enrolled in School40. Percent of the Population Age 16-21 Not Enrolled in School Who
Have Less Than 4 Years High School Education41. Percent of Males Age 16-21 Not Enrolled in School Who Have Less
Than 4 Years High School Education42. Percent of Females Age 16-21 Not Enrolled in School Who Have Less
Than 4 Years High School Education43. Percent of the Population Age 16-21 Not Enrolled in School and with
Less Than 4 Years High School Who are Unemployed44. Percent of Males Age 16-21 Not Enrolled in School and with Less-
Than 4 Years High School Who Are Unemployed45. Percent of Females Age 16-21 Not Enrolled in School and with Less
Than 4 Years High School Who Are Unemployed46. Percent of, the Population Age 16-21 Not Enrolled in School and with
4 or More Years High School Who Are Unemployed47. Percent of Males Age 16-21 Not Enrolled in School and with 4 or More
Years High School Who are Unemployed48. Percent of Females Age 16-21 Not Enrolled in School and with 4 or
More Years High School Who Are Unemployed49. Percent of the Population Age 3-6 Enrolled in School50. Percent of the Population Age 7-15 Enrolled in School
51. 1970 Population
Urbanized Area Tables1. Asheville2. Charlotte3. Durham4. Fayetteville5. Greensboro6. High Point7. Raleigh8. Wilmington9. Winston-Salem
99
Tract Maps of Winston-Salem
Tract Maps 1 through 49 correspond to Indicator Tables 1 through 49.
Tract Maps 51 (a) and 51 (b) correspond to sections (a) and (b) of Table 51.
They show how the values of indicators vary from tract to tract in Winston-
Salem. Technical difficulties with the computer made generation of a Tract
Map corresponding to Table 50 impossible.
100
TABLE 1
FERTILITY RATIO
Definition: Number of children under age 5 per thousand females age15 to 44.
Meaning: A rough indicator of the birth rate over the five yearsimmediately preceding the census date, controlling forthe age and sex composition of the population.
TABLE 2
YOUTH DEPENDENCY RATIO
Definition: Number of persons under age 18 per thousand persons age18 to 64.
Meaning: Indicates the degree of demand placed on the resources ofthe economically productive population by that segment ofthe population which has not yet entered the labor force.
101
TABLE 1
FERTILITY RATIO
UrbanizedArea
TotalValue Rank
White Black
Value Rank Value Rank
Asheville 351 31 343 35 407 30
Charlotte 383 55 356 47 457 54
Durham 322 16 297 11 362 19
Fayetteville 447 108 430 104 516 93
Greensboro 331 20 304 14 396 26
High Point 406 76 363 52 592 145
Raleigh 331 20 319 19 381 23
Wilmington 383 55 349 40 474 64
Winston-Salem 351 31 314 17 433 39
Total U.S. (248) 389 377 467
No. Rank Levels 129 131 183
TABLE 2
YOUTH DEPENDENCY RATIO
UrbanizedArea
Total White Black
Value Rank Value Rank Value Rank
Asheville 542. 42 514 40 719 45
Charlotte 618 92 554 69 822 95
Durham 488 16 412 7 635 29
Fayetteville 450 41 505 36 665 34
Greensboro 552 49 515 41 656 32
High Point 607 84 547 65 909 141
Raleigh 513 28 493 28 609 25
Wilmington 584 68 518 43 777 71
Winston-Salem 573 60 505 36 745 56
Total U.S. (248) 589 561 789
No. Rank Levels 163 165 192
102
TABLE 3
AGED DEPENDENCY RATIO
Definition: Number of persons age 64 or over per thousand persons age18 to 64.
Meaning: Indicates the degree of demand placed on the resources ofthe economically productive population by that segment ofthe population which has left the labor force.
TABLE 4
TOTAL DEPENDENCY RATIO
Definition: Number of persons under age 18 plus the number of personsover age 64 per thousand persons age 18 to 64.
Meaning: The combined demand of youth and the aged on the resourcesof the economically productive population. The two areshown separately in Tables 2 and 3 becaus2 the nature andextent of the requirements of the two age groups differsubstantially.
103
TABLE 3
AGED DEPENDENCY RATIO
UrbanizedArea
TotalValue Rank
White Black
Value Rank Value Rant
Asheville 247 128 243 126 270 L.5
Charlotte 114 30 117 30 105 50
Durham 147 5.4 153 55 135 77
Fayetteville 45 ; 1 42 1 58 14
Greensboro 121 34 128 37 103 48
High Point 155 61 157 59 148 87
Raleigh 106 23 99 20 137 79
Wilmington 162 67 162 63 164 100
Winston-Salem 144 51 141 45 152 90
Total U.S. (248) 164 172 117
No. Rank Levels 136 135 143
UrbanizedArea
TOTAL
Value
TABLE 4
White Black
DEPENDENCY RATIO
TotalRank Value Rank Value Rank
Asheville 789 99 757 98 989' 115
Charlotte 732 56 671 40 927 72
Durham 635 17 565 13 770 33
Fayetteville 585 8 547 10 723 26
Greensboro 673 27 643 28 759 31
High Point 762 77 704 60 1057 119Raleigh 619 14 592 15 746 82Wilmington 746 "62 680 44 941 80Winston-Salem 717 46 646 29 897 62
Total U.S. (248) 753 733 906
No. Rank Levels 171 176 192
104
TABLE 5
PERCENT OF THE POPULATION UNDER AGE 18 LIVING WITH BOTH PARENTS
Definition: Ratio of the number of persons under age 18 who live withboth parents tc the total number of persons under age 18.
Meaning: This is an indicator of the existence of economic andsocial problem areas, wW.ch result in a family structurewhich differs from the nuclear family.
TABLE 6
PERCENT OF THE CIVILIAN LABOR FORCE
IN OPERATIVE, LABOR AND SERVICE OCCUPATIPNS
Definition: Ratio of the number of civilian persons age 16 and overemployed as operatives, laborers and service workers plusthe number of civilian unemployed persons age 16 and overwho had previously worked in those occupations to thetotal civilian labor force age 16 and over.
Meaning: Indicates the degree to which the labor force is composedof lower paying occupations.
105
TABLE 5
PERCENT OF THE POPULATION UNDER AGE 18 LIVING W1TH BOTH PARENTS
UrbanizedArea
TotalValue Rank
White Black
Value Rank Value Rank
Asheville 73 121 79 97 48 132
Charlotte 79 94 89 19 57 79
Durham 69 135 83 70 51 118
Fayetteville 74 116 79 96 62 39
Greensboro 80 88 87 36 63 38
High "Point 79 94 84 58 61 48
Raleigh 81 77 88 23 54 102
Wilmington 70 L39 81 86 49 125
Winston-Salem 73 120 88 31 50 124
Total U.S. (248) 81 86 56
No. Rank Levels 136 101 151
TABLE 6
PERCENT OF THE CIVILIAN LABOR FORCE IN OPERATIVE,LABOR,AND SERVICE OCCUPATIONS
UrbanizedArea
Total White Black
Value Rank Value Rank Valuc Rank
Asheville 38 95 32 83 73 143Charlotte 31 36 20 9 67 102Durham 36 83 24 29 60 60Fayetteville 33 50 24 29 58 46Greensboro 33 54 24 26 62 69High Point 46 136 40 134 76 157Raleigh 24 3 16 3 62 70
Wilmington 38 97 27 49 72 136Winston-Salem 38 100 27 45 68 112
Total U.S. (248) 33 29 59
No. Rank Levels 142 152 167
106
TABLE 7
PERCENT OF THE CIVILIAN LABOR FORCE IN PROFESSIONAL, TECHNICAL,
MANAGERIAL AND ADMINISTRATIVE OCCUPATIONS
Definition: Ratio of the number of civilian persons age 16 and overemployed as professional, technical, managerial or ad-ministrative workers plus the number of civilian unemployedpersons age 16 and over who had previously worked inthose occupations to the total civilian labor force age16 and over.
Meaning: Indicates the degree to which the labor force is composedof higher paying occupations.
TABLE 8
AVERAGE FAMILY INCOME
Definition: Total income of all members of families age 14 and overdivided by the total number of heads of families. Income
is defined as salary, wages, self-employment income, socialsecurity or railroad retirement, public assistance orwelfare, and other regular income. It does nct includecapital gains, receipts from sale of personal property,lump-sum insurance or inheiritance or payments "in kind".
Meaning: indicates degree of economic well-being of families.Note that it does not take into account family size.
107
TABLE 7
PERCENT OF THE CIVILIAN LABOR FORCE IN PROFESSIONAL, TECHNICAL,
MANAGERIAL AND ADMINISTRATIVE OCCUPATIONS
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 25 54 27 53 11 64
Charlotte 25 51 30 29 9 84
Durham 27 32 34 18 14 41
Fayetteville 25 53 28 46 15 31
Greensboro 26 45 30 32 14 43
High Point 16 124 19 122 5 113
Raleigh 34 11 38 7 14 41
Wilmington 23 70 28 50 9 84
Winston-Salem 25 48 31 27 12 59
Total U.S. (248) 24 26 11
No. Rank Levels 128 135 120
TABLE 8
AVERAGE FAMILY INCOME
UrbanizelArea
Total White BlackValue Rank Value Rank Value, Rank
Asheville $ 9,229 225 $ 9,805 219 $5,662 213Charlotte 11,707 83 13,305 20 6,447 168Durham 9,927 191 11,642 114 6,472 166Fayetteville 8,431 242 9,141 238 6,045 187Greensboro 12,084 52 13,454 16 7,680 95High Point 10,474 157 11,224 143 6,654 159Raleigh 11,826 73 12,904 35 6,483 165Wilmington 9,258 223 10,579 186 5,042 238Winston-Salem 10,984 129 12,701 44 6,695 158
Total U.S. (248) $12,183 $12,772 $7,903
No. Rank Levels 248 246 247
108
Definition:
Meaning:
TABLE 9
AVERAGE INCOME PER FAMILY MEMBER
Total income of all members of families age 14 and overdivided by the total number of members of families. Membersof families are persons related to the household head byblood, marriage or adoption.
Indicates degree of economic well-being of families, takinginto account the number of persons among whom the incomemust be distributed.
TABLE 10
AVERAGE INCOME OF UNRELATED INDIVIDUALS
Definition: Total income of unrelated individuals age 14 and overdivided by the number of unrelated individuals age 14and over.
Meaning: Indicates degree of economic well-being of personsliving alone or with persons to whom they are not related.
109
TABLE 9
AVERAGE INCOME PER FAMILY MEMBER
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville $2,790 204 $3,029 187 $1,508 188
Charlotte 3,314 86 3,930 17 1,602 169
Durham 2,956 158 3,716 33 1,695 150
Fayetteville 2,294 243 2,584 ?35 1,475 195
Greensboro 3,464 41 4,005 11 1,962 76
High Point 3,009 149 3,356 120 1,587 173Raleigh 3,418 57 3,823 24 1,666 .56
Wilmington 2,693 215 3,248 141 1,260 229
Winston-Salem 3,168 116 3,833 23 1,739 140
Total U.S. (248) $3,443 $3,676 . $1,984
No. Rank Levels 248 245 244
TABLE 10
AVERAGE INCOME OF UNRELATED INDIVIDUALS
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville $3,730 116 $4,062 96 $1,986 198Charlotte 4,171 66 4,836 28 2,288 163Durham 2,600 229 3,008 211 1,880 210Fayetteville 3,018 199 3,183 197 2,492 141Greensboro 3,092 193 3,735 142 1,757 218High Point 3,269 174 3,385 177 2,782 103Raleigh 2,999 202 3,259 192 1,899 209Wilmington 3,298 169 3,772 133 2,220 171Winston-Salem 3,375 159 3,942 117 2,225 169
Total U.S. (248) $4,425 $4,618 $3,287
No. Rank Levels 248 248 245
110
TABLE 11
PERCENT OF FAMILIES WITH INCOME BELOW THE POVERTY LEVEL
.Definition: Number of families with income belOW the poverty leveldivided by the total number of families. The povertylevel is defined by the poverty index adopted by theFederal Interagency Committee in 1969, which takes intoaccount such factors as family size, number of childrenand farm, non-farm residence.
Meaning: Indicates the incidence of cases of very poor economicconditions.
TABLE 12
AVERAGE INCOME DEFICIT OF FAMILIES BELOW POVERTY LEVEL
Definition: The difference between the total income of family membersage 14 and over below the poverty level and the totalincome which these families would have needed to becounted at the poverty threshold, divided by the numberof families below poverty level.
Meaning: Indicates the severity of poverty fo-.. those below povertylevel.
ill
TABLE 11
PERCENT OF FAMILIES WITH INCOME BELOW THE POVERTY LEVEL
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 14 80 11 69 36 135Charlotte 10 55 4 8 29 105Durham 14 77 6 27 30 110Fayetteville 16 88 12 76 30 113Greensboro 9 44 5 12 23 62
High Point 11 59 8 45 24 70Raleigh 9 46 5 15 30 111Wilmington 17 95 9 55 43 153Winston-Salcm 13 72 6 30 30 108
Total U.S. (248) 8 6 24
No. Rank Levels 109 88 163
TABLE 12
AVERAGE INCOME DEFICIT OF FAMILIES BELOW POVERTY LEVEL
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville $1,378 44 $1,289 32 $1,536 41Charlotte 1,601 163 1,479 134 1,662 '81
Durham 1,607 165 1,209 11 1,775 131Fayetteville 1,825 232 1,822 231 1,820 162Greensboro 1,618 173 1,390 75 1,769 126High Point 1,366 40 1,268 25 1,536 40Raleigh 1,535 115 1,451 118 1,614 58Wilmington 1,517 105 1,342 48 1,636 71Winston-Salem 1,598 159 1,279 28 1,770 127
Total U.S. (248) $1,631 $1,532 $1,823
No. Rank Levels 242 239 234
112
TABLE 13
PERCENT FAMILIES BELOW POVERTY MULTIPLIED BY AVERAGE INCOME DEFICIT
Definition:
Meaning:
The incidence of poverty (Table 11) multiplied by theaverage magnitude of poverty for each family belowpoverty (Table 12).
Indicates the overall severity of poverty, taking intoaccount the relative number of families in poverty andthe extent to which their income is below poverty level.This is a measure of the need for additional income tobring all families up to the poverty level.
TABLE 14
PERCENT FAMILIES RECEIVING PUBLIC ASSISTANCE OR WELFARE
Definition: Ratio of the number of families whose income during theprevious year consisted, at least in part, of publicassistance or welfare payments to the total number offamilies.
Meaning: A measure of the utilization of public assistance andwelfare income services. This should not be confusedwith need for income supplements (which are better in-dicated in Table 13) nor with the demand fur suchsupplements, which cannot be calculated from Census data.
113
TABLE 13
PERCENT FAMILIES BELOW POVERTY MULTIPLIED BY AVERAGE INCOME DEFICIT
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 197 183 139 185 550 171Charlotte 160 164 62 12 487 148
Durham 225 195 74 45 529 168Fayetteville 290 218 212 212 555 172Greensboro 144 142 64 16 408 100High Point 145 145 101 126 370 70Raleigh 140 137 72 37 487 147Wilmington 258 206 120 160 700 212Winston-Salem 208 191 82 76 524 163
Total U.S. (248) 136 95 433
No. Rank Levels 232 220 231
TABLE 14
PERCENT FAMILIES RECEIVING PUBLIC ASSISTANCE OR WELFARE
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 4 20 3 16, 10 30Charlotte 4 22 1 3 12 46
Durham 8 60 3 23 18 89Fayetteville 4 23 2 11 10 31
Greensboro 3 14 2 6 8 15High Point 3 13 2 9 8 18Raleigh 4 22 2 6 15 63Wilmington 5 31 2 11 13 52Winston-Salem 6 44 2 10 16 74
Total U.S. (248) 5 4 17
No. Rank Levels 74 65 148
114
TABLE 15
PERCENT FAMILIES BELOW POVERTY RECEIVING WELFARE
Definition: Ratio of the number of families below poverty whose incomeduring the previous year consisted, at least in part, ofpublic assistance or welfare payments, to the total numberof families below poverty.
Meaning:
Definition:
Meaning:
A measure of the utiliation of public assistance andwelfare: income servcies by families who are most in needof them.
TABLE 16
PUBLIC ASSISTANCE AND WELFARE.ADEQUACY INDEX
Aggregate amount of public assistance and welfare paymentsto families below the poverty level divided by the sume ofthe aggregate amounts of income deficit plus the aggregateamount of public assistance and welfare payments to suchfamilies.
Income deficit is the amount by which income falls shortof the poverty level after public assistance and welfare.This index measures the extent to which Public assistanceand welfare covers the income deficit which would haveoccurred if there were no such payments.
115
TABLE 15
PERCENT FAMILIES BELOW POVERTY RECEIVING WELFARE
UrbanizedArea
TotalValue Rank
White
ValueBlack
Value Rank Rank
Asheville 10 15 9 30 14 12
Charlotte 16 61 9 32 19 36
Durham 23 111 16 88 25 67Fayetteville 16 59 11 51 21 45Greensboro 14 37 9 30 16 21High. Point 10 13 9 31 13 11Raleigh 17 65 9 35 22 48Wilmington 16 56 11 48 19 33Winston-Salem 21 96 10 42 26 72
Total U.S. (248) 23 18 33
No. Rank Levels 155 152 175
TABLE 16
PUBLIC ASSISTANCE AND WELFARE ADEQUACY INDEX
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 6 143 6 127 6 163Charlotte 10 109 5 135 12 134Durham 17 66 16 58 17 108Fayetteville 8 132 4 143 12 135Greensboro 8 133 6 132 9 154High Point 7 136 7 123 9 155Raleigh 12 98 7 120 16 116'Wilmington 12 105 8 114 13 130Winston-Salem 15 84 9 106 17 112
Total U.S. (248) 19 16 25
No. Rank Levels 156 160 174
116
TABLE 17
PERCENT POPULATION AGE 5 AND OVER WHO CHANGED RESIDENCE SINCE 1965
Definition: Ratio of the number of persons age 5 and over who lived ina different house in 1965 ti' the total number of personsage 5 and over.
Meaning: Measures the extent of local moves (intra-county) combinedwith the extent of longer distance in-migration from othercounties and from areas outside the state. It is gross'in-migration and does not reflect out-migration from thecounty. This number subtracted from 100 gives the percentwho did not move in the five year period.
TABLE 18
PERCENT POPULATION AGE 5 AND OVER WHO CHANGEDRESIDENCE WITHIN THE COUNTY SINCE 1965
Definition: Ratio of the number of persons age 5 and over who livedin a different house in 1965 but in the same county to thetotal number of persons age 5 and over.
Meaning: Measures local geographic mobility within the county.
117
TABLE 17
PERCENT POPULATION AGE 5 AND OVER WHO CHANGED RESIDENCE SINCE 1965
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 43 130 44 117 37 176
Charlotte 58 36 57 44 60 65
Durham 54 57 55 58 53 103
Fayetteville 72 3 73 3 65 45
Greensboro 54 61 52 75 57 77
High Point 47 107 47 106 47 136Raleigh 60 25 62 24 51 114
Wilmington 53 70 55 57 46 140Winston-Salem 48 95 50 90 45 144
Total U.S. (248) 48 48 52
No. Rank Levels 175 171 183
TABLE 18
PERCENT POPULATION AGE 5 AND OVER WHO CHANGEDRESIDENCE WITHIN THE COUNTY SINCE 1965
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 24 64 23 64 27 99Charlotte 31 6 27 29 43 4
Durham 25 48 24 61 29 83Fayetteville 16 117 14 118 22 126Greensboro 25 48 24 60 30 70High Point 25 49 24 57 32 55Raleigh 20 94 19 99 27 95Wilmington 29 19 26 35 36 31Winston-Salem 25 51 22 72 32 61
Total U.S. (248) 24 23 32
No. Rank Levels 120 120 152
118
Definition:
Meaning:
TABLE 19
PERCENT POPULATION AGE 5 AND OVER WHO LIVED IN ADIFFERENT NORTH CAROLINA COUNTY IN 1965
Ratio of the number of persons age 5 and over who lived ina different North Carolina County in .1965 to the totalnumber of persons age 5 and over.
Measures in-migration from other counteis within the stateas a percent of total population. This is often used asan indicator of attractiveness or job opportunities in thearea as perceived by residents of other parts of the state.The position of any given urbanized area in relation to itscounty line must be taken into account in interpreting thisstatistic. Where a city is near the county line, shortdistance moves from the neighboring county (or counties)may give a false impression of longer distance attractiveness.
TABLE 20
PERCENT POPULATION AGE 5 AND OVER WHO LIVED IN ADIFFERENT SOUTHERN STATE IN 1965
Definition: Ratio of the number of persons age 5 and over who lived ina different southern state in 1965 to the total number ofpersons age 5 and over.
Meaning: Measures in-migration from other southern states as apercent of total population age 5 and over. The commentsmade for Table 19 relative to the position of cities inrelation to county lines also applies to the position ofcities in relation to the state line, particularly Charlotteand Wilmington in relation to the South Carolina line. TheCensus South includes Delaware, Maryland, West Virginia,Kentucky, Arkansas, Oklahoma, Texas and all states south andeast of them.
119
TABLE 19
PERCENT POPULATION AGE 5 AND OVER WHO LIVED INA DIFFERENT NORTH CAROLINA COUNTY IN 1965
UrbanizedArea
TotalValue Rank
WhiteValue
BlackValue Rank Rank
Asheville 5 98 5 93 1 99
Charlotte 8 66 9 59 4 71
Durham 7 74 8 71 6 51
Fayetteville 6 82 6 84 6 49
Greensboro 9 60 10 53 7 47
High Point 9 61 10 57 . 5 65
Raleigh 15 21 17 19 10 27
Wilmington 8 64 11 49 2 88
Winston-Salem 7 76 9 61 3 79
Total U.S. (248) 7 8 4
No. Rank Levels 126 127 107
TABLE 20
PERCENT POPULATION AGE 5 AND OVER WHO LIVED IN ADIFFERENT SOUTHERN STATE IN 1965
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 5 35 6 38 2 91
Charlotte 9 14 10 14 4 67
Durham 5 32 7 31 2 84
Fayetteville 15 1 16 1 13 16
Greensboro 6 26 7 31 3 74
High Point 4 43 4 50 3 76
Raleigh 6 25 8 29 2 87
Wilmington 6 25 8 25 2 90
Winston-Salem 5 36 6 35 2 86
Total U.S. (248) 3 3 4
No. Rank Levels 79 88 102
120
TABLE 21
PERCENT POPULATION AGE 5 AND OVER WHO LIVED INA NORTHERN OR WESTERN STATE IN 1965
Definition: Ratio of the number of persons age 5 and over who livedin a state in the north or west in 1965 to the total numberof persons age 5 and over.
Meaning: Measures in-migration from non-southern states as a percentof total population age 5 and over.
TABLE 22
PERCENT POPULATION AGE 5 AND OVER WHO LIVEDIN A DIFFERENT SOUTHERN STATE IN
1965
Definition: Sum of Tables 20 and 21
Meaning: Measures in-migration from all other states as a percentof total population age 5 and over.
121
TABLE 21
PERCENT POPULATION AGE 5 AND OVER WHO LIVED IN ANORTHERN OR WESTERN STATE in 1965
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 2 101 3 108 1 94
Charlotte 4 84 5 85 2 84
Durham 6 62 9 51 2 82
Fayetteville 17 11 20 8 7 42
Greensboro 4 89 4 93 2 81
High Point 2 107 2 115 1 88
Raleigh 6 68 6 69 2 82
Wilmington 4 85 4 91 3 71
Winston-Salem 4 89 5 88 1 90
Total U.S. (248) 6 7 2
No. Rank Levels 108 116 98
TABLE 22
PERCENT POPULATION AGE 5 AND OVER WHO LIVED INA DIFFERENT STATE IN 1965
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 7 94 8 92 2 132
Charlotte 13 51 15 45 6 100
Durham 12 60 16 41 4 115
Fayetteville 32 4 36 3 20 28
Greensboro 10 74 11 69 5 103
High Point 6 109 6 112 4 112
Raleigh 12 57 14 52 4 118
Wilmington 10 . 68 13 59 4 111
Winston-Salem 8 83 .11 73 3 124
Total U.S. (248) 9 9 6
No. Rank Levels 133 141 142
122
TABLE 23
PERCENT IN-MIGRANTS FROM OTHER NORTH CAROLINA COUNTIESWHO WERE ENROLLED IN COLLEGE IN 1970
Definition: Ratio of the number of persons enrolled in college in 1970who lived in a different North Carolina county in 1965 tothe number of persons age 5 and over who lived in a differentNorth Carolina county in 1965.
Meanlng:
Definition:
Indicates the importance of colleges in the area inaccounting for in-migration from other parts of the state.
TABLE 24
PERCENT IN-MIGRANTS FROM OTHER STATESWHO WERE ENROLLED IN COLLEGE IN 1970
Ratio of the number of persons enrolled in college in 1970who were residents of other states in 1965 to the numberof persons age 5 and over who lived in a different statein 1965.
Meaning: Indicates the importance of colleges in the area in accountingfor in-migration from other states.
123
TABLE 23
PERCENT IN MIGRANTS FROM OTHER NORTH CAROLINA COUNTIESWHO WERE ENROLLED IN COLLEGE IN 1970
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 4 155 5 144 0 141
Charlotte 7 133 6 132 12 71
Durham 28 35 20 57 46 20
Fayetteville 7 135 2 161 21 43
Greensboro 26 41 26 41 27 39
High Point 2 170 2 158 0 141
Raleigh 31 31 33 29 21 42
Wilmington 4 158 4 146 0 141
Winston-Salem 22 53 18 62 45 21
Total U.S. (248) 12 12 8
No. Rank Levels 173 165 141
TABLE 24
PERCENT IN-MIGRANTS FROM OTHER STATESWHO WERE ENROLLED IN COLLEGE IN 1970
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 4 113 5 122 0 130
Charlotte 6 102 5 120 14 37
Durham 45 4 48 2 22 23
Fayetteville 2 135 2 145 3 108
Greensboro 13 50 11 64 24 21
High Point 6 102 7 104 0 130
Raleigh 17 36 16 43 36 14
Wilmington 3 128 3 135 1 127
Winston-Salem 16 39 17 38 16 30
Total U.S. (248) 9 9 6
No. Rank Levels 139 151 130
124
TABLE 25
PERCENT COLLEGE STUDENTS WHO LIVED IN ADIFFERENT NORTH CAROLINA COUNTY IN 1965
Definition: Ratio of the number of persons attending college in 1970who lived in a different North Carolina county in 1965 tothe number of persons under age 35 enrolled in a collegeplus the number of persons age 35 and over enrolled inschool.
Meaning: This indicates the degree of intra-state, inter-countyattractiveness of colleges in the area. Because censusdata presents level of school enrollment only for ages3 to 34 as one group, it was necessary to assume thateveryone age 35 and over enrolled in school was in college.
TABLE 26
PERCENT COLLEGE STUDENTS WHOLIVED IN ANOTHER STATE IN 1965
Definition: Ratio of the number of persons attending college in 1970and living in a different state in 1965 to the number ofpersons under age 35 enrolled in college plus the numberof persons age 35 and over enrolled in school.
Meaning: This indicates the degree of interstate attractiveness ofcolleges in the area. Because census data presents levelof school enrollment only for ages 3-34 as one group, itwas necessary to assume that everyone age 35 and overenrolled in school was in college.
125
TABLE 25
UrbanizedArea
PERCENT COLLEGE STUDENTSDIFFERENT NORTH CAROLINA
TotalValue Rank
WHO LIVED IN ACOUNTY IN 1965
White BlackValue Rank Value Rank
Asheville 10 152 11 145 0 152
Charlotte 17 105 18 103 16 69Durham 18 97 13 133 30 35
Fayetteville 20 86 8 162 38 21
Greensboro 28 58 34 43 17 66
High Point 9 157 10 153 0 152
Raleigh 46 22 49 18 28 40
Wilmington 15 119 17 109 0 152
Winston-Salem 26 63 26 64 30 36
Total U.S. (248) 18 19 10
No.. Rank Levels 189 190 152
TABLE 26
UrbanizedArea
PERCENT COLLEGE STUDENTS WHO LIVEDIN ANOTHER STATE IN 1965
Total White BlackValue Rank Value Rank Value Rank
Asheville 15 95 17 98 0 172Charlotte 24 47 22 71 28 39Durham 47 2 65 1 10 119Fayetteville 32 19 43 5 15 79
Greensboro 15 93 17 99 12 100
High Point 15 92 17 101 0 172Raleigh 20 66 20 83 19 67Wilmington 13 107 14 121 4 154Winston-Salem 24 44 29 34 11 108
Total U.S. (248) 17 18 11
No. Rank Levels 161 186 172
126
TABLE 27
PERCENT OF THE POPULATION AGE 18-24 NOT ENROLLED IN HIGH SCHOOLWITH LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of persons age 18-24 minus the numberof persons age 18-24 enrolled in high school (estimated)minus the number of persons age 18-24 with 4 or more yearshigh school education to the number of persons age 18-24minus the number of persons age 18-24 enrolled in highschool (estimated).
Meaning: This is ;;t indicator of the high school drop-out rate inthe 18-24 age group. (See Tables 40 and 42 for comparabledata for ages 16-21, by-sex.) The denominator for thisratio represents the number of persons age 18-24 not stillenrolled in high school. The numerator is the number ofpersons not still enrolled in high school who have notcompleted high school. Census data does not include levelof school by age, therefore it was ner:essary to assume that(1) all persons age 25 to 34 enrolled in school were incollege, i.e., no one in the age group was in high school,and (2) all persons enrolled in college were 18 or over.
TABLE 28
PERCENT OF THE POPULATION AGE 25 AND OVER WITHLESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of persons age 25 and over who haveless than 4 years high school education to the totalnumber of persons age 25 and over.
Meaning: A measure of a relatively low level of education in thepost-college-age population.
127
TABLE 27
PERCENT OF THE POPULATION AGE 18-24 NOT ENROLLED IN HIGH SCHOOL WITHLESS THAN 4 YEARS HIGH SCHOOL EDUCATION
UrbanizedArea
Total
Value RankWhite Black
Value Rank Value Rank
Asheville 30 118 29 115 38 125
Charlotte 28 103 25 85 36 110
Durham 28 96 28 104 28 69
Fayetteville 30 118- 30 120 31 81
Greensboro 24 69 24 76 23 42
High Point 4j, 147 42 144 41 172
Raleigh 22 54 19 36 33 94
Wilmington 33 131 27 97 52 184
Winston-Salem 25 78 24 75 28 68
Total U.S. (248) 26 24 35
No. Rank Levels 151 148 195
TABLE 28
PERCENTLESS
UrbanizedArea
OF THE POPULATION AGE 25 AND OVER WITHTITAN 4 YEARS HIGH SCHOOL EDUCATION
Total White BlackValue Rank Value Rank Value Rauk
Asheville 50 128 46 115 70 127
Charlotte 44 87 37 61 70 126
Durham 53 151 45 106 68 114
Fayetteville 40 61 35 46 55 43
Greensboro 47 107 43 91 60 66
High Point 66 174 64 161 77 169
Raleigh 39' 57 33 34 68 111
Wilmington 51 140 44 96 74 153
Winston-Salem 53 152 47 119 68 109
Total U.S. (248) 44 42 64
No. Rank Levels 177 166 180
128
TABLE 29
PERCENT OF THE POPULATION AGE 25 AND OVERWITH 4 OR MORE YEARS COLLEGE EDUCATION
Definition: Ratio of the number of persons age 25 and over who have.4 or more years college education to the total number ofpersons age 25 and over.
Meaning: A measure of a relatively high level of education inthe post-college-age population.
TABLE 30
PERCENT MALES AGE 25 AND OVERWITH LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of males age 25 and over with lessthan 4 years high school education to the total number ofmales .de 25 and over.
Meaning: A measure of a relatively low level of education amongthe post-college-age male population.
129
TABLE 29
PERCENT OF THE POPULATION AGE 25 AND OVERWITH 4 OR MORE YEARS COLLEGE EDUCATION
UrbanizedArea
Total
Value Rank
White BlackValue Rank Value Rank
Asheville 12 67 13 68 5 56
Charlotte 15 40 18 31 5 52
Durham 17 29 21 19 8 31
Fayetteville 12 67 13 66 8 34
Greensboro 17 26 19 27 12 17
High Point 8 LOU 9 97 3 72
Raleigh 22 13 25 10 8 29
Wilmington 10 86 11 81 5 57
Winston-Salem 15 44 18 32 7 39
Total U.S. (248) 12 13 5
No. Rank Levels 124 123 98
TABLE 30
PERCENT MALES AGE 25 AND OVER WITHLESS THAN 4 YEARS HIGH SCHOOL EDUCATION
UrbanizedArea
Total White Black
Value Rank Value Rank Value Rank
Asheville 52 134 49 142 71 116
Charlotte 44 85 37 55 71 117Durham 54 144 45 112 71 118Fayetteville 36 40 32 24 49 27
Greensboro 46 101 42 85 61 62High Point 67 164 64 171 80 162Raleigh 38 50 32 24 69 101Wilmington 52 136 45 107 77 154Winston-Salem 52 134 46 115 69 99
Total U.S. (248) 44 41 65
No. Rank Levels 166 174 168
130
TABLE 31
PERCENT MALES AGE 25 AND OVERWITH 4 OR MORE YEARS COLLEGE EDUCATION
Definition: Ratio of the number of males age 25 and over with 4 ormore years college education to the total number ofmales age 25 and over.
Meaning: A measure of a relatively high level of education amongthe post-college-age male population.
TABLE 32
PERCENT FEMALES AGE 25 AND OVER WITHLESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of females age 25 and over with lessthan 4 years high school education to the total numberof females age 25 and over.
Meaning: A measure oE a relatively low level of education amongthe post-college-age female population.
131
TABLE 31
PERCE1 MALES AGE 25 AND OVERWITH 4 OR MORE YEARS COLLEGE EDUCATION
UrbanizedArea
TotalValue Rank
White Black
Value Rank Value Rank
Asheville 14 84 15 78 5 55
Charlotte 19 43 23 29 5 53
Durham 20 35 26 21 9 27
Fayetteville 14 82 17 68 b 47
Greensboro 21 29 24 26 12 19
High Point 10 117 11 116 2 81
Raleigh 28 15 33 12 7 37
Wilmington 11 104 14 91 . 3 70Winston-Salem 18 48 22 31 b 45
Total U.S. (248) 16 18 5
No. Rank Levels 135 143 93
TABLE 32
UrbanizedArea
PERCENT FEMALESTHAN 4 YEARS
Value
AGE 25 AND OVER WITH LESSHIGH SCHOOL EDUCATION
Total White BlackRank Value Rank Value Rank
Asheville 48 114 44 112 70 130Charlotte 45 91 38 65 69 125Durham 52 140 45 117 66 98Fayetteville 44 81 38 70 60 67
Greensboro 48 109 44 109 60 64High Point 65 168 64 177 75 160Raleigh 40 61 34 40 67 105Wilmington 51 131 43 102 72 144Winston-Salem 53 149 48 138 66 103
Total U.S. (248) 44 42 63
No. Rank Levels 172 182 181
132
TABLE 33
PERCENT FEMALES AGE 25 AND OVER WITH4 OR MORE YEARS COLLEGE EDUCATION
Definition: Ratio of the number of females age 25 and over with 4or more years college education to the total number offemales age 25 and over.
Meaning: A measure of a relatively high level of education amongthe post-college-age female population.
TABLE 34
PERCENT OF THE POPULATION AGE 16-64 WITH LESSTHAN 3 YEARS COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
Definition:
Meaning:
Ratio of the number of persons age 16 to 64 who have lessthan 3 years of college completed and who have completedvocational training programs to the'number of persons age16-64 who have less than 3 years of college completed.
A measure of the provision and/or utilization of vocationaltraining facilities among the working age segment of the
. population which has completed no more than 2 years ofcollege. Vocational training does not include correspondencecourses, on-the-job training,or Armed Forces training notuseful in a civilian job.
133
TABLE 33
PERCENT FEMALES AGE 25 AND OVERWITH 4 OR MORE YEARS COLLEGE EDUCATION
Urbanized Total White Black
Area Value Rank Value Rank Value Rank
Asheville 10 45 11 42 5 52
Charlotte 12 35 13 28 6 46
Durham 14 21 17 12 8 28
Fayetteville 10 52 10 56 10 16
Greensboro 14 22 15 21 11 12
High Point 7 78 8 78 4 59
Raleigh 16 13 17 11 9 18
Wilmington 8 66 9 62". 6 43
Winston-Salem 12 34 14 27 8 26
Total U.S. (248) 9 10 5
No. Rank Levels 103 107 92
TABLE 34
PERCENT OF THE POPULATION AGE 16-64 WITH LESSTHAN 3 YEARS COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
Urbanized Total White Black
Area Value Rank Value Rank Value Rank
Asheville 25 69 25 75 26 59
Charlotte 28 43 31 26 20 102
Durham 26 60 27 59 24 68
Fayetteville 30 28 32 19 24 70
Greensboro 24 -79 27 63 18 118
High Point 21 105 22 106 18 118
Raleigh 29 37 30 38 25 62
Wilmington 20 112 22 101 12 147
Winston-Salem 23 89 25 72 18 118
Total U.S. (248) 28 29 26
No. Rank Levels 121 124 157
134
TABLE 35
PERCENT OF THE MALE POPULATION AGE 16-64 WITH LESSTHAN 3 YEARS COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
Definition: Ratio of the number of males age 16 to 64 who have less than3 years college completed and who have completed vocationaltraining programs to the number of males age 16-64 who haveless than 3 years of college completed.
Meaning: A measure of the provision and/or utilization of vocationaltraining facilities among the working age segment of the malepopulation which has completed no more than 2 years ofcollege. Vocational training does not include correspondencecourses, on-the-job training, or Armed Forces training notuseful in a civilian job.
TABLE 36
PERCENT OF THE FEMALE POPULATION AGE 16-64 WITH LESSTHAN 3 YEARS COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
Definition:
Meaning:
Ratio of the number of females age 16 to 64 who have lessthan 3 years of college completed and who have completedvocational training courses to the number of females .age16 to 64 who have less than 3 years of college completed.
A measure of the provision and/or utilization of vocationaltraining facilities among the working age segment of thefemale populatiol4 which has completed no more than 2 yearsof college. Vocational training does not include corres-pondence courses, on-the-job training, or Armed Forcestraining not useful in a civilian job.
135
TABLE 35
PERCENT OF THE RALE POPULATION AGE 16-64 WITH LESS THAN3 YEARS OF COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 27 91 26 103 30 44
Charlotte 31 59 35 31 20 117
Durham 27 89 27 97 27 63
Fayetteville 34 28, 36 28 30 51Greensboro 27 92 30 69 19 124
High Point 23 119 23 125 21 109Raleigh 29 73 30 75 27 67
Wilmington 22 121 26 110 14 155
Winston-Salem 25 104 29 85 18 130
Total U.S. (248) 32 33 27
No. Rank Levels 133 137 169
TABLE 36
PERCENT OF THE FEMALE POPULATION AGE 16-64 WITH LESSTHAN 3 YEARS COLLEGE EDUCATION WHO HAVE VOCATIONAL TRAINING
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 24 50 24 49 22 79
Charlotte 26 32 28 17 20 90
Durham 25 37 27 18 22 75
Fayetteville 22 67 24. 47 16 121
Greensboro 22 66 24 51 17 114
High Point 20 85 21 76 15 123
Raleigh 28 14 29 7 24 61
Wilmington 17 107 19 88 12 142
Winston-Salem 21 72 23 59 17 110
Total U.S. (248) 25 25 25
No. Rank Levels 117 110 154
136
TABLE 37
PERCENT OF THE POPULATION AGE 16-21NOT ENROLLED. IN SCHOOL
Definition: Ratio of the number of persons age 16 to 21 not enrolledin school to the total number of persons age 16 to 21.
Meaning: This is a measure of the non-utilization of educationalfacilities among that segment of the population whichis at high school and college age.
TABLE 38
PERCENT MALES AGE 16-21 NOTENROLLED IN SCHOOL
Definition: Ratio of the number of males age 16 to 21 not enrolledin school to the total number of males age 16 to 21.
Meaning: This is a measure of the non-utilization of educationfacilities among that segment of the male populationwhich is at high school and college age.
137
TABLE 37
PERCENT OF THE POPULATIONAGE 16-21 NOT ENROLLED IN SCHOOL
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 45 125 44 119 47 .83
Charlotte 43 110 39 81 51 121
Durham 28 21 24 15 33 23
Fayetteville 80 163 82 158 71 170
Greensboro 29 22 28 23 30 18
High Point 47 138 46 128 52. 131
Raleigh . 27 19 2' 14 40 50
Wilmington 46 130 43 126 46 82
Winston-Salem 32 30 29 26 38 45
Total U.S. (248) 40 38 49
No. Rank Levels 163. 158 180
TABLE 38
PERCENT MALES AGE 16 - 21 NOTENROLLED IN SCHOOL
UrbanizedArea
Total WhiteValue
BlackValue Rank Value Rank Rank
Asheville 40 132 39 125 43 83
Charlotte 38 118 33 89 47 112Durham 23 26 19 17 31 30
Fayetteville 86 172 87 160 80 170
Greensboro 30 57 30 66 29 22
High Point 43 144 43 135 43 85
Raleigh 23 24 17 14 46 -104
Wilmington 41 136 39 125 44 92
Winston-Salem 27 40 21 20 39 59
Total U.S. (248) 35 34 46
No. Rank Levels 172 160 175
138
TABLE 39
PERCENT FEMALES AGE 16 - 21NOT ENROLLED IN SCHOOL
Definition: Ratio of the number of females age 16 to 21 not enrolledin school to the total number of persons age 16 to 21.
Meaning: This is a measure of the non-utilization of 'educationalfacilities among that segment of the female populationwhich js at high school and college level.
TABLE 40
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED INSCHOOL WHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of persons age 16 to 21 not enrolledin school who are not high school graduates to the totalnumber of persons not enrolled in school.
Meaning: This is a measure of the non-utilization of high schooleducational facilities among persons 16 to 21 not enrolledin school. This figure multiplied by the figure in Table37 gives the non-utilization rate among all persons age16 to 21.
139
TABLE 39
PERCENT FEMALES AGE 16 - 21NOT ENROLLED IN SCHOOL
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 49 118 49 122 50 99Charlotte 46 101 43 75 55 130Durham 32 21 30 14 34 23Fayetteville 62 155 66 164 51 104Greensboro 28 11 27 9 32 16Htgh Point 50 131 48 116 60 158Raleigh 33 22 32 19 34 20Wilmington 50 129 51 134 49 85Winston-Salem 37 34 36 32 38 38
Total U.S. (248) 44 43 51
No. Rank Levels 157 164 177
TABLE 40
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED INSCHOOL WHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 42 140 42 146 46 88Charlotte 39 113 32 84 48 102Durham 44 148 36 108 52 127Fayetteville 32 67 31 74 38 48Greensboro 44 148 39 137 50 116High Point 61 172 62 166 57 154Raleigh 37 103 30 72 52 126Wilmington 48 161 40 138 63 173Winston-Salem 39 119 36 110 44 80
Total U.S. (248) 35 32 48
No. Rank Levels 175 169 185
140
Definition:
Meaning:
TABLE 41
PERCENT OF MALES AGE 16-21 NOT ENROLLED IN SCHOOLWHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Ratio of the number of males age 16 to 21 not enrolledin school who are not high school graduates to the totalnumber of males not enrolled in school.
This is a measure of the non-utilization of high schooleducational facilities among males 16 to 21 not enroll&in school. Th'.,s figure multiplied by the figure in Table38 gives the non-utilization rate among all males ago16 to 21.
TABLE 42
PERCENT OF FEMALES AGE 16-21 NOT ENROLLED IN SCHOOLWHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
Definition: Ratio of the number of females age 16 to 21 not enrolledin school who are not high school graduates to the totalnumber of females not enrolled in school.
Meaning: This is a measure of the non-utilization of hgih schooleducational facilities among females age 16 to 21 notenrolled in school. This figure multiplied by thefigure in Table 39 gives the non-utilization rate amongall females age 16 to 21.
16.1
TABLE 41
PERCENT OF MALES AGE 16-21 NOT ENROLLED IN SCHOOLWHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 52 156 50 156 60 130
Charlotte 46 131 42 119 52 89
Durham 52 161 44 133 62 134
Fayetteville 32 43 30 50 36 32
Greensboro 51 155 48 148 56 112
High Point 67 180 68 173 ,-,4 146
Raleigh 54 169 49 152 62 136
Wilmington 51 152 41 114 b7 155
Winston-Salem 49 145 44 128 55 104
Total U.S. (248) 39 36 54
No. Rank Levels 184 176 173
TABLE 42
PERCENT OF FEMALES AGE 16-21 NOT ENROLLED IN SCHOOLWHO HAVE LESS THAN 4 YEARS HIGH SCHOOL EDUCATION
UrbanizedArea
Total White BlackValue RankValue Rank Value Rank
Asheville 36 123 37 132 34 36
Charlotte 34 104 26 61 46 94
Durham 38 132 30 83 46 96Fayetteville 35 114 32 104 44 84Greensboro 38 133 34 112 46 97High Point 57 172 57 163 53 137Raleigh 23 34 18 20 38 52Wilmington 45 161 39 140 60 159Winston-Salem 33 99 32 98 35 42
Total U.S. (248) 31 28 44
No. Rank Levels 174 165 165
142
TABLE 43
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED IN SCHOOL ANDWITH LESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of persons age 16 to 21 who are:
1. not enrolled in high school2. not high school graduates, and3. unemployed or not in the labor force
to the number of males age 16 to 21 who are:
1. not enrolled in school2. not high school graduates
Meaning: This is a measure of th unemployment rate amonghigh school drop-outs in the age 16-21 category.
TABLE 44
PERCENT OF MALES AGE 16 - 21 NOT ENROLLED IN SCHOOLAND WITH LESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of males who are age 16-21 and:
1. not enrolled in school2. not high school graduates, and3. unemployed or not in the labor force
to the number of males age 16 to 21 who are:
1. not enrolled in school2. not high school graduates
Meaning: This is a measure of the unemployment rate among malehigh school drop-outs in the age 16 to 21 category.
.143
TABLE 43
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED IN SCHOOL AND WITHLESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 62 144 60 136 72 145
Charlotte 48 52 45 39 52 47
Durham 45 32 41 32 48 30
Fayetteville 21 1 18 1 31 8
Greensboro 47 44 41 23 57 70
High Point 36 12 38 19 29 6
Raleigh 63 153 58 120 70 138
Wilmington 57 110 5u 70 67 122
Winston-Salem 59 12' 54 93 66 113
Total U.S. (248) 54 51 63
No. Rank Levels 184 179 17b
TABLE 44
PERCENT OF MALES AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH LESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
Total White BlackValue Rank Value Rank Value Rank
Asheville 56 165 53 161 64 143
Charlotte 32 49 26 37 38 35
Durham 32 56 18 16 44 60
Fayetteville 5 1 4 1 10 6
Greensboro 25 24 17 15 39 40High Point 23 18 24 32 17 11Raleigh 65 177 55 165 76 163Wilmington 40 107 30 57 54 103Winston-Salem 47 138 30 58 61 130
Total U.S. (248) 38 34 52
No. Rank Levels 181 179 174
144
TABLE 45
PERCENT OF FEMALES AGE 16 - 21 NOT ENROLLED IN SCHOOLAND WITH LESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of females age 16 to 21 who are:
1. not enrolled in school,2. not high school graduates, and3. unemployed or not in the labor force
to the number of males age 16 to 21 who are:
1. not enrolled in school, and2. not high school graduates
Meaning: This is a measure of the unemployment rate among malehigh school drop-outs in the 16 to 21 category.
TABLE 46
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of persons age 16-21 who are:
Meaning:
1. not enrolled in school2. high school graduates3. unemployed or not in the labor force
to the number of persons age 16 to 21 who are:
1. not enrolled in school, and2. high school graduates
This measures the unemployment rate among high schoolgraduates in the age 16 to 21 category.
145
TABLE 45
PERCENT OF FEMALES AGE 16 - 21 NOT ENROLLED IN SCHOOL AND WITHLESS THAN 4 YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
TotalValue Rank
WhiteValue Rank
BlackValue Rank
Asheville 68 76 65 64 81 138
Charlotte 63 51 62 49 63 46Durham 56 27 64 60 51 15Fayetteville 80 171 78 148 87 156Greensboro 67 75 63 54 73 90High Point 46 6 50 11 37 4
Raleigh 60 38 62 49 57 18Wilmington 71 99 64 62 80 130Winston-Salem 71 102 71 99 72 86
Total U.S. (248) 69 68 73
No. Rank Levels 188 178 167
TABLE 46
PERCENT OF THE POPULATION AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
Total WhiteValue
BlackValue Rank Value Rank Rank
Asheville 33 108 32 114 36 74Charlotte 24 43 20 26 32 52Durham 31 95 24 57 40 95Fayetteville 12 2 12 2 14 5
Greensboro 24 42 19 16 35 66High Point 16 7 13 4 27 29Raleigh 25 48 20 26 39 93Wilmington 28 77 25 63 42 106Winston-Salem 29 79 23 49 38 87
Total U.S. (248) 27 25 39
No. Rank Levels 159 161 180
146
TABLE 47
PERCENT OF MALES AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of males age 16 to 21 who are:
1. not enrolled in school2. high school graduates3. unemployed or not in the labor force
to the number of persons age 16 to 21 who are
1. not enrolled in school, and2. high school graduates
Meaning: This measures the unemployment rate among male highschool graduates in the age 16 to 21 category.
TABLE 48
PERCENT OF FEMALES AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
Definition: Ratio of the number of females age 16 to 21 who are
1. not enrolled, in school2. high school graduates3. unemployed or not in the labor force
to the number of females age 16 to 21 who are:
1. not enrolled in school, and2. high school graduates
Meaning: This measures the unemployment rate among female highschool graduates in the age 16 to 21 category.
147
TABLE 47
PERCENT OF MALES AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
TotalValue Rank
White Black
Value Rank Value Rank
Asheville 24 121 21 107 42 131
Charlotte 16 50 13 46 20 40
Durham 29 147 26 139 34 103
Fayetteville 1 1 1 1 2 4
Greensboro 16 55 9 24 31 89
High Point 12 30 6 15 35 105
Raleigh 26 129 19 94 39 122
Wilmington 16 52 10 27 37 112
Winston-Salem 22 100 16 67 29 78
Total U.S. (248) 18 16 30
No. Rank Levels 165 166 167
TABLE 48
PERCENT OF FEMALES AGE 16-21 NOT ENROLLED IN SCHOOLAND WITH 4 OR MORE YEARS HIGH SCHOOL WHO ARE UNEMPLOYED
UrbanizedArea
Total White Black
Value Rank Value Rank Value Rank
Asheville 37 .102 37 107 34 26
Charlotte 28 48 23 16 40 55
Durham 31 67 23 14 42 66
Fayetteville 60 187 61 176 59 139
Greensboro 28 45 24 19 38 42
High Point 19 4 it 3 23 6
Raleigh 24 19 20 6 40 53Wilmington 37 107 35 97 45 81Winston-Salem 32 72 26 36 44 74
Total U.S. (248) 33 31 45
No. Rank Levels 188 177 184
148
TABLE 49
PERCENT OF THE POPULATION AGE 3 6 ENROLLED IN SCHOOL
Definition: Ratio of the number of persons age 3 to 6 enrolled inschool to the total number of persons age 3 to 6.
Meaning: This is a measure of the provision and/or utilizationof nursery schools and kindergartens.
TABLE 50
PERCENT OF THE POPULATION AGE 7 - 15 ENROLLED IN SCHOOL
Definition: Ratio of the number of persons age 7 to 15 enrolled inschool to the total number of persons age 7 to 15.
Meaning: Measures the utilization of primary and secondaryschool facilities in the area.
149
TABLE 49
PERCENT OF THE POPULATION AGE 3 6 ENROLLED IN SCHOOL
UrbanizedArea
TotalValue Rank
White BlackValue Rank Value Rank
Asheville 34 141 34 145 35 146
Charlotte 42 103 46 74 33 154
Durham 46 74 49 55 43 111
Fayetteville 32 147 35 141 2. 167
Greensboro 43 98 44 94 41 119
high Point 36 131 40 120 28 164
Raleigh 49 53 52 31 37 138
Wilmington 36 132 36 136 36 142
Winston-Salem 46 77 48 64 43 108
Total U.S. (248) 48 48 46
No. Rank Levels 162 164 180
TABLE 50
PERCENT OF THE POPULATION AGE 7 - 15 ENROLLED IN SCHOOL
UrbanizedArea
Total WhiteValue
BlackValue Rank Value Rank Rank
Asheville 95 44 95 44 94 78
Charlotte 97 27 98 19 95 72
Durham 96 35 97 31 95 68
Fiztteville 96 38 96 35 95 74
Greensboro 97 25 98 14 94 79
High Point 95 45 96 36 92 96
Raleigh 97 25 98 19 94 78
Wilmington 96 39 95 49 98 48
'Winston-Salem 97 24 98 19 96 ;7
Total U.S. (248) 98 98 96
No. Rank Levels 60 58 128
150
TABLE 51
1970 POPULATION
a.
UrbanizedArea
PopulationRankValue
Asheville 72,617 215
Charlotte 279,957 74
Durham 101,016 170
Fayetteville 161,453 120
Greensboro 152,196 129
High Point 93,322 183
Raleigh 151,868 131
Wilmington 57,363 240
Winston-Salem 143,474 138
Total U.S. 477,576
No. Rank Levels 248
151
b.
Percent BlackValue Rank
16 6026 24
37 4
24 34
27 2319 47
20 45
28 20
32 12
13
162
North Carolina Urbanized Area
Table Description
1. Fertility Ratio2. Youth Dependency Ratio3. Aged Dependency Ratio4. Total Dependency Ratio5. Percent of Population Under Age 18 Living with Both Parents6. Percent of the Civilian Labor Force in Operative, Labor and
Service Occupations7. Percent of the Civilian Labor Force in Professional,
Technical, Managerial and Administrative Occupations8. Average Family Income9. Average Income Per Family Member
10. Average Income of Unrelated Individuals11. Percent of Families with Income Below the Poverty Level12. Average Income Deficit of Families Below Poverty Level13. Percent Families Below Poverty Multiplied by Average
Income Deficit14. Percent Families Receiving Public Assistance or Welfare15. Percent Families Below Poverty Receiving Welfare16. Public Assistance and Welfare Adequacy Index17. Percent Population Age 5 and Over Who Changed Residence
Since 196518. Percent Population Age 5 and Over Who Changed Residence
Within the County Since 196519. Percent Population Age 5 and Over Who Lived in a Different
North Carolina County in 196520. Percent Population Age 5 and Over Who Lived in a Different
Southern State in 196521. Percent Population Age 5 and Over Who Lived in a Northern
or Western State in 196522. Percent Population Age 5 and Over Who Lived in a Different
State in 196523. Percent In-Migrants from Other North Carolina Counties Who
Were Enrolled in College in 197024. Percent In-Migrants from Other States Who Were Enrolled in
College in 197025. Percent College Students Who Lived in a Different North
Carolina County in 1965.
152
North Carolina Urbanized Area
Table Description
26. Percent College Students Who Lived in Another State in 1965
27. Percent of the Population Age 18-24 Not Enrolled in HighSchool with Less Than 4 Years High School Education
28. Percent of the Population Age 25 and Over With Less Than4 Years High School Education
29. Percent of Population Age 25 and Over With 4 or More YearsCollege Education
30. Percent Males Age 25 and Over With Less Than 4 Years HighSchool Education
31. Percent Males Age 25 and Over With 4 or More Years College
32. Percent Females Age 25 and Over With Less Than 4 Years HighSchool Education
33. Percent Females Age 25 and Over With 4 or More Years College
34. Percent of the Population Age 16-64 with Less Than 3 YearsCollege Education Who Have Vocational Training
35. Percent of the Male Population Age 16-64 With Less Than 3Years College Who Have Vocational Training
36. Percent of the Female Population Age 16-64 with Less Than 3Years College Education Who Have Vocational Training
37. Percent of the Population Age 16-21 Not Enrolled in School
38. Percent Males Age 16-21 Not Enrolled in School
39. Percent Females Age 16-21 Not Enrolled in School
40. Percent of the Population Age 16-21 Not Enrolled in SchoolWho Have Less Than 4 Years High School Education
41. Percent of Males Age 16-21 Not Enrolled in School Who HaveLess Than 4 Years High School Education
42. Percent of Females Age 16-21 Not Enrolled in School Who HaveLess Than 4 Years High School Education
43. Percent of the Population Age 16-21 Not Enrolled in Schooland With Less Than 4 Years High School Who Are Unemployed
44. Percent of Males Age 16-21 Not Enrolled in School and WithLess Than 4 Years High School Who Are Unemployed
45. Percent of Females Age 16-21 Not Enrolled in School and WithLess Than 4 Years High School Who Are Unemployed
46. Percent of the Population Age 16-21 Not Enrolled in Schooland With 4 Or More Years High School Who Are Unemployed
47. Percent of Males Age 16-21 Not Enrolled in School and With4 or More Years High School Who Are Unemployed
48. Percent of Females Age 16-21 Not Enrolled in School and With4 Or More Years High School Who Are Unemployed
49. Percent of the Population Age 3-6 Enrolled in School
50. Percent of the Population Age 7-15 Enrolled in School
153
TABLES FOR EACH URBANIZED AREA
The following tables present the data included in Tables 1-50 sep-
arately for each area. Dollar amounts and percentages are calculated to
the tenth decimal place, e.g., for dollar amounts (rows 8-10, 12 and 13)
the number 257625 represents $25,762.50. For percentages (rows 5-7, 11,
and 14-50) the number 256 represents 25.6%.
154
ASHEV ILL E
URBANIZED AREA
Tab le
TOTAL WHITE BLACK
VALUE RANKNO.
LEVELS VALUE RANKNO.
LEVELS VALUE RANKNO.
LEVELS
1. 351 31 129 343 35 131 407 30 1832. 542 42 163 514 40 165 719 45 1923. 247 128 136 243 126 135 270 135 1434. 789 99 171 757 98 176 989 115 1925. 732 121 136 790 97 101 476 132 151
6. 378 95 142 317 83 152 727 143 167
7. '248 54 128 272 53 135 111 64 1208. 92290 225 248 98050 219 246 56618 213 2479. 27903 204 248 30293 187 245 15084 188 244
10. 37300 116 248 40619 96 248 19861 198 245
11. 143 80 109 108 69 88 358 135 16312. 13775 44 242 12894 32 239 15358 41 23413. 1972 183 232 1394 185 220 5502 171 23114. 37 20 74 27 16 65 100 30 14815. 105 15 155 87 30 152 136 12 175
16. 63 143 156 62 127 160 64 163 17417. 434 130 175 445 117 171 371 176 18318. 237 64 120 231 64 120 268 99 15219. 46 98 126 53 93 127 9 99 107
20. 50 35 79 57 38 88 15 91 102
21. 23 101 108 26 108 116 6 94 98
22. 73 94 133 83 92 141 21 132 142
23. 45 155 173 47 144 165 0 141 14124. 44 113 139 46 122 151 0 130 13025. 98 152 189 110 145 190 0 152 152
155
ASHEVILLEURBANIZED AREA
'fable
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels ValueNo.
Rank Levels
26. 151 95 161 170 98 186 0 172 17227. 304 118 151 291 115 148 375 125 19528. 499 128 177 465 115 166 701 127 18029. 118 67 124 130 68 123 50 56 9830. 520 134 166 490 142 174 709 116 168
31. 138 84 135 152 78 143 49 55 9332. 482 114 172 445 112 182 695 130 18133. 104 45 103 113 42 107 50 52 9234. 252 69 121 251 75 124 257 59 15735. 270 91 133 263 103 137 303 44 169
36. 238 50 117 241 49 110 218 79 15437, 448 125 163 445 119 158 467 83 18038. 399 132 172 392 125 160 426 83 17539. 487 118 157 487 122 164 504 99 17740. 424 140 175 418 146 169 455 88 185
41. 515 156 184 495 156 176 605 130 17342. 364 123 174 370 132 165 340 36 16543. 618 144 184 596 136 179 715 145 17644. 556 165 181 533 161 179 644 143 17445. 675 76 188 649 64 178 811 138 167
46. 325 108 159 318 114 161 363 74 18047. 244 121 165 212 107 166 422 131 16748. 366 102 188 372 107 177 336 26 18449. 339 141 162. 337 145 164 351 146 18050. 952 44 60 953 44 58 943 78 128
156
CHARLOTTEURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Level Value RankNo.
Level Value RankNo.
Levels
1. 383 55 129 356 47 131 457 54 183
2. 618 92 163 554 69 165 822 95 1923. 114 30 136 117 30 135 105 50 1434. 732 56 171 671 40 176 927 72 1925. 786 94 136 887 19 101 568 79 151
6. 310 36 142 198 9 152 668 102 1677. 251 51 128 303 29 135 88 84 1208. 117072 .83 248 133054 20 246 64467 168 247
9. 33135 86 248 39305 17 245 16019 169 24410. 41713 66 248 48355 28 248 22882 163 245
11. 100 55 109 42 8 88 292 105 16312. 16011 163 242 14794 134 239 16619 81 23413. 1605 164 232 622 12 220 4869 148 23114. 39 22 74 13 3 65 124 46 14815. 164 61 155 ' 89 32 152 192 36 175
16. 105 109 156 52 135 160 125 134 174
17. 582 36 175 573 44 171 605 65 18318. 310 6 120 268 29 120 431 4 152
19. 80 66 126 93 59 127 40 71 107
20. 88 14 79 104 14 88 41 67 102
21. 40 84 108 49 85 116 16 84 9822. 128 51 133 153 45 141 57 100 14223. 69 133 173 63 132 165 115 71 14124. 58 102 139 48 120 151 141 37 13025. 174 105 189 180 103 190 159 69 152
157
CHARLOTTEURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 237 47 161 224 71 186 280 39. 17227. 284 103 151 252 85 148 355 110 195
28. 445 87 177 372 61 166 700 126 180
29. 150 40 124 178 31 123 54 52 98
30. 441 85 166 367 55 174 713 117 168
31. 190 43 135 228 29 143 51 53 9332. 449 91 172 377 65 182 690 125 181
33. 116 35 103 134 28 107 56 46 92
34. 280 43 121 309 26 124 199 102 157
35. 308 59 133 349 31 137 195 117 169
36. 257 32 117 277 17 110 202 90 154
37. 427 110 163 386 81 158 511 121 18038. 378 118 172 331 89 160 467 112 175
39. 465 101 157 427 75 164 546 130 17740. 386 113 175 322 84 169. 481 102 185
41. 465 131 184 422 119 176 518 89 17342. 336 104 174 264 61 165 456 94 16543. 483 52 184 447 3 9 17 520 47 17644. 315 49 181 261 179 375 35 17445. 629 51 188 622 49 178 633 46 167
46. 239 43 159 200 26 161 322 52 18047. 155 50 165 132 46 166 196 40 167
48. 281 48 188 231 16 177 398 55 184
49. 420 103 162 462 74 164 334 154 18050. 970 27 60 980 19 58 949 72 128
158
DURHAMURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 322 16 129 297 11 131 362 19 1832. 488 16 163 412 7 165 635 29 1923. 147 54 136 153 55 135 135 77 1434. 635 17 171 565 13 176 770 33 1925. 689 135 136 832 70 101 512 118 151
6. 363 83 142 243 29 152 604 60 167
7. 273 32 128 339 18 135 139 41 1208. 99270 191 248 116419 114 246 64723 166 247
9. 29558 158 248 37160 33 245 16954 150 24410. 25998 229 248 30082 211 248 18805 210 245
11. 140 77 109 51 27 88 298 110 16312. 16070 165 242 12092 11. 239 17748 131 23413. 2253 195 232 741 45 220 5291 168 23114. 82 60 74 34 23 65 181 89 14815. 228 111 155 165 88 152 252 67 175
16. 171 66 156 158 58 160 174 108 174
17. 543 57 175 548 58 171 533 103 18318. 254 48 120 235 61 120 289 83 15219. 72 74 126 78 71 127 62 51 10720. 54 32 79. 72 31 88 23 84 102
21. 62 62 108 87 51 116 18 82 9822. 116 60 133 159 41 141 41 115 14223. 282 35 173 398 57 165 463 20 14124. 447 4 139 483 2 151 216 23 13025. 184 97 189 130 133 190 301 35 152
159
DURHAMURBANIZED AREA
Table
TOTAL WHITE BLACK
Value Rank
No.
Levels Value Rank
No.
Levels Value RankNo.
Levels
26. 472 2 161 648 1 186 95 119 17227. 277 96 151 276 104 148 280 69 19528. 527 151 177 452 106 166 682 114 18029. 169 29 124 211 19 123 80 31 9830. 535 144 166 453 112 174 714 118 168
31. 203 35 135 256 21 143 86 27 9332. 520 140 172 450 117 182 658 98 18133. 141 21 103 173 12 107 76 28 9234. 261 60 121 272 59 124 243 68 15735. 272 89 133 270 97 137 272 63 169
36. 252 37 117 274 18 110 222 75 15437. 279 21 163 243 15 158 330 23 18038. 232 26 172 190 17 160 308 30 17539. 322 21 157 301 14 164 345 23 17740. 435 148 175 356 108 169 517 127 185
41. 525 161 184 444 133 176 616 134 17342. 378 132 174 296 83 165 458 96 16543. 451 32 184 407 23 179 481 30 17644. 324 56 181 179 16 179 443 60 17445. 564 27 188 643 60 178 511 15 167
46. 307 95 159 241 57 161 395 95 18047. 294 147 165 265 139 166 343 103 16748. 313 67 188 227 14 177 417 66 18449. 462 74 162 487 55 164 428 111 18050. 961 35 60 968 31 58 953 68 128
160
FAYETTEVILLEURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 447 108 129 430 104 131 516 93 1832. 540 41 163 505 36 165 665 34 1923. 45 1 136 42 1 135 58 14 1434. 585 8 171 547 10 176 723 26 1925. 745 116 136 791 96 101 625 39 151
6. 328 50 142 243 29 152 583 46 1677. 249 53 128 280 46 135 154 31 1208. 84310 242 248 91408 238 246 60451 187 2479. 22944 243 248 25840 235 245 14748 195 244
10. 30179 199 248 31834 197 248 24918 141 2.45
11. 158 88 109 116 76 88 304 113 16312. 15254 232 242 18218 231 239 18204 162 23413. 2902 218 232 2122 212 220 5547 172 23114. 40 23 74 22 11 65 102 31 14815. 162 59 155 114 51 152 213 45 175
16. 79 132 156 44 143 160 124 1'5 17417. 715 3 175 734 3 171 650 45 18318. 160 117 120 140 118 120 225 126 15219. 63 82 126 63 84 127 65 49 10720. 147 1 79 156 3. 88 127 16 102
21. 171 11 108 202 8 116 71 42 9822. 318 4 133 358 3 141 198 28 14223. 67 135 173 21 161 165 211 43 14124. 21 135 139 20 145 151 27 108 13025. 202 86 189 82 162 190 385 21 152
161
FAYETTEVILLEURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 321 19 161 431 5 186 152 79 172
27. 304 118 151 302 120 148 306 81 195
28. 397 61 177 349 46 166 547 43 180
29. 118 67 124 132 66 123 77 34 98
30. 357 40 166 315 24 174 491 27 168
31. 140 82 135 166 68 143 58 47 93
32. 437 81 172 384 70 182 601 67 181
33. 97 52 103 98 56 107 96 16 92
34. 297 28 121 .317 19 124 238 70 157
35. 345 28 133 360 23 137 295 51 169
36. 219 67 117 243 47 -110 156 121 154
37. 798 163 163 823 158 158 707 170 180
38. 856 172 172 869 160 160 802 170 175
39. 622 155 157 665 164 164 510 104 177
40. 323 67 175 309 74 169 379 48 185
41. 316 43 184 305 50 176 360 32 173
42. 352 114 174 325 104 165 441 84
43. 212 1 184 183 1 179 306
117665
44. 53 1 181 41 1 179 95 6 174
45. 804 171 188 781 148 178 866 156 167
46. 123 2 159 117 2 161 141 5 180
47. 13 1 165 10 1 166 21 4 167
48. 605 187 188 607 176 177 585 139 184
49 325, 147 162 349 141 164 267 167 180
50. 958 38 60 964 35 58 947 74 128
162
GREENSBOROURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 331 20 129 304 14 131 396 26 1832. 552 49 163 515 41 165 656 32 1923. 121 34 136 128 37 135 103 48 1434. 673 27 171 643 28 176 759 31 1925. 796 88 136 870 36 101 626 38 151
6. 332 54 142 236 26 152 619 69 1677. 257 45 128 298 32 135 137 43 1208. 120839. 52 248 134542 16 246 76804 95 2479. 34644 41 248 40050 11 245 19617 76 244
10. 30919 193 248 37348 142 248 17567 218 245
11. 89 44 109 46 12 88 230 62 16312. 16185 173 242 13905 75 239 17693 126 23413. 1445 142 232 641 16 220 4085 100 23114. 31 14 74 17 6 65 76 15 14815. 135 37 155 87 30 152 164 21 175
16. 77 133 156 56 132 160 87 154 17417. 537 61 175 524 75 171 574 77 18318. 254 48 120 236 60 120 305 70 15219. 91 60 126 100 53 127 67 47 10720. 62 26 79 72 31 88 34 74 102
21. 35 89 108 41 93 116 19 81 9822. 97 74 133 113 69 141 52 103 14223. 259 41 173 257 41 165 27: 39 14124. 133 50 139 114 64 151 244 21 13025. 280 58 189 340 43 190 166 66 152
163
GREENSBOROURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 153 93 161 169 99 18b 120 100 172
27. 239 69 151 240 76 148 231 42 195
28. 471 107 177 431 91 166 602 66 180
29. -133 26 124 190 27 123 116 17 98
30. 464 101 166 420 85 174 610 62 168
31. 214 29 135 242 26 143 120 19 93
32. 476 109 172 441 109 182 596 64 181
33. 139 22 103 147 21 107 112 12 92
34. 242 79 121 267 63 124 177 118 157
35. 269 92 133 304 69 137 187 124 169
36. 220 66 117 239 51 110 169 1144 11540
37. 288 22 163 278 23 158 305
38. 296 57 172 299 66 160 287 22 175
39. 283 11 157 266 9 164 319 16 177
40. 435 148 175 392 137 169 502 116 185
41. 513 155 184 476 148 176 564 112 173
42. 382 133 174 337 112 165 459 97 165
43. 473 44 184 407 23 179 573 70 176
44. 251 24 181 168 15 179 390 40 17445. 674 75 188 628 54 178 729 90 167
46. 237 42 159 186 16 161 351 66 18047. 160 55 165 91 24 166 308 89 16748. 278 45 188 236 19 177 375 42 18449. 429 98 162 436 94 164 413 119 18050. 972 25 60 985 14 58 942 79 128
164
ETCH POINTURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 406 76 129 363 52 131 5')2 145 1832. 607 84 16.3 547 65 165 909 141 1923. 155 61 136 157 59 135 148 87 1434. 762 77 171 704 60 176 1057 149 1925. 786 94 136 845 58 101 609 48 15
6. 463 136 142 401 13L 152 763 157 1677. 164 124 128 188 122 135 52 113 1208. 104740 157 248 112240 143 246 66536 159 247
9. 30091 149 248 33560 120 245 15872 173 24410. 32686 174 248 33852 177 248 27818 180 245
11. 106 59 109 79 45 88 241 70 16312. 13659 40 242 12675 25 239 15356 40 23413. 1453 145 232 1012 126 220 3701 70 23114. 30 13 74 20 9 65 82 18 148
15. 102 13 155 88 11 152 129 11. 175
16. 74 136 156 67 123 160 86 155 174
17. 469 107 175 466 106 171 474 136 183
18. 253 49 120 239 57 120 323 55 152
19. 88 61 126 96 57 127 46 65 107
20. 41 43 79 43 50 88 32 76 102
21. 17 107 108 18 115 116 12 88 98
22. 58 109 133 61 112 141 44 112 14223. 22 170 173 25 158 165 0 141 14124. 58 102 139 68 104 151 0 130 13025. 90 157 189 98 153 190 0 152 152
165
HIGH POINTURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 154 92 161 167 101 186 0 172 172
27. 433 147 151 421 144 148 466 172 195
28. 659 174 177 637 161 166 773 169 180
29. 83 100 124 92 97 123 34 72 98
30. 666 164 166 640 171 174 802 162 168
31. 97 117 135 111 116 143 23 81 93
32. 654 168 172 635 177 182 749 160 181
33. 70 78 103 75 78 107 43 59 92
34. 210 105 121 218 106 124 177 118 157
35. 228 119 133 232 125 137 206 109 169
36. 196 85 117 206 76 110 153 123 154
37. 469 138 163 455 128 158. 523 131 180
38. 427 144 172 426 135 160 429 85 175
39 . 505 131. 157 478 116 164 600 158 177
40. 610 172 175 618 166 169 571 154 185
41. 670 180 184 678 173 176 638 146 173
42. 568 172 174 574 163 165 533 137 16543. 357 12 184 380 19 179 292 6 176
44. 231 18 181 245 32 179 l74 11 174
45. 462 6 188 500 11 178 374 4 167
46. 165 7 159 132 4 161 268 29 180
47. 119 30 165 56 15 166 346 105 167
48. 189 4 188 176 3 177 233 6 184
49. 365 131 162 398 120 164 280 164 180
50. 951 45 60 963 36 58 920 96 128
165
RALEIGHURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 331 20 129 319 19 131 381 23 1832. 513 28 163 493 28 165 609 25 1923. 106 23 136 99 20 135 137 79 1434. 619 14 171 592 15 176 746 28 1925. 808 77 136 883 23 101 535 102 151
6. 238 3 142 158 3 152 620 70 167
7. 342 11 128 384 7 135 139 41 1208. 118257 73 248 129039 35 246 64826 165 2479. 34175 57 248 38227 24 245 16660 156 244
10. 29992 202 248 32594 192 248 18987 209 245
11. 91 46 109 49 15 88 '301 111 16312. 15348 115 242 14513 118 239 16140 58 23413. 1405 137 232 717 37 220 4868 147 23114. 39 22 74. 17 6 65 149 63 :148
15. 169 65 155 94 35 152 217 48 175
16. 125 9F 156 70 120 160 162 116 17417. 597 25 175 616 24 171 507 114 18318. 204 94 120 187 99 120 273 95 15219. 153 21 126 167 19 127 97 27 10i
20. 65 25 79 76 29 88 19 87 102
21. 56 68 108 65 69 116 18 82 9822. 121 57 133 141 52 141 37 118 14223. 314 31 173 329 29 165 212 42 14124. 170 36 139 157 43 151 362 14 13025. 460 22 189 493 18 190 284 40 152
167
RALEIGHURBANIZED AREA
Tab le
TOTAL WRITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 197 66 161 199 83 186 186 67 17227. 219 54 151 192 36 148 .330 94 19528. 389 57 177 326 34 166 678 111 18029. 218 13 124 246 10 123 82 29 98
30. 380 50 166 315 24 174 692 101 168
31. 282 15 135 326 12 143 69 37. 9332. 397 61 172 336 40 182 667 106 18133. 160 13 103 174 11 107 93 18 92
34. 286 37 121 295 38 124 252 62 15735. 290 73 133 296 75 137 266 67 169
36. 283 14 117 294 7 110 240 61 154
37. 274 19 163 -7.39 14 158 397 50 180
38. 229 24 172 171 14 160 457 104 175
39. 326 22 157 323 i3 164 337 20 17740. 371 103 175 305 72 169 515 126 185
41. 541 169 18-i 490 152 176 ,S19 136 17342. 231 34 174 185 20 165 375 52 16543. 633 153 184 575 120. 179 703 138 17644. 648 177 181 547 165 179 762 163 17445. 605 38 188 622 49 178 571 28 167
46. 246 48 159 200 26 161 392 93 18047. 257 129 165 194 94 166 388 122 16748. 241 19 188 202 6 177 395 53 18449. 491 53 .162 525 31 164 369 138 18050. 972 25 60 980 19 58 943 78 128
168
WILMINGTONURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 383 55 129 349 40 131 474 64 183
2. 584 68 163 518 43 165 777 71 192
3. 162 67 136 162 63 135 164 100 1434. 746 62 171 680 44 176 941 80 192
5. 701 132 136 806 86 101 494 125 151
6. 381 97 142 274 49 152 716 136 1677. 230 70 128 276 50 135 88 84 1208. 92575 223 248 105794 186 246 50417 238 247
9. 26929 215 248 32482 141 245 12596 229 24410. 32981 169 248 37724 133 248 22199 171 245
11. 170 95 109 89 55 88 427 153 16312. 15167 105 242 13418 48 239 16356 71 23413. 2583 206 232 1200 160 220 6996 212 23114. 48 31 74 22 11 65 132 32 14815. 159 56 155 111 48 152 1,-7 33 175
16. 115 105 156 79 114 160 132 130 17417. 527 70 175 550 57 171 464 140 18318. 289 19 120 262 :)5 120 360 31 152
19. 82 64 126 106 49 127 20 88 107
20. 65 25 79 84 25 88 16 90 102
21. 39 85 108 43 91 116 29 71 98
22. 104 68 133 127 59 141 45 111 14223. 41 158 173 44 146 165 0 141 14124. 158 128 139 31 135 151 8 127 13025. 151 119 189 170 109 190 0 152 152
169
WILMINGTONURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 131 107 161 142 121 186 44 154 172
27. 332 131 151 266 97 148 524 184 195
28. 514 140 177 439 96 166 739 153 180
29. 97 86 124 113 81 123 49 57 98
30. 523 136 166 448 107 174 769 154 168
31. 114 104 13.5 138 91 143 34 70 93
32. 508 131 172 431 102 132 718 144 181
33. 83 66 103 92 62 107 59 43 92
34. 196 112 121 223 101 124 125 147 157
35. 224 121 133 256 110 137 135 155 169
36. 172 107 117 193 88 110 118 142 154
37. 457 130 163 453 126 158 463 82 180
38. 408 136 172 392 125 160 439 92 175
39. 503 129 157 510 134 164 486 85 177
40. 476 161 175 399 138 169 631 173 185
41. 506 152 184 414 114 176 672 155 173
42. 453 161 174 388 140 165 596 159 165
43. 568 110 184 497 70 179 670 122 176
44. 402 107 i81 364 57 179 542 103 174
45. 710 99 188 645 62 178 798 130 167
46. 284 77 159 248 63 161 415 106 180
47. 157 52 165 98 27 166 368 112 167
48. 372 107 188 352 97 177 448 81 184
49. 363 132 162 363 136 164 361 142 180
50. 957 39 60 946 49 58 975 48 128
170
WINSTON-SALEMURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
1. 351 31 129 314 17 131 433 39 183
2. 573 60 163 505 36 165 745 56 192
3. 144 51 136 141 45 135 152 90 143
4. 717 46 171 646 29 176 897 62 192
5. 734 120 136 875 31 101 497 124 151
6. 384 100 142 268 45 152 682 112 167
7. 254 48 128 308 27 135 116 59 120
8. 109838 129 248 127014 44 246 66951 158 247
9. 31676 116 248 38332 23 245 17387 140 244
10. 33747 159 248 39425 117 248 22246 169 245
11. 130 72 109 64 30 88 296 108 163
12. 15975 159 242 12787 28 239 17697 127 23413. 2084 191 232 825 76 220 5239 163 231
14. 61 44 74 21 10 65 161 74 148
15. 210 96 155 102 42 152 261 72 175
16. 146 84 156 89 106 160 167 112 174
17. 485 95 175 498 90 171 453 144 183.
18. 251 51 120 222 72 120 3.L7 61 152
19. 70 76 126 88 61 127 29 79 107
20. 49 36 79 62 35 88 20 86 102
21. 35 89 108 46 88 116 10 96 98
22. 84 83 133 108 73 141 30 124 142
23. 217 53 173 184 62 165 449 21 141
24. 165 39 139 166 38 151 161 30 130
25. 264 63 189 255 64 190 299 36 152
171
WINSTON-SALEMURBANIZED AREA
Table
TOTAL WHITE BLACK
Value RankNo.
Levels Value RankNo.
Levels Value RankNo.
Levels
26. 243 44 161 286 34 186 110 108 17227. 250 78 151 238 75 148 279 68 195
28. 528 152 177 469 119 166 676 109 180
29. 146 44 124. 176 32 123 70 39 98
30. 520 134 166 457 115 174 690 99 168
31. 180 48 135 224 31 143 60 45 93
32. 534 149 172 480 138 182 665. 103 181
33. 118 34 103 135 27 107 78 26 92
34. 230 89 121 254 72 124 177 118 157
35. 254 104 133 286 85 137 180 130 169
36. 211 72 31, 228 59 110 174 110 154
37. 323 30 163 291 26 158 382 45 180
38. 271 40 172 213 20 160 386 59 17539. 371 34 157 364 32 164 378 38 177
40. 393 119 175 358 110 169 443 80 185
41. 490 145 184 436 128 176 554 104 17342. 331 99 174 317 98 165 350 42 16543. 592 127 184 537 93 179 657 113 17644. 467 138 181 305 58 179 607 130 17445. 713 102 188 710 99 178 723 86 167
46. 286 79 159 229 49 161 382 87 18047. 216 100 165 157 67 166 291 78 167
48. 321 72 188 260 36 177 435 74 18449. 459 77 162 475 64 164 432 108 180
50. 973 24 60 980 19 58 964 57 128
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