Leaders of Cabarrus County Schools on Saturday presented the district’s academic performance, enrollment and strategic priorities, outlined how local funds are spent, reviewed major capital projects and asked the county to continue collaborating on capital funding and maintenance needs.

Rob Walter, chairman of the Cabarrus County Board of Education, introduced Superintendent John Kopicki and Chief Financial Officer Philip Penn, who delivered the overview and described priorities including student wellness, teaching and learning, developing a diverse talent pipeline, early learning, technology enhancement and community alignment.

Academic and enrollment highlights
Kopicki said the district serves roughly 35,161 students and reported a 91 percent graduation rate, an improvement from two years earlier. He noted the district remains among the top academic performers in the state and highlighted career and technical education pathways: 52 CTE pathways and 93 associate degrees awarded through the district’s partnership with Rowan‑Cabarrus Community College. Kopicki said 48 percent of graduates leave the district with college credit and about 98 percent of graduates move on to two‑year, four‑year, military or workforce pathways.

Local spending and budget context
Penn reviewed how local funds are allocated. The largest local expenditure categories are certified salaries and benefits (including a locally funded 13 percent supplement for certified staff noted in the presentation), classified salaries and benefits, facilities maintenance, technology, contracted services (including school resource officers and athletic trainers) and utilities. He provided a district operating budget context, saying the total operating budget was about $470 million in the initial plan and that more recent state and capital additions raised the run‑rate toward $540 million.

Per‑pupil expenditures and equity context
Penn and Kopicki reviewed state per‑pupil expenditure (PPE) rankings and said Cabarrus ranked near the lower end on PPE among some neighboring districts despite strong academic outcomes. They attributed the ranking to a mixed local wealth demographic: a relatively high median household income in the county (which reduces eligibility for some federal aid) combined with a substantial share of students in poverty (about 40% receiving free or reduced lunch). The presenters said this “bifurcated” demographic picture limits eligibility for some state and federal aid.

Capital projects and facilities
The district provided a 10‑year list of capital investments the county has supported, totaling more than $300 million in construction and pushing the district’s invested assets above $2.7–$2.8 billion, Penn said. Ongoing facilities work cited included roof and HVAC projects across multiple schools and multi‑year capital projects underway (for example, an Opportunity School, a pre‑K center, and replacement schools). Penn said the district and county are monitoring deferred‑maintenance needs and that the county’s capital investments have been important in limiting future replacement costs.

A proposed new high school in southern Cabarrus (referred to in materials as “Southern High School”) was discussed; Kopicki and Penn said about $8 million has already been invested in design, engineering and site work for that project. They said the final construction cost escalated compared with earlier estimates and that the district will present a prioritized 2025–26 capital plan for the county’s consideration during budget conversations.

Board role and next steps
School leaders said they will bring the 2025–26 capital plan to the county during the upcoming budget process and requested continued county partnership on timing and funding. School officials also asked for a breakdown of classified and certified staff funded by local and other sources and said they would provide more detailed FTE and salary data when requested. Several commissioners asked clarifying questions about priorities and sequencing for new schools and maintenance projects; school leaders said they would rely on enrollment data and condition assessments to sequence projects.

Provenance: the school system presentation began at 00:55:52.405 and continued through a Q&A and close at 01:54:23.140 (transcript excerpts referenced).