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| EOG Results |
Scale: % at or above proficient
Grade 5
Reading
 54% (2011)
 70% (2010)
54% (2009)
43% (2008)
82% (2007)
85% (2006)
The state average for Reading was 72% in 2011.
Science
46% (2011)
50% (2010)
46% (2009)
19% (2008)
The state average for Science was 73% in 2011.
Math
72% (2011)
77% (2010)
71% (2009)
62% (2008)
55% (2007)
58% (2006)
The state average for Math was 82% in 2011.
Source: NCDPI, 2010-2011
Grade 6
Reading
66% (2011)
77% (2010)
69% (2009)
45% (2008)
79% (2007)
76% (2006)
The state average for Reading was 75% in 2011.
Math
68% (2011)
79% (2010)
86% (2009)
61% (2008)
48% (2007)
57% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
65% (2011)
64% (2010)
55% (2009)
52% (2008)
89% (2007)
87% (2006)
The state average for Reading was 68% in 2011.
Math
75% (2011)
88% (2010)
71% (2009)
66% (2008)
61% (2007)
57% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
69% (2011)
64% (2010)
66% (2009)
51% (2008)
83% (2007)
87% (2006)
The state average for Reading was 70% in 2011.
Science
66% (2011)
61% (2010)
70% (2009)
58% (2008)
The state average for Science was 75% in 2011.
Math
85% (2011)
77% (2010)
81% (2009)
71% (2008)
49% (2007)
39% (2006)
The state average for Math was 84% in 2011.
Source: NCDPI, 2010-2011
About the Tests
- In 2010-2011 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, grades 5 and 8 in science, and grade 10 in writing.
- The EOG is a standards-based test, which means it measures how well students are mastering specific skills defined
for each grade by the state of North Carolina.
- Students must pass the grade 8 EOG test in order to graduate from high school.
- The goal is for all students to score at or above the proficient level on the tests.
Testing in North Carolina: An Overview
See North Carolina's state standards
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| EOG Results by Subgroup |
The test results by subgroup show how the designated
group of students is performing in comparison to the general
population.
Scale: % at or above proficient
Grade 5
| All Students | 54% |
| Female | 54% |
| Male | 55% |
| Black | 31% |
| Asian | n/a |
| Hispanic | 50% |
| Multiracial | 50% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 66% |
| Economically disadvantaged | 48% |
| Not economically disadvantaged | 74% |
| Students with disabilities | 24% |
| Non-disabled students | 62% |
| Limited English proficiency | 30% |
| Not limited English proficient | 58% |
| Academically gifted | >95% |
| All Students | 46% |
| Female | 44% |
| Male | 48% |
| Black | 23% |
| Asian | n/a |
| Hispanic | 32% |
| Multiracial | 67% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 57% |
| Economically disadvantaged | 37% |
| Not economically disadvantaged | 70% |
| Students with disabilities | 18% |
| Non-disabled students | 52% |
| Limited English proficiency | 20% |
| Not limited English proficient | 49% |
| Academically gifted | >95% |
| All Students | 72% |
| Female | 69% |
| Male | 76% |
| Black | 39% |
| Asian | n/a |
| Hispanic | 77% |
| Multiracial | 67% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 81% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 24% |
| Non-disabled students | 84% |
| Limited English proficiency | 70% |
| Not limited English proficient | 73% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 6
| All Students | 66% |
| Female | 68% |
| Male | 64% |
| Black | 50% |
| Asian | n/a |
| Hispanic | 59% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 77% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 37% |
| Non-disabled students | 74% |
| Limited English proficiency | 44% |
| Not limited English proficient | 68% |
| Academically gifted | >95% |
| All Students | 68% |
| Female | 70% |
| Male | 64% |
| Black | 50% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 75% |
| Economically disadvantaged | 59% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 44% |
| Non-disabled students | 74% |
| Limited English proficiency | 44% |
| Not limited English proficient | 70% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 65% |
| Female | 57% |
| Male | 69% |
| Black | 57% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 67% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 73% |
| Students with disabilities | 38% |
| Non-disabled students | 70% |
| Not limited English proficient | 66% |
| Academically gifted | >95% |
| All Students | 75% |
| Female | 77% |
| Male | 73% |
| Black | 57% |
| Asian | n/a |
| Hispanic | 93% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 73% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 50% |
| Non-disabled students | 80% |
| Not limited English proficient | 74% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 69% |
| Female | 73% |
| Male | 63% |
| Black | 42% |
| Asian | n/a |
| Hispanic | 55% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 79% |
| Economically disadvantaged | 55% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 21% |
| Non-disabled students | 81% |
| Limited English proficiency | 44% |
| Not limited English proficient | 71% |
| Academically gifted | >95% |
| All Students | 66% |
| Female | 66% |
| Male | 66% |
| Black | 25% |
| Asian | n/a |
| Hispanic | 70% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 72% |
| Economically disadvantaged | 52% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 32% |
| Non-disabled students | 74% |
| Limited English proficiency | 78% |
| Not limited English proficient | 64% |
| Academically gifted | 79% |
| All Students | 85% |
| Female | 86% |
| Male | 84% |
| Black | 50% |
| Asian | n/a |
| Hispanic | 85% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 74% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 47% |
| Non-disabled students | 95% |
| Limited English proficiency | >95% |
| Not limited English proficient | 83% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
About the Tests
- In 2010-2011 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, grades 5 and 8 in science, and grade 10 in writing.
- The EOG tests are standards-based, which means they measure how well students are mastering specific skills defined
for each grade by the state of North Carolina.
- Students must pass the grade 8 EOG test in order to graduate from high school.
- The different student groups are identified by the North Carolina Department of Public Instruction. If there are
fewer than 10 students in a particular group in a school, data for that group is not reported.
- The goal is for all students to score at or above the proficient level on the tests.
Testing in North Carolina: An Overview
|
|
Back to top >
|
| EOC Results |
Scale: % at or above proficient
Algebra I
>95% (2011)
>95% (2010)
The state average for Algebra I was 77% in 2011.
About the Tests
- In 2010-2011 North Carolina used End-of-Course (EOC) tests to assess high school students in algebra I, algebra II, English I, biology, United States history, physical science, and economics.
- The EOC tests are standards-based, which means they measure how well students are mastering specific skills
defined for each grade by the state of North Carolina.
- The goal is for all students to score at or above the proficient level on the tests.
Testing in North Carolina: An Overview
See North Carolina's state standards
|
|
Back to top >
|
| EOC Results by Subgroup |
The test results by subgroup show how the designated
group of students is performing in comparison to the general
population.
Scale: % at or above proficient
| All Students | >95% |
| Female | 95% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 91% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | >95% |
| Non-disabled students | >95% |
| Not limited English proficient | >95% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
About the Tests
- In 2010-2011 North Carolina used End-of-Course (EOC) tests to assess high school students in various subjects.
- The results for algebra I, algebra II, English I, biology, United States history, physical science, economics, and geometry are
displayed on GreatSchools profiles.
- The EOC tests are standards-based, which means they measure how well students are mastering specific skills
defined for each grade by the state of North Carolina.
- The different student groups are identified by the North Carolina Department of Public Instruction. If there are
fewer than 10 students in a particular group in a school, data for that group is not reported.
- The goal is for all students to score at or above the proficient level on the tests.
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|
Back to top >
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