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| EOG Results |
Scale: % at or above proficient
Grade 6
Reading
 64% (2011)
 55% (2010)
49% (2009)
43% (2008)
70% (2007)
72% (2006)
The state average for Reading was 75% in 2011.
Math
74% (2011)
71% (2010)
63% (2009)
47% (2008)
51% (2007)
48% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
51% (2011)
51% (2010)
45% (2009)
32% (2008)
78% (2007)
78% (2006)
The state average for Reading was 68% in 2011.
Math
63% (2011)
62% (2010)
66% (2009)
54% (2008)
50% (2007)
46% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
53% (2011)
54% (2010)
45% (2009)
37% (2008)
76% (2007)
82% (2006)
The state average for Reading was 70% in 2011.
Science
56% (2011)
68% (2010)
56% (2009)
30% (2008)
The state average for Science was 75% in 2011.
Math
78% (2011)
84% (2010)
71% (2009)
58% (2008)
48% (2007)
44% (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 6
| All Students | 64% |
| Female | 68% |
| Male | 61% |
| Black | 62% |
| Asian | 64% |
| Hispanic | 55% |
| Multiracial | 67% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 76% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 40% |
| Non-disabled students | 67% |
| Limited English proficiency | 30% |
| Not limited English proficient | 71% |
| All Students | 74% |
| Female | 76% |
| Male | 71% |
| Black | 59% |
| Asian | 91% |
| Hispanic | 83% |
| Multiracial | 67% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 78% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 55% |
| Non-disabled students | 75% |
| Limited English proficiency | 73% |
| Not limited English proficient | 74% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 51% |
| Female | 57% |
| Male | 43% |
| Black | 46% |
| Asian | 69% |
| Hispanic | 44% |
| Multiracial | 73% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 58% |
| Economically disadvantaged | 46% |
| Not economically disadvantaged | 74% |
| Students with disabilities | 14% |
| Non-disabled students | 53% |
| Limited English proficiency | 21% |
| Not limited English proficient | 56% |
| Academically gifted | 86% |
| All Students | 63% |
| Female | 67% |
| Male | 58% |
| Black | 58% |
| Asian | 77% |
| Hispanic | 66% |
| Multiracial | 64% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 63% |
| Economically disadvantaged | 59% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 43% |
| Non-disabled students | 64% |
| Limited English proficiency | 53% |
| Not limited English proficient | 64% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 53% |
| Female | 55% |
| Male | 52% |
| Black | 48% |
| Asian | >95% |
| Hispanic | 43% |
| Multiracial | 56% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 66% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 67% |
| Students with disabilities | 25% |
| Non-disabled students | 55% |
| Limited English proficiency | 20% |
| Not limited English proficient | 59% |
| Academically gifted | 92% |
| All Students | 56% |
| Female | 50% |
| Male | 61% |
| Black | 47% |
| Asian | >95% |
| Hispanic | 55% |
| Multiracial | 44% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 70% |
| Economically disadvantaged | 53% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 31% |
| Non-disabled students | 59% |
| Limited English proficiency | 33% |
| Not limited English proficient | 61% |
| Academically gifted | 92% |
| All Students | 78% |
| Female | 81% |
| Male | 76% |
| Black | 77% |
| Asian | >95% |
| Hispanic | 83% |
| Multiracial | 89% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 72% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 75% |
| Non-disabled students | 79% |
| Limited English proficiency | 73% |
| Not limited English proficient | 79% |
| Academically gifted | 92% |
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 | >95% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 93% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | 93% |
| 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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