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| EOG Results |
Scale: % at or above proficient
Grade 6
Reading
 57% (2011)
 62% (2010)
56% (2009)
41% (2008)
63% (2007)
64% (2006)
The state average for Reading was 75% in 2011.
Math
49% (2011)
68% (2010)
56% (2009)
31% (2008)
41% (2007)
35% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
48% (2011)
45% (2010)
40% (2009)
28% (2008)
67% (2007)
69% (2006)
The state average for Reading was 68% in 2011.
Math
61% (2011)
57% (2010)
44% (2009)
34% (2008)
30% (2007)
38% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
52% (2011)
48% (2010)
46% (2009)
27% (2008)
73% (2007)
76% (2006)
The state average for Reading was 70% in 2011.
Science
63% (2011)
61% (2010)
35% (2009)
14% (2008)
The state average for Science was 75% in 2011.
Math
65% (2011)
75% (2010)
64% (2009)
37% (2008)
39% (2007)
35% (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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Back to top >
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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 | 57% |
| Female | 63% |
| Male | 52% |
| Black | 55% |
| Asian | n/a |
| Hispanic | 58% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 60% |
| Economically disadvantaged | 56% |
| Not economically disadvantaged | 67% |
| Students with disabilities | 35% |
| Non-disabled students | 61% |
| Limited English proficiency | 36% |
| Not limited English proficient | 63% |
| Academically gifted | >95% |
| All Students | 49% |
| Female | 52% |
| Male | 47% |
| Black | 46% |
| Asian | n/a |
| Hispanic | 52% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 40% |
| Economically disadvantaged | 49% |
| Not economically disadvantaged | 53% |
| Students with disabilities | 45% |
| Non-disabled students | 50% |
| Limited English proficiency | 36% |
| Not limited English proficient | 53% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 48% |
| Female | 53% |
| Male | 44% |
| Black | 49% |
| Asian | n/a |
| Hispanic | 38% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 86% |
| Economically disadvantaged | 47% |
| Not economically disadvantaged | 55% |
| Students with disabilities | 22% |
| Non-disabled students | 51% |
| Limited English proficiency | 22% |
| Not limited English proficient | 54% |
| Academically gifted | 94% |
| All Students | 61% |
| Female | 65% |
| Male | 56% |
| Black | 61% |
| Asian | n/a |
| Hispanic | 55% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 71% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 68% |
| Students with disabilities | 26% |
| Non-disabled students | 65% |
| Limited English proficiency | 35% |
| Not limited English proficient | 66% |
| Academically gifted | 94% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 52% |
| Female | 52% |
| Male | 53% |
| Black | 50% |
| Asian | 67% |
| Hispanic | 52% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 52% |
| Not economically disadvantaged | 55% |
| Students with disabilities | 13% |
| Non-disabled students | 56% |
| Limited English proficiency | 27% |
| Not limited English proficient | 56% |
| Academically gifted | >95% |
| All Students | 63% |
| Female | 57% |
| Male | 68% |
| Black | 60% |
| Asian | >95% |
| Hispanic | 64% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 65% |
| Students with disabilities | 25% |
| Non-disabled students | 66% |
| Limited English proficiency | 50% |
| Not limited English proficient | 64% |
| Academically gifted | >95% |
| All Students | 65% |
| Female | 61% |
| Male | 70% |
| Black | 64% |
| Asian | 83% |
| Hispanic | 61% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 80% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 68% |
| Students with disabilities | 56% |
| Non-disabled students | 66% |
| Limited English proficiency | 58% |
| Not limited English proficient | 67% |
| Academically gifted | 89% |
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
93% (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 | 93% |
| Female | 90% |
| Male | >95% |
| Black | 93% |
| Asian | n/a |
| Hispanic | 91% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | n/a |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | >95% |
| Non-disabled students | 93% |
| Not limited English proficient | 93% |
| Academically gifted | 88% |
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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