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| EOG Results |
Scale: % at or above proficient
Grade 6
Reading
 84% (2011)
 89% (2010)
85% (2009)
74% (2008)
90% (2007)
89% (2006)
The state average for Reading was 75% in 2011.
Math
89% (2011)
92% (2010)
87% (2009)
83% (2008)
82% (2007)
77% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
86% (2011)
82% (2010)
81% (2009)
69% (2008)
93% (2007)
93% (2006)
The state average for Reading was 68% in 2011.
Math
93% (2011)
93% (2010)
89% (2009)
85% (2008)
80% (2007)
76% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
84% (2011)
83% (2010)
82% (2009)
68% (2008)
93% (2007)
89% (2006)
The state average for Reading was 70% in 2011.
Science
87% (2011)
81% (2010)
81% (2009)
70% (2008)
The state average for Science was 75% in 2011.
Math
95% (2011)
95% (2010)
91% (2009)
86% (2008)
74% (2007)
71% (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 | 84% |
| Female | 86% |
| Male | 82% |
| Black | 64% |
| Asian | n/a |
| Hispanic | 75% |
| Multiracial | 82% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 89% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 50% |
| Non-disabled students | 87% |
| Limited English proficiency | 40% |
| Not limited English proficient | 85% |
| Academically gifted | >95% |
| All Students | 89% |
| Female | 88% |
| Male | 90% |
| Black | 70% |
| Asian | n/a |
| Hispanic | 80% |
| Multiracial | 82% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 94% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 73% |
| Non-disabled students | 91% |
| Limited English proficiency | 40% |
| Not limited English proficient | 90% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 86% |
| Female | 86% |
| Male | 86% |
| Black | 68% |
| Asian | >95% |
| Hispanic | 81% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 92% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 69% |
| Non-disabled students | 88% |
| Limited English proficiency | 56% |
| Not limited English proficient | 87% |
| Academically gifted | >95% |
| All Students | 93% |
| Female | >95% |
| Male | 88% |
| Black | 89% |
| Asian | >95% |
| Hispanic | 81% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 66% |
| Non-disabled students | >95% |
| Limited English proficiency | 67% |
| Not limited English proficient | 94% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 84% |
| Female | 86% |
| Male | 83% |
| Black | 61% |
| Asian | n/a |
| Hispanic | 92% |
| Multiracial | 89% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 89% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 78% |
| Non-disabled students | 86% |
| Limited English proficiency | 57% |
| Not limited English proficient | 85% |
| All Students | 87% |
| Female | 85% |
| Male | 89% |
| Black | 56% |
| Asian | n/a |
| Hispanic | 85% |
| Multiracial | >95% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 93% |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 80% |
| Non-disabled students | 88% |
| Limited English proficiency | 71% |
| Not limited English proficient | 87% |
| All Students | 95% |
| Female | >95% |
| Male | 94% |
| Black | 88% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | >95% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 85% |
| Non-disabled students | >95% |
| Limited English proficiency | >95% |
| Not limited English proficient | 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 | >95% |
| Multiracial | >95% |
| 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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