LEARN ABOUT THIS SCHOOL'S:
| EOG Results |
Scale: % at or above proficient
Grade 6
Reading
 71% (2011)
 72% (2010)
69% (2009)
56% (2008)
77% (2007)
82% (2006)
The state average for Reading was 75% in 2011.
Math
74% (2011)
72% (2010)
78% (2009)
66% (2008)
57% (2007)
62% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
60% (2011)
64% (2010)
64% (2009)
47% (2008)
83% (2007)
83% (2006)
The state average for Reading was 68% in 2011.
Math
71% (2011)
82% (2010)
82% (2009)
62% (2008)
64% (2007)
64% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
69% (2011)
69% (2010)
65% (2009)
51% (2008)
88% (2007)
85% (2006)
The state average for Reading was 70% in 2011.
Science
69% (2011)
71% (2010)
68% (2009)
49% (2008)
The state average for Science was 75% in 2011.
Math
84% (2011)
84% (2010)
75% (2009)
69% (2008)
66% (2007)
57% (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
|
|
Back to top >
|
| 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 | 71% |
| Female | 69% |
| Male | 72% |
| Black | 65% |
| Asian | 71% |
| Hispanic | 59% |
| Multiracial | 73% |
| American Indian | 40% |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 39% |
| Non-disabled students | 75% |
| Limited English proficiency | 33% |
| Not limited English proficient | 75% |
| Academically gifted | >95% |
| All Students | 74% |
| Female | 72% |
| Male | 77% |
| Black | 64% |
| Asian | >95% |
| Hispanic | 70% |
| Multiracial | 73% |
| American Indian | >95% |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 63% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 55% |
| Non-disabled students | 77% |
| Limited English proficiency | 61% |
| Not limited English proficient | 76% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 60% |
| Female | 68% |
| Male | 52% |
| Black | 50% |
| Asian | 77% |
| Hispanic | 50% |
| Multiracial | 75% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 81% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 72% |
| Students with disabilities | 22% |
| Non-disabled students | 65% |
| Limited English proficiency | 25% |
| Not limited English proficient | 64% |
| Academically gifted | 93% |
| All Students | 71% |
| Female | 76% |
| Male | 67% |
| Black | 63% |
| Asian | 88% |
| Hispanic | 71% |
| Multiracial | 67% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 84% |
| Economically disadvantaged | 63% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 32% |
| Non-disabled students | 76% |
| Limited English proficiency | 63% |
| Not limited English proficient | 72% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 69% |
| Female | 71% |
| Male | 67% |
| Black | 61% |
| Asian | 75% |
| Hispanic | 61% |
| Multiracial | 65% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 86% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 41% |
| Non-disabled students | 71% |
| Limited English proficiency | 29% |
| Not limited English proficient | 72% |
| Academically gifted | >95% |
| All Students | 69% |
| Female | 67% |
| Male | 71% |
| Black | 59% |
| Asian | 94% |
| Hispanic | 59% |
| Multiracial | 65% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 56% |
| Non-disabled students | 70% |
| Limited English proficiency | 37% |
| Not limited English proficient | 72% |
| Academically gifted | >95% |
| All Students | 84% |
| Female | 86% |
| Male | 82% |
| Black | 79% |
| Asian | 94% |
| Hispanic | 84% |
| Multiracial | 82% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 92% |
| Economically disadvantaged | 81% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 68% |
| Non-disabled students | 85% |
| Limited English proficiency | 74% |
| Not limited English proficient | 85% |
| 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 | >95% |
| Asian | >95% |
| Hispanic | >95% |
| 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.
|
|
Back to top >
|
|
