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| EOG Results |
Scale: % at or above proficient
Grade 10
Reading
 Data not available for this school (2011)
The state average for Reading was 67% in 2011.
Writing
 65% (2011)
The state average for Writing was 70% in 2011.
Math
Data not available for this school (2011)
The state average for Math was 61% 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 10
| Subgroup results not available | |
| All Students | 65% |
| Female | 78% |
| Male | 48% |
| Black | 60% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 69% |
| Economically disadvantaged | 45% |
| Not economically disadvantaged | 82% |
| Students with disabilities | <5% |
| Non-disabled students | 72% |
| Not limited English proficient | 67% |
| Academically gifted | 85% |
| Subgroup results not available | |
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
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Back to top >
|
| EOC Results |
Scale: % at or above proficient
Algebra I
94% (2011)
 92% (2010)
The state average for Algebra I was 77% in 2011.
Algebra II
90% (2011)
82% (2010)
The state average for Algebra II was 82% in 2011.
English I
>95% (2011)
>95% (2010)
The state average for English I was 81% in 2011.
Biology
>95% (2011)
>95% (2010)
The state average for Biology was 80% in 2011.
United States History
89% (2011)
70% (2010)
The state average for United States History was 82% in 2011.
Physical Science
>95% (2011)
>95% (2010)
The state average for Physical Science was 77% in 2011.
Civics and Economics
86% (2011)
90% (2010)
The state average for Civics and Economics was 80% in 2011.
Geometry
78% (2010)
The state average for Geometry was 82% in 2010.
Source: NCDPI, 2010-2011
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 | 94% |
| Female | >95% |
| Male | 91% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | >95% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | 91% |
| Non-disabled students | >95% |
| Not limited English proficient | 94% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
| All Students | 90% |
| Female | 93% |
| Male | 87% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 60% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 93% |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | >95% |
| Non-disabled students | 91% |
| Not limited English proficient | 91% |
| Academically gifted | >95% |
| All Students | >95% |
| Female | >95% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| 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% |
| All Students | >95% |
| Female | >95% |
| Male | 93% |
| Black | n/a |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | 93% |
| Non-disabled students | >95% |
| Not limited English proficient | >95% |
| All Students | 89% |
| Female | 80% |
| Male | >95% |
| Black | n/a |
| Asian | >95% |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 83% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 91% |
| Non-disabled students | 88% |
| Not limited English proficient | 88% |
| Academically gifted | >95% |
| All Students | >95% |
| Female | >95% |
| Male | >95% |
| Black | >95% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 83% |
| Non-disabled students | >95% |
| Not limited English proficient | >95% |
| Academically gifted | >95% |
| All Students | 86% |
| Female | 87% |
| Male | 86% |
| Black | 60% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 67% |
| Non-disabled students | 88% |
| Not limited English proficient | 89% |
| 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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