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| EOG Results |
Scale: % at or above proficient
Grade 5
Reading
 66% (2011)
 72% (2010)
73% (2009)
42% (2008)
81% (2007)
86% (2006)
The state average for Reading was 72% in 2011.
Science
61% (2011)
73% (2010)
75% (2009)
34% (2008)
The state average for Science was 73% in 2011.
Math
69% (2011)
78% (2010)
84% (2009)
45% (2008)
59% (2007)
56% (2006)
The state average for Math was 82% in 2011.
Source: NCDPI, 2010-2011
Grade 6
Reading
80% (2011)
83% (2010)
71% (2009)
57% (2008)
85% (2007)
88% (2006)
The state average for Reading was 75% in 2011.
Math
80% (2011)
79% (2010)
77% (2009)
61% (2008)
67% (2007)
70% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
83% (2011)
69% (2010)
66% (2009)
56% (2008)
89% (2007)
77% (2006)
The state average for Reading was 68% in 2011.
Math
84% (2011)
86% (2010)
77% (2009)
76% (2008)
80% (2007)
61% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
81% (2011)
78% (2010)
77% (2009)
58% (2008)
85% (2007)
94% (2006)
The state average for Reading was 70% in 2011.
Science
81% (2011)
78% (2010)
73% (2009)
66% (2008)
The state average for Science was 75% in 2011.
Math
84% (2011)
89% (2010)
82% (2009)
72% (2008)
59% (2007)
69% (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 5
| All Students | 66% |
| Female | 66% |
| Male | 65% |
| Black | 52% |
| Asian | n/a |
| Hispanic | 46% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 81% |
| Economically disadvantaged | 39% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 31% |
| Non-disabled students | 73% |
| Limited English proficiency | <5% |
| Not limited English proficient | 69% |
| Academically gifted | >95% |
| All Students | 61% |
| Female | 61% |
| Male | 62% |
| Black | 33% |
| Asian | n/a |
| Hispanic | 54% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 79% |
| Economically disadvantaged | 36% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 25% |
| Non-disabled students | 69% |
| Limited English proficiency | 20% |
| Not limited English proficient | 64% |
| Academically gifted | >95% |
| All Students | 69% |
| Female | 64% |
| Male | 77% |
| Black | 38% |
| Asian | n/a |
| Hispanic | 69% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 83% |
| Economically disadvantaged | 49% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 38% |
| Non-disabled students | 76% |
| Limited English proficiency | 40% |
| Not limited English proficient | 71% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 6
| All Students | 80% |
| Female | 80% |
| Male | 80% |
| Black | 66% |
| Asian | n/a |
| Hispanic | 73% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 87% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 62% |
| Non-disabled students | 83% |
| Limited English proficiency | 50% |
| Not limited English proficient | 82% |
| Academically gifted | >95% |
| All Students | 80% |
| Female | 87% |
| Male | 74% |
| Black | 59% |
| Asian | n/a |
| Hispanic | 64% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 90% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 62% |
| Non-disabled students | 82% |
| Limited English proficiency | 33% |
| Not limited English proficient | 82% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 83% |
| Female | 82% |
| Male | 84% |
| Black | 78% |
| Asian | n/a |
| Hispanic | 56% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 70% |
| Non-disabled students | 84% |
| Limited English proficiency | <5% |
| Not limited English proficient | 88% |
| Academically gifted | >95% |
| All Students | 84% |
| Female | 89% |
| Male | 78% |
| Black | 83% |
| Asian | n/a |
| Hispanic | 56% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 40% |
| Non-disabled students | 88% |
| Limited English proficiency | 50% |
| Not limited English proficient | 86% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 81% |
| Female | 82% |
| Male | 81% |
| Black | 77% |
| Asian | n/a |
| Hispanic | 50% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 64% |
| Non-disabled students | 83% |
| Limited English proficiency | 57% |
| Not limited English proficient | 83% |
| Academically gifted | >95% |
| All Students | 81% |
| Female | 84% |
| Male | 79% |
| Black | 67% |
| Asian | n/a |
| Hispanic | 58% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 93% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 73% |
| Non-disabled students | 82% |
| Limited English proficiency | 43% |
| Not limited English proficient | 84% |
| Academically gifted | >95% |
| All Students | 84% |
| Female | 84% |
| Male | 84% |
| Black | 80% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 93% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 73% |
| Non-disabled students | 86% |
| Limited English proficiency | 71% |
| 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 | n/a |
| 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% |
| 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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|
Back to top >
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