LEARN ABOUT THIS SCHOOL'S:
| 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
 72% (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
|
|
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 10
| Subgroup results not available | |
| All Students | 72% |
| Female | 79% |
| Male | 65% |
| Black | 63% |
| Asian | 75% |
| Hispanic | 59% |
| Multiracial | 75% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 75% |
| Economically disadvantaged | 59% |
| Not economically disadvantaged | 78% |
| Students with disabilities | 24% |
| Non-disabled students | 76% |
| Limited English proficiency | 29% |
| Not limited English proficient | 73% |
| Academically gifted | >95% |
| 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
|
|
Back to top >
|
| EOC Results |
Scale: % at or above proficient
Algebra I
66% (2011)
 74% (2010)
The state average for Algebra I was 77% in 2011.
Algebra II
83% (2011)
87% (2010)
The state average for Algebra II was 82% in 2011.
English I
85% (2011)
84% (2010)
The state average for English I was 81% in 2011.
Biology
69% (2011)
81% (2010)
The state average for Biology was 80% in 2011.
United States History
80% (2011)
81% (2010)
The state average for United States History was 82% in 2011.
Physical Science
52% (2011)
51% (2010)
The state average for Physical Science was 77% in 2011.
Civics and Economics
77% (2011)
83% (2010)
The state average for Civics and Economics was 80% in 2011.
Geometry
82% (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 | 66% |
| Female | 72% |
| Male | 61% |
| Black | 59% |
| Asian | 60% |
| Hispanic | 63% |
| Multiracial | 71% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 70% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 74% |
| Students with disabilities | 38% |
| Non-disabled students | 70% |
| Limited English proficiency | 37% |
| Not limited English proficient | 69% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
| All Students | 83% |
| Female | 80% |
| Male | 85% |
| Black | 63% |
| Asian | >95% |
| Hispanic | 76% |
| Multiracial | 79% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 89% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 50% |
| Non-disabled students | 83% |
| Not limited English proficient | 82% |
| Academically gifted | >95% |
| All Students | 85% |
| Female | 89% |
| Male | 80% |
| Black | 77% |
| Asian | 86% |
| Hispanic | 64% |
| Multiracial | 87% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 92% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 42% |
| Non-disabled students | 89% |
| Limited English proficiency | 33% |
| Not limited English proficient | 89% |
| Academically gifted | >95% |
| All Students | 69% |
| Female | 71% |
| Male | 68% |
| Black | 51% |
| Asian | 83% |
| Hispanic | 54% |
| Multiracial | 79% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 77% |
| Economically disadvantaged | 52% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 35% |
| Non-disabled students | 73% |
| Limited English proficiency | 32% |
| Not limited English proficient | 71% |
| Academically gifted | >95% |
| All Students | 80% |
| Female | 77% |
| Male | 82% |
| Black | 62% |
| Asian | >95% |
| Hispanic | 64% |
| Multiracial | 85% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 88% |
| Economically disadvantaged | 59% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 31% |
| Non-disabled students | 83% |
| Limited English proficiency | 27% |
| Not limited English proficient | 81% |
| Academically gifted | >95% |
| All Students | 52% |
| Female | 54% |
| Male | 50% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 38% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 53% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 36% |
| Non-disabled students | 52% |
| Not limited English proficient | 54% |
| All Students | 77% |
| Female | 78% |
| Male | 76% |
| Black | 63% |
| Asian | 75% |
| Hispanic | 59% |
| Multiracial | 80% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 84% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 40% |
| Non-disabled students | 80% |
| Limited English proficiency | 32% |
| Not limited English proficient | 79% |
| 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 >
|
|
