LEARN ABOUT THIS SCHOOL'S:
| EOG Results |
Scale: % at or above proficient
Grade 6
Reading
 64% (2011)
 63% (2010)
51% (2009)
41% (2008)
71% (2007)
72% (2006)
The state average for Reading was 75% in 2011.
Math
76% (2011)
71% (2010)
67% (2009)
63% (2008)
61% (2007)
46% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 7
Reading
51% (2011)
46% (2010)
45% (2009)
36% (2008)
80% (2007)
80% (2006)
The state average for Reading was 68% in 2011.
Math
70% (2011)
68% (2010)
64% (2009)
43% (2008)
63% (2007)
51% (2006)
The state average for Math was 81% in 2011.
Source: NCDPI, 2010-2011
Grade 8
Reading
52% (2011)
45% (2010)
48% (2009)
40% (2008)
88% (2007)
78% (2006)
The state average for Reading was 70% in 2011.
Science
62% (2011)
47% (2010)
57% (2009)
37% (2008)
The state average for Science was 75% in 2011.
Math
72% (2011)
76% (2010)
68% (2009)
50% (2008)
60% (2007)
45% (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 | 64% |
| Female | 66% |
| Male | 63% |
| Black | 60% |
| Asian | 88% |
| Hispanic | 86% |
| Multiracial | 50% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 78% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 81% |
| Students with disabilities | 33% |
| Non-disabled students | 69% |
| Limited English proficiency | 44% |
| Not limited English proficient | 65% |
| Academically gifted | >95% |
| All Students | 76% |
| Female | 79% |
| Male | 73% |
| Black | 73% |
| Asian | 75% |
| Hispanic | 86% |
| Multiracial | 80% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 83% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 41% |
| Non-disabled students | 82% |
| Limited English proficiency | 44% |
| Not limited English proficient | 77% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 7
| All Students | 51% |
| Female | 54% |
| Male | 48% |
| Black | 44% |
| Asian | 50% |
| Hispanic | 92% |
| Multiracial | 50% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 82% |
| Economically disadvantaged | 47% |
| Not economically disadvantaged | 72% |
| Students with disabilities | 38% |
| Non-disabled students | 54% |
| Limited English proficiency | 40% |
| Not limited English proficient | 52% |
| Academically gifted | 95% |
| All Students | 70% |
| Female | 73% |
| Male | 67% |
| Black | 63% |
| Asian | 83% |
| Hispanic | >95% |
| Multiracial | 83% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 91% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 31% |
| Non-disabled students | 78% |
| Limited English proficiency | 60% |
| Not limited English proficient | 70% |
| Academically gifted | >95% |
Source: NCDPI, 2010-2011
Grade 8
| All Students | 52% |
| Female | 63% |
| Male | 42% |
| Black | 44% |
| Asian | 71% |
| Hispanic | 71% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 64% |
| Economically disadvantaged | 46% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 16% |
| Non-disabled students | 57% |
| Limited English proficiency | 38% |
| Not limited English proficient | 52% |
| Academically gifted | >95% |
| All Students | 62% |
| Female | 68% |
| Male | 57% |
| Black | 55% |
| Asian | 86% |
| Hispanic | 71% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 82% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 32% |
| Non-disabled students | 67% |
| Limited English proficiency | 38% |
| Not limited English proficient | 63% |
| Academically gifted | >95% |
| All Students | 72% |
| Female | 77% |
| Male | 67% |
| Black | 68% |
| Asian | 86% |
| Hispanic | 81% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 82% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 52% |
| Non-disabled students | 75% |
| Limited English proficiency | 50% |
| Not limited English proficient | 73% |
| 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)
88% (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 | 92% |
| Black | 92% |
| Asian | >95% |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | >95% |
| Economically disadvantaged | 94% |
| 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 >
|
|
