The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math
The state average for Math was 81% in 2012.
398 students were tested at this school in 2012.
Reading
The state average for Reading was 68% in 2012.
398 students were tested at this school in 2012.
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. 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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
Math
The state average for Math was 85% in 2012.
344 students were tested at this school in 2012.
Reading
The state average for Reading was 71% in 2012.
344 students were tested at this school in 2012.
Science
The state average for Science was 77% in 2012.
344 students were tested at this school in 2012.
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. 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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
Math
| All Students | 75% |
| Female | 79% |
| Male | 72% |
| Black | 56% |
| Asian | 60% |
| Hispanic | 75% |
| Multiracial | 74% |
| American Indian | n/a |
| White | 78% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 41% |
| Non-disabled students | 83% |
| Limited English proficiency | 44% |
| Proficient in English | 78% |
| Academically gifted | >95% |
Reading
| All Students | 61% |
| Female | 60% |
| Male | 62% |
| Black | 42% |
| Asian | 60% |
| Hispanic | 52% |
| Multiracial | 70% |
| American Indian | n/a |
| White | 64% |
| Economically disadvantaged | 55% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 33% |
| Non-disabled students | 67% |
| Limited English proficiency | 11% |
| Proficient in English | 65% |
| Academically gifted | >95% |
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. 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.
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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
Math
| All Students | 75% |
| Female | 75% |
| Male | 76% |
| Black | 64% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | 53% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 80% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 38% |
| Non-disabled students | 79% |
| Limited English proficiency | 50% |
| Proficient in English | 78% |
| Academically gifted | >95% |
Reading
| All Students | 59% |
| Female | 62% |
| Male | 56% |
| Black | 46% |
| Asian | n/a |
| Hispanic | 39% |
| Multiracial | 47% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 65% |
| Economically disadvantaged | 52% |
| Not economically disadvantaged | 78% |
| Students with disabilities | 24% |
| Non-disabled students | 63% |
| Limited English proficiency | 15% |
| Proficient in English | 64% |
| Academically gifted | >95% |
Science
| All Students | 70% |
| Female | 67% |
| Male | 73% |
| Black | 59% |
| Asian | n/a |
| Hispanic | 54% |
| Multiracial | 60% |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | 76% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 81% |
| Students with disabilities | 41% |
| Non-disabled students | 73% |
| Limited English proficiency | 32% |
| Proficient in English | 74% |
| Academically gifted | >95% |
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. 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.
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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
Algebra I
The state average for Algebra I was 79% in 2012.
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English I, and Biology. 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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
Algebra I
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| Native Hawaiian/Pacific Islander | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Students with disabilities | n/a |
| Non-disabled students | n/a |
| Limited English proficiency | n/a |
| Proficient in English | n/a |
| Academically gifted | n/a |
Scale: % at or above proficient
About the tests
In 2011-2012 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English I, and Biology. 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.
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.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
