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Coltrane-Webb Elementary

Public | PK-5 | 489 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
No new ratings

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12 reviews of this school


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Posted February 26, 2014

This is a fantastic school with teachers that really care, and care deeply. The curriculum inclusion of STEM is done fabulously. My children that have attended this school (current and past) have grown with this school. The only drawback is the lack of leadership in the principal. Several parents have experienced this as well. This school could be even better with a change in leadership.
—Submitted by a parent


Posted November 10, 2013

I love this school! My sons transferred from another school in Concord and this is their second year there. The teachers really do go the extra mile and the kids are EXCITED about being there. I love hearing from my boys when they come home--they have so much to tell me about what they did and what they're going to do next.
—Submitted by a parent


Posted April 26, 2013

BETWEEN 2006 AND 2009 THERE SEEMS TO BE A DIFFERENCE IN THE "GRADING OF THE SCHOOLS" AT CWES AND 2012/13. WHAT MAKE'S IT DIFFERENT BETWEEN THOSE YRS AND 2012 AND 2013.... WHERE THE PARENTS APPEAR MORE HAPPIER WITH THIS SCHOOL SYSTEM? DID THE TEACHERS/ PRINCIPLE CHANGE? DID THE NATIONAL TESTING / SCHOOL WORK BECOME BETTER OVER ALL? JUST TRYING TO GET A FEEL FOR IT BECAUSE I MAY HAVE CHILDREN ATTENDING IN THE FUTURE. THANK YOU FOR ANY HELP!


Posted April 14, 2013

This is the first year my daughter has attended CWES. It has been a wonderful experience. The administration, staff, and other parents are so welcoming. There is a buzz of excitement for learning that is evident whenever I go there. The teachers go the extral mile during class and while managing after school programs.
—Submitted by a parent


Posted December 17, 2012

Unsatisfactory parent attitudes. What kind of parents involved in a school have the mindset of children being "haves" or "have nots"? Unacceptable attitude for any adults involved with a school to have. It might surprise you to realize that many "have nots" come from families abundantly wealthy with love, values, time, and attention. Some of the poorest people have nothing but a lot of money. Have nots......good one! I moved my kids to a school with better adults.
—Submitted by a parent


Posted October 3, 2012

We are extremely pleased with CWES and the STEM program. The teachers are fantastic, the PTCO members are smart and active fundraisers for the school, and the students are excited about learning. Now we just need to improve our test scores - but that will come. I am impressed at how the haves and have-nots get along. It is beneficial for everyone to work together as a team, sharing ideas and finding solutions to real-world problems. This is an awesome school.
—Submitted by a parent


Posted February 23, 2012

This year CWES has become a STEM Magnet School (Science Technology Engineering and Math). We moved our boys there from another school and appreciate the small neighborhood feel lacking in the big box schools. The STEM curriculum teaches students to work together, problem solve and be creative. It has challenged our children in a way they were not challenged at our last school. Students can be heard cheering during STEM projects. Teachers do a great job of differentiation. Parent involvement is encouraged and parents are welcome in the classroom as volunteers. There seems to be a good amount of involvement with the community and neighborhood. The PTCO has done a great job of raising money this first year. The building is old but new technology is readily available and it has two labs. After school clubs are also available include LEGO Robotics. We have been very pleased with our decision. CTWS is a safe, supportive and nurturing environment and a fun place to learn.
—Submitted by a parent


Posted June 11, 2009

I also think that this is a great school. We moved, and I am sad that my children had to leave. Wonderful teachers!
—Submitted by a parent


Posted April 21, 2009

This is a great school! Teachers are excited about education and abreast of current teaching trends. Technology is used and students are challenged and well prepared. Four of my children went here and were well prepared for not only Middle School, but High School and beyond.
—Submitted by a parent


Posted December 4, 2008

The school is challengingly diverse -- most kids are from high poverty homes. Like most schools in this situation, testing scores fail to impress. In the good news are the teachers, some of whom have served there 20 years and are some of the best in the entire state. These teachers have sacrificed nclb bonuses to work with these kids and garner scores well above national averages for this economic category. Simultaneously, they have turned ordinary middle class students into leaders. The few neighborhood kids that attend this school have gone on to stellar academic careers. In the bad news, I'd have to fault the administration. The principal's focus is on the most needy. That appears to be such an overwhelming task that she comes across as indifferent to challenges middle class kids face.
—Submitted by a parent


Posted February 13, 2008

This school has become dysfunctional over the 15 years I've been associated with it in my neighborhood and with 4 students attending. The Principal appears to be totally focused on 'being the boss'. The teachers have grown apathetic and defensive. The principal who insists on being at all parent teacher conferences but blankly stared when asked for suggestions to help a struggling student. No help. Past teachers were engaged and proactive. The administration seems to have everyone cowed. Even PTO is a target.
—Submitted by a parent


Posted December 6, 2006

'The educational opportunities at Coltrane Webb are minimal at best. Most children are instructed below-grade level and teachers are not provided with necessary teaching tools. Although there are many good teachers here, their focus seems only to be the EOG. Children who leave to attend other schools find themselves well below level. Parent morale is low because of a controlling principal and administration. Priorities are not on all children, only those in the lower half to help boost the EOG scores. For the at-risk child that needs nurturing, they are given more of what they are already receiving in the classroom. For example, if a child has a problem with phonics, they inundate them with more phonics instead of trying another approach. Teachers cannot meet the real needs of the children because they are focused on the EOG. This is not a school for any child seeking to advance.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

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 47% in 2013.

69 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
75%

2011

 
 
52%

2010

 
 
56%
Reading

The state average for Reading was 45% in 2013.

69 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
61%

2011

 
 
36%

2010

 
 
52%
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 48% in 2013.

74 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
76%

2011

 
 
69%

2010

 
 
53%
Reading

The state average for Reading was 44% in 2013.

74 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
59%

2011

 
 
62%

2010

 
 
55%
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 48% in 2013.

77 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
78%

2011

 
 
66%

2010

 
 
61%
Reading

The state average for Reading was 40% in 2013.

77 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
70%

2011

 
 
59%

2010

 
 
51%
Science

The state average for Science was 45% in 2013.

77 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
72%

2011

 
 
59%

2010

 
 
53%
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Math

All Students49%
Female39%
Male61%
Black27%
Asiann/a
Hispanic15%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged37%
Not economically disadvantaged68%
Students with disabilitiesn/a
Non-disabled students52%
Limited English proficiency-5%
Proficient in English63%
Migrantn/a
Non-migrant49%
Academically gifted-95%

Reading

All Students61%
Female61%
Male61%
Black18%
Asiann/a
Hispanic20%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White-95%
Economically disadvantaged44%
Not economically disadvantaged86%
Students with disabilitiesn/a
Non-disabled students65%
Limited English proficiency7%
Proficient in English76%
Migrantn/a
Non-migrant61%
Academically gifted93%
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Math

All Students47%
Female31%
Male63%
Black21%
Asiann/a
Hispanic22%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged23%
Not economically disadvantaged81%
Students with disabilitiesn/a
Non-disabled students52%
Limited English proficiencyn/a
Proficient in English48%
Migrantn/a
Non-migrant47%
Academically giftedn/a

Reading

All Students35%
Female28%
Male42%
Black36%
Asiann/a
Hispanic17%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged21%
Not economically disadvantaged55%
Students with disabilitiesn/a
Non-disabled students39%
Limited English proficiencyn/a
Proficient in English36%
Migrantn/a
Non-migrant35%
Academically giftedn/a
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Math

All Students42%
Female32%
Male49%
Black29%
Asiann/a
Hispanic9%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged26%
Not economically disadvantaged67%
Students with disabilities25%
Non-disabled students45%
Limited English proficiencyn/a
Proficient in English47%
Migrantn/a
Non-migrant42%
Academically gifted-95%

Reading

All Students39%
Female35%
Male42%
Black29%
Asiann/a
Hispanic-5%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged23%
Not economically disadvantaged63%
Students with disabilities17%
Non-disabled students43%
Limited English proficiencyn/a
Proficient in English44%
Migrantn/a
Non-migrant39%
Academically gifted-95%

Science

All Students47%
Female41%
Male51%
Black29%
Asiann/a
Hispanic9%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged23%
Not economically disadvantaged83%
Students with disabilities33%
Non-disabled students49%
Limited English proficiencyn/a
Proficient in English53%
Migrantn/a
Non-migrant47%
Academically gifted-95%
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 in reading and math, and grades 5 and 8 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.

Source: North Carolina Department of Public Instruction

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 44% 52%
Hispanic 27% 14%
Black 20% 26%
Two or more races 5% 4%
Asian 4% 3%
American Indian 1% 1%
Pacific Islander 0% 0%
Source: NCDPI, 2012-2013

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 53%N/A56%
Source: NCDPI, 2012-2013

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Mrs Julie Barbee
Fax number
  • (704) 784-1965

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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61 Spring Street Northwest
Concord, NC 28025
Website: Click here
Phone: (704) 782-5912

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