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GreatSchools Rating

Research Triangle Charter Academy

Charter | K-8 | 685 students

Last modified
Community Rating

3 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
No new ratings
2010:
Based on 2 ratings

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40 reviews of this school


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Posted May 2, 2013

This school is great. There is a very strict moral code and behavior code. They use lots of positive discipline (rewards, good notes home, verbal praise) as well as the typical green/red/blue color system. My son had a great teacher who would text me or email me with questions. There is also great communication between the administration and parents via email, Facebook, and weekly calls.the only thing I would change is the class size but they do a great job managing the larger classes.
—Submitted by a parent


Posted May 2, 2013

My daugther is in 1th grade and the teacher are amazing..always attenden my request the teacher are very friendly......everybody know everybody and I like that!!!
—Submitted by a parent


Posted November 27, 2012

I love the school. My kids were there for 3 years and it was an awesome experience. I left this school year and I missed the school so bad. The teachers at RTCA really care for each child and they want each one of them to succed. I volunteered as much as I could and the teacher were always nice.
—Submitted by a parent


Posted November 26, 2012

My child is in Kindergarten this school year. I am very impressed with his teacher. I am a very involved in my child's school life and I expect a lot of him. His teacher understands this and we email almost daily. My son lets me know daily what "my teacher said to do it this way". The principal is new, but seems to be making changes for the better. I highly recommend this school to parents seeking positive reinforcement and a sense of comfort within the school.
—Submitted by a parent


Posted March 28, 2012

This is by far the best school that my children have attended. We went to three schools in three years. Regular public schools have nothing on RTCA. All of the teachers are caring and dedicated. I do not see any difference in treatment between kids. I try to volunteer regularly and do so unexpectedly, and it is always a pleasant experience. Furthermore, their orchestra, band, and art programs are some of the best! My children will continue to attend until their time to move on to high school.
—Submitted by a parent


Posted February 22, 2012

My daughter is in kindergarten at RTCA. So far, I am pleased with the school. She is learning well and getting plenty of homework, I can see her maturity since the beginning of the year. She went from not really reading to writing sentences and she works very well on her own. She gets along with the other students and loves her teacher. New Principal this year and seems to be still feeling his way through but has made a couple of changes for the better. I have not yet gotten involved with the Parent Association but would like to next year.
—Submitted by a parent


Posted July 26, 2010

My son attended RTCA and was very unhappy. He was constantly having to defend himself against bullies. When I transfered him to Merrick Moore he was not only learning more but he had a great relationship with the teachers and staff there. Getting him out of RTCA was the best decision I could have ever made.
—Submitted by a parent


Posted May 3, 2010

this pst is right on target,im not sure how this schol is still open.
—Submitted by a parent


Posted April 29, 2010

I have to admit RTCA was a HUGE disappointment to say the least. I'm completely grieved with the overly crowded classroom size and the abundance of homework, (it seems the teachers are not teaching in the classrooms) the students bring home on a weekly basis. I have witnessed a lack of cultual compentency as well as great lack of classroom management skills. It's so easy for a child who is not an initiator, or leader to get lost and fall way behind in the classroom. Yes the kids don't talk in the hallway and are quiet during mornning meeting but the classrooms are chaotic to say the least and the lack of disciplining the students who bully are just heart wrenching. Some of the staff treat every child as though they are a behavioral problem and not with the respect that EACH child (regardless of parental involvment) deserves.
—Submitted by a parent


Posted October 2, 2009

hi im desmond, attended RTCA from the 4-8 grade and it was a good and bad experience. the teachers got on my nerves almost everyday and everything they said went in 1 ear and out the other, but now i regret not listening. the teachers are just trying to get you ready for high school
—Submitted by a student


Posted September 30, 2009

This is without question the worst school I have ever had the misfortune of being involved with. It is a total disaster. Never send your child here.
—Submitted by a parent


Posted August 19, 2009

I submitted a review on this school yesterday and for some reason only the first 2 lines are showing. So I'm trying again... My daughter attended 8th grade at this school and our family loved everything about the school. It's a wonderful school. She has a handicap and I found the teacher very supportive. I visited the school often and found the staff was always polite and helpful. I'm not sure why one parent thinks the hallways are chaos but that was not my perception. I had my daughter in a private school before RTC and I found the experience between the 2 was about the same. Yes, there are more children in the classroom than a private school has but it's still much better than the regular public schools. And my daughter did stay in the upper level of her class.
—Submitted by a parent


Posted August 2, 2009

I went to this school for 3 years (middle school) and it was the worst school experience I've ever had. I feel like I learned nothing from this school and the misbehaved students were the main focus of all the teachers, rather than wanting to actually teach us. I feel like most of the good teachers left in a huge wave leaving the students to fend for themselves.
—Submitted by a student


Posted February 15, 2009

I could say so much, but for right now I'll just say, if you love your child/children, please do not send them to this school. This is our first year here and it is horrible. I'm so sorry that I ever went this way.
—Submitted by a parent


Posted October 21, 2008

Hi, This is my first year dealing with RTCA. At the beginning of the shcool year I had problems with my childs teacher. It took too long for administration to address the problem with the teacher. Finally, they addressed the problem and the teacher now is doing great. I do believe that the school has a long way to go. For one, they need to address the cafe issue. There needs to be a breakfast and lunch menu provided for the kids in an actual lunch room. There seems to be no organization within the halls. Students are all over the place. I do agree that the white shirts are an issue. They could change to a more suitable and durable color. I am going to wait this year out and see how my son progress being here at RTCA, but there are several things I am concerned about.
—Submitted by a parent


Posted August 19, 2008

I have two children that attended private school before attending RTCA. I was very pleased with the transitioning process. The teachers and administrative staff were consistent in their respective areas. Both of my children excelled while attending RTCA. As for the behaviors, discilpline begins first in the home. Parents are childrens first teachers. Children only mimick what they learn at home. Thus far, I have been very satisfied with RTCA.
—Submitted by a parent


Posted May 8, 2008

I have a son a RTCA in the 7th grade. The kids are out of control. (but they are everywhere) I feel sorry for the teachers. The tolerance for misbehaved children is LOW. If their was a no tolerance rule the kids would get the message and so would the parents. We need that at RTCA. Send their butts home so others can learn. CONSISTANT no tolerance will work. Homework is not want I expected it to be. There is not enough of it. Vocab. never. Math homework is never what they went over in class they need reinforcing assignments. Uniforms GREAT but why white shirts they are so hard to keep clean and so many of the kids have stains or just plain dingy that its embarassing. Behavor needs to be a subject that requires an A to advance to your next grade level. Is RTCA better than other, NO.
—Submitted by a parent


Posted February 29, 2008

RTCA is a great school with concerned teachers and staff. Compared to public school, it has been great for our family to be able to be in one school together with a group of teachers and administrators who we feel are very concern for the students.
—Submitted by a parent


Posted February 28, 2008

I'm certain a child feels that this school is great...the children run the whole show! Look, the test scores speak for themselves; change schools immediately.
—Submitted by a teacher


Posted February 26, 2008

Okay I agree and disagree with the comments and I have read each one. Take into consideration the year of some of the comments. When we first came to the school in 2004, its true the school was great and the scores but we have spiraled down every since. Some things have been good and quite a few things bad but as a parent, I'm still willing to work with the school for right now. Let's begin with the students. Students are only what you help make them to be and I think the kids are rather great kids just need some care and structure and encouragement to succeed. Second, the teachers-some great some not so great but overall pretty good. Teachers need support from the principal; teachers need mentors and teachers assistants; third, too many uncertified teachers with no real education and are not helping the students; front office great!
—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 83% in 2012.

71 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
56%

2010

 
 
62%

2009

 
 
68%
Reading

The state average for Reading was 69% in 2012.

71 students were tested at this school in 2012.

2012

 
 
47%

2011

 
 
55%

2010

 
 
55%

2009

 
 
45%
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.

72 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
64%

2010

 
 
74%

2009

 
 
74%
Reading

The state average for Reading was 72% in 2012.

72 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
57%

2010

 
 
55%

2009

 
 
71%
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 82% in 2012.

68 students were tested at this school in 2012.

2012

 
 
71%

2011

 
 
70%

2010

 
 
82%

2009

 
 
51%
Reading

The state average for Reading was 72% in 2012.

68 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
73%

2010

 
 
65%

2009

 
 
47%
Science

The state average for Science was 76% in 2012.

68 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
50%

2010

 
 
56%

2009

 
 
32%
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 81% in 2012.

81 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
59%

2010

 
 
62%

2009

 
 
70%
Reading

The state average for Reading was 75% in 2012.

81 students were tested at this school in 2012.

2012

 
 
72%

2011

 
 
59%

2010

 
 
56%

2009

 
 
64%
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 81% in 2012.

56 students were tested at this school in 2012.

2012

 
 
70%

2011

 
 
65%

2010

 
 
86%

2009

 
 
78%
Reading

The state average for Reading was 68% in 2012.

56 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
53%

2010

 
 
61%

2009

 
 
63%
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.

59 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
>95%

2010

 
 
94%

2009

 
 
77%
Reading

The state average for Reading was 71% in 2012.

59 students were tested at this school in 2012.

2012

 
 
61%

2011

 
 
70%

2010

 
 
53%

2009

 
 
45%
Science

The state average for Science was 77% in 2012.

59 students were tested at this school in 2012.

2012

 
 
63%

2011

 
 
77%

2010

 
 
55%

2009

 
 
47%
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 Students61%
Female60%
Male61%
Black61%
Asiann/a
Hispanic33%
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantaged80%
Students with disabilities>95%
Non-disabled students58%
Limited English proficiency33%
Proficient in English63%
Academically giftedn/a

Reading

All Students47%
Female46%
Male47%
Black49%
Asiann/a
Hispanic17%
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged39%
Not economically disadvantaged57%
Students with disabilities60%
Non-disabled students46%
Limited English proficiency33%
Proficient in English48%
Academically giftedn/a
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 Students43%
Female53%
Male33%
Black37%
Asiann/a
Hispanic63%
Multiracialn/a
American Indiann/a
White60%
Economically disadvantaged35%
Not economically disadvantaged58%
Students with disabilities33%
Non-disabled students44%
Limited English proficiency67%
Proficient in English41%
Academically giftedn/a

Reading

All Students57%
Female69%
Male44%
Black56%
Asiann/a
Hispanic50%
Multiracialn/a
American Indiann/a
White60%
Economically disadvantaged52%
Not economically disadvantaged65%
Students with disabilities50%
Non-disabled students58%
Limited English proficiency67%
Proficient in English56%
Academically giftedn/a
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 Students71%
Female80%
Male63%
Black69%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged68%
Not economically disadvantaged73%
Students with disabilities91%
Non-disabled students67%
Limited English proficiencyn/a
Proficient in English71%
Academically giftedn/a

Reading

All Students60%
Female77%
Male47%
Black58%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged53%
Not economically disadvantaged70%
Students with disabilities82%
Non-disabled students56%
Limited English proficiencyn/a
Proficient in English61%
Academically giftedn/a

Science

All Students43%
Female47%
Male40%
Black42%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged29%
Not economically disadvantaged60%
Students with disabilities46%
Non-disabled students42%
Limited English proficiencyn/a
Proficient in English44%
Academically giftedn/a
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 Students70%
Female82%
Male60%
Black63%
Asiann/a
Hispanic88%
Multiracialn/a
American Indiann/a
White86%
Economically disadvantaged67%
Not economically disadvantaged75%
Students with disabilities>95%
Non-disabled students68%
Limited English proficiencyn/a
Proficient in English69%
Academically giftedn/a

Reading

All Students72%
Female74%
Male69%
Black69%
Asiann/a
Hispanic77%
Multiracialn/a
American Indiann/a
White86%
Economically disadvantaged69%
Not economically disadvantaged75%
Students with disabilities57%
Non-disabled students73%
Limited English proficiencyn/a
Proficient in English73%
Academically giftedn/a
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 Students70%
Female61%
Male79%
Black69%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged65%
Students with disabilitiesn/a
Non-disabled students68%
Limited English proficiencyn/a
Proficient in English70%
Academically giftedn/a

Reading

All Students59%
Female50%
Male68%
Black58%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged60%
Students with disabilitiesn/a
Non-disabled students57%
Limited English proficiencyn/a
Proficient in English61%
Academically giftedn/a
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 Students90%
Female91%
Male89%
Black90%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantaged89%
Students with disabilitiesn/a
Non-disabled students89%
Limited English proficiencyn/a
Proficient in English91%
Academically giftedn/a

Reading

All Students61%
Female63%
Male59%
Black63%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged64%
Students with disabilitiesn/a
Non-disabled students63%
Limited English proficiencyn/a
Proficient in English62%
Academically giftedn/a

Science

All Students63%
Female59%
Male67%
Black63%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged54%
Students with disabilitiesn/a
Non-disabled students63%
Limited English proficiencyn/a
Proficient in English64%
Academically giftedn/a
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.

12 students were tested at this school in 2012.

2012

 
 
>95%

2011

 
 
>95%
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>95%
Female>95%
Male>95%
Black>95%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Whiten/a
Economically disadvantaged>95%
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabled students>95%
Limited English proficiencyn/a
Proficient in English>95%
Academically giftedn/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

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Black 87% 31%
White 8% 54%
Hispanic 4% 11%
American Indian/Alaska Native 1% 1%
Asian/Pacific Islander 1% 2%
Source: NCES, 2008-2009

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 43%N/A34%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 25N/A15
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

2418 Ellis Road
Durham, NC 27703
Website: Click here
Phone: (919) 957-7108

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