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GreatSchools Rating

Central Park School for Children

Charter | K-5 | 278 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 2 ratings
2012:
Based on 8 ratings
2011:
No new ratings
2010:
Based on 4 ratings

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28 reviews of this school


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Posted April 8, 2013

CPSC is such an awesome school. My son loves it there so much. The teachers and staff are excellent and guide the children in a peaceful way and help them see their potential. It's a project based/hands on learning environment so the children are learning to learn, not just memorizing stuff. We feel so lucky to there.
—Submitted by a parent


Posted January 5, 2013

In response to this: " In subtle and not so subtle ways the director has created an atmosphere that is hostile to diverse families, especially low-income and EC children, and as a result there has been a huge decrease in diversity (literally less than 3% of free and reduced lunch children" Low income children typically don't attend the school b/c their is no bus transportation. And diversity isn't only skin deep. There are a ton of kids that have same-sex parents, single parents and other a-typical family models. That is diversity too. In regards to the statement about EC children, this school has a great EC program and thats why so many parents of EC children chose to go here.


Posted August 10, 2012

I have two children at this school. Staff and teachers are superior and care about the success of the children. Project based learning has fostered curiosity and exploration in learning -- my children love going to school. After school program is excellent. Take time to visit the school, talk to the teachers, and observe the classrooms. No school is perfect for every child, but this school is keeper!
—Submitted by a parent


Posted August 8, 2012

Regarding the comment about diversity at this school. We were there in the beginning and the school began with a more diverse in student body and staff. I don't buy the charter school law for the reason for decreasing diversity. There are several other charter schools in Durham that are more diverse, using the same lottery selection process. I know this becasue we have visited others. I think the real issue is that they understand that they are "public" schools and instead of focusing on becoming a "model" school, they are more focused on provide positive learing experiences for all their students. Maybe Central Park should consider becoming an exclusive private school. The are already beginning to resemble one anyway. Actually, I've found out that some people in the general population think they are.
—Submitted by a parent


Posted August 8, 2012

We have loved the project-based focus of the schools and most of the teaching staff are talented and caring, and there is a dedicated core of parents. But as the reviewer has said, with the change in leadership a few years ago, there is no longer a commitment tto serve as a public school. In subtle and not so subtle ways the director has created an atmosphere that is hostile to diverse families, especially low-income and EC children, and as a result there has been a huge decrease in diversity (literally less than 3% of free and reduced lunch children). I feel the focus is more on making the school a "model" school to show off in public (and therefore being only open to "model" students) rather than serving as a public school that is open to and is dedicated to educating all of Durham's children and supporting families.
—Submitted by a parent


Posted August 8, 2012

I knew it the day I stumbled into that school when my son was a newborn..."wow" is what I thought to myself. "This school looks awesome! I wonder if I could get my son in here?" I was delivering something from a previous job and that stop was made to CPSC. It was something about the atmosphere that I fell in love with. When I received the phone call 3 years ago saying that my son's name was drawn from the raffle I was more relieved and excited than I ever thought possible. Central Park has to this day lived up to my expectations. They are imperfect, as any school. But I cannot find one issue that makes me wish or even for a second contemplate transferring my son to another school. I love the atmosphere, the friendly smiling faces, the parent involvement, the kind teachers, but what makes it the best school is the comradery between the students, they are really a peaceful school. You will find this in no other school around. We are truly the best school. There is no other school that I have ever heard of that comes close to what this school wants to accomplish and does accomplish.
—Submitted by a parent


Posted August 8, 2012

Our daughter attended a Durham Magnet School for Kindergarten. It was fine. We had no real complaints. Academically, she did well. The teacher was nice, yet she never felt comfortable in her own skin. In fact, she was often quite anxious & unsure of how to interact with other kids, and that was something so far beyond what one teacher of 28 kindergartners could even begin to address. We transferred to CPSFC for first grade and have been so thrilled with how she has just blossomed into a confident kid. Our younger child is there now too, and we just love it! We are so impressed with how much the teachers truly care about the kids in their classes & throughout the school. The small class sizes are fantastic. There is a ton of parent involvement, which give children the opportunity to build relationships with other adults. My kids are also learning to be peaceful & creative problem solvers, and to be participants in a community where they are truly valued for who they are.
—Submitted by a parent


Posted August 8, 2012

This school looks great when you tour & the mission and philosophy on the website are what we were looking for in a school. Unfortunately, the current administration was not supportive our children and others we know. Bad decisions were made and our children suffered. The other thing we learned about charter schools is that there's not much of a means of grieving or expressing concerns when serious problems exist. There are some great teachers here and there are students and famlies that this school works for, but it is not for everyone and lacks diversity of thought that one might expect in a Durham school.
—Submitted by a parent


Posted August 8, 2012

Just a comment about diversity at this school. The diveristy of the staff is better than at my local DPS school. (~1/6 of the classroom teachers at CPSC are of color, while at our local DPS school only 1/9 of the staff are). I'm sure this varies around the county, but that's the facts for our area. And as for student diversity, the current administration has actively been 'recruiting' to the local community in effort to increase diversity of the student population. But like all charter schools, they are beholden to take children via lottery. And since those appplying are overwhelmingly white, statistically speaking, that's what the school looks like. But this is not the fault of the administration, it's the fault of the charter school law. In fact, the charter school law also does not require transportation be provided, which is why charter schools are lacking in economic diversity. (This applies all around Durham, not just at this school.) So let's put our efforts into changing the charter school law and keep this great school as a model of what a school should be!
—Submitted by a parent


Posted August 8, 2012

Not what it used to be! I posted a positive rating for this school years ago. Unfortunately, my opinion of this school is not good the same. The school should drop for children, as chidlren do not seem to be the focus anymore.
—Submitted by a parent


Posted October 23, 2010

Wonderful setting. Great parent and community involvement.
—Submitted by a parent


Posted October 21, 2010

Central Park has a creative and nurturing environment. There's little emphasis on end of grade tests, but the kids generally seem to perform very well on them. I love that there's access to the outdoors, with walking field trips, gardening, and recess.
—Submitted by a parent


Posted October 12, 2010

Little to no homework, really tight parent involvement, comfortable indoor and outdoor spaces (not a typical painted-cement edifice), and involvement in numerous community activities make this an exciting place for parents and students.


Posted October 11, 2010

There is just a great feeling in the hallways! John and all the staff really care about seeing the students succeed and have the expertise to make great things happen.
—Submitted by a parent


Posted October 10, 2010

It is such a wonderful project based school. The children are treated respectfully and as part of the team. Everyone is on a 1st name basis there. The kids have lots of outdoor time and every class has its own garden. They are very involved with the community. I can't say enough good things about it.
—Submitted by a parent


Posted October 10, 2010

Central Park is a creative place for kids, full of life and learning, and with lots of parent and community support.


Posted October 10, 2010

Creative, hands-on, project-based learning.
—Submitted by a parent


Posted October 10, 2010

Central Park is a dynamic, community-based, parent driven and project oriented school. I absolutely love it!
—Submitted by a parent


Posted October 9, 2010

Innovative curriculum - great community
—Submitted by a parent


Posted October 9, 2010

I love Central Park School for Children because it allows children to explore and learn in their own ways.
—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.

44 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
87%

2010

 
 
91%

2009

 
 
89%
Reading

The state average for Reading was 69% in 2012.

44 students were tested at this school in 2012.

2012

 
 
82%

2011

 
 
80%

2010

 
 
87%

2009

 
 
82%
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.

47 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
87%

2010

 
 
78%

2009

 
 
88%
Reading

The state average for Reading was 72% in 2012.

47 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
93%

2010

 
 
89%

2009

 
 
88%
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.

47 students were tested at this school in 2012.

2012

 
 
>95%

2011

 
 
82%

2010

 
 
88%

2009

 
 
64%
Reading

The state average for Reading was 72% in 2012.

47 students were tested at this school in 2012.

2012

 
 
>95%

2011

 
 
91%

2010

 
 
89%

2009

 
 
64%
Science

The state average for Science was 76% in 2012.

47 students were tested at this school in 2012.

2012

 
 
87%

2011

 
 
82%

2010

 
 
79%

2009

 
 
52%
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 Students84%
Female89%
Male78%
Black38%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White94%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilities62%
Non-disabled students94%
Limited English proficiencyn/a
Proficient in English84%
Academically giftedn/a

Reading

All Students82%
Female89%
Male72%
Black38%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White90%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilities69%
Non-disabled students87%
Limited English proficiencyn/a
Proficient in English82%
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 Students92%
Female90%
Male93%
Black71%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White>95%
Economically disadvantagedn/a
Not economically disadvantaged>95%
Students with disabilities>95%
Non-disabled students87%
Limited English proficiencyn/a
Proficient in English94%
Academically giftedn/a

Reading

All Students83%
Female90%
Male78%
Black57%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White94%
Economically disadvantagedn/a
Not economically disadvantaged86%
Students with disabilities71%
Non-disabled students90%
Limited English proficiencyn/a
Proficient in English85%
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 Students>95%
Female>95%
Male>95%
Black83%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White>95%
Economically disadvantagedn/a
Not economically disadvantaged>95%
Students with disabilities>95%
Non-disabled students95%
Limited English proficiencyn/a
Proficient in English>95%
Academically giftedn/a

Reading

All Students>95%
Female>95%
Male>95%
Black83%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White>95%
Economically disadvantagedn/a
Not economically disadvantaged>95%
Students with disabilities88%
Non-disabled students>95%
Limited English proficiencyn/a
Proficient in English>95%
Academically giftedn/a

Science

All Students87%
Female82%
Male92%
Black67%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
White92%
Economically disadvantagedn/a
Not economically disadvantaged91%
Students with disabilities88%
Non-disabled students87%
Limited English proficiencyn/a
Proficient in English87%
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

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
White 62% 54%
Black 33% 31%
Hispanic 3% 11%
Asian/Pacific Islander 2% 2%
American Indian/Alaska Native N/A 1%
Source: NCES, 2008-2009

Student-teacher ratio

  This school District averageState average
Students per FTE teacher 13N/A15
Source: NCES, 2008-2009
Notice an inaccuracy? Let us know!

724 Foster Street
Durham, NC 27701
Website: Click here
Phone: (919) 682-1200

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