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GreatSchools Rating

Spring Valley Elementary School

Public | PK-5 | 548 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

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9 reviews of this school


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Posted June 17, 2013

Spring valley holds many activities that allow parents to be involved in their child's education. Teachers work very hard to meet the high standards set for them by administration. Students could achieve on a much higher level if their teachers had more support, higher morale and less pressure from administrators. Principal Parker micromanages every aspect of everything that teachers do and our children are suffering from it.
—Submitted by a parent


Posted June 17, 2013

I am very upset about the attitude of the principal of my grandchild's school, Spring Valley. She is unresponsive to the parents, disconnected from the teachers, and completely disconnected from the students. This school has completely failed my grandchild and I intend to find out what the Superintendent and/or the School Board intends to do about it. I will be asking for a review of this principal. I would like some input as to the required duties and expectations of an elementary school principal.


Posted October 30, 2012

This school is striving to be a school of excellence. It has strong leadership and has adopted the new Core Curriculum in which the teaching style is very advanced. My son loves it and so do I. I'm pleased with the programs that they have for children as well
—Submitted by a parent


Posted February 23, 2012

This school is very unorganized. My daughter has been at this school since it opened and although she has had some good teachers she has had a few bad ones too. The assembles and field trips that they plan always seem unorganized. I have witnessed teachers yelling at students to stop yelling, it seems like the staff has no control of the children. While many of the schools problems could be solved with parent involvement, it's obvious to me that this just won't happen.
—Submitted by a parent


Posted August 17, 2011

Spring Valley has a really good Principal and Assistant Principal who is striving to make this school the best possible learning facility it could possibly be, but unfortunately...they need better teachers to accomplish this task. My son went to this school in the first grade and not only was the teacher inconsistent with teaching she actually asked my son if he was stupid or something because he could not sound out a word. Now, what kind of encouragement is that ??? My son's homework assignments were all over the place. She steadily tried to cram information at the last minute when testing came around at the end of the year instead of doing what she needed to do during the school year. If your child goes to this school, please make sure you are an active parent...please!
—Submitted by a parent


Posted February 15, 2011

There are some teachers who are true zealots in this school. They are forward looking and attempt to push parents harder. School age children spend 70% of their waking hours (including weekends and holidays) outside of school so its just mean to blame the teachers. Principal Parker are trying all kinds of activities to bring the parents into the curriculum. Support from the parents is the best way to improve this school. If you plan to avoid helping your child, please go elsewhere.
—Submitted by a parent


Posted June 16, 2010

Some teachers try very hard to ccommodate the pupil as well as the parents desires for their child. This could be hard to do when the curriculum is already set and the the desire for the teacher is to teach each child how to follow a particular curriculum set in place for the group, yet a parent wish for their child to be treated with extra special attention in a "normal" classroom setting. I've seen this as a volunteer. When parents don't spend time reinforcing what the school/teacher is trying to teach and their child falls behind, they blame the teachers. Not fair. Parents are not showing enough interest in the classrooms/schools and want the schools/classrooms to deliver geniuses. Parents, show up for more than to complaine on a teacher and maybe you'll see positive changes in the school/teacher/students. Help the teachers and the schools by showing up!!
—Submitted by a parent


Posted May 11, 2010

Moved last year and transferred my daughter into this school. Since she has been here i had noticed a slight drop in her grades and when i started volunteering i notice an extreme lack of discipline. Teachers yelling at students students doing almost anything they wanted, very chaotic. I have since transferred her into a private school and seen a huge improvement .
—Submitted by a parent


Posted April 19, 2010

The teachers and Principal at Spring Valley Elementary School really care about our children and them understanding their academic studies. They have the best learning activities for the kids such as in school museums, field trips, family nights, Parent Volunteer Day, and etc to keep the kids and parents involved!
—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.

94 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
85%

2011

 
 
89%

2010

 
 
62%
Reading

The state average for Reading was 45% in 2013.

94 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
55%

2011

 
 
57%

2010

 
 
49%
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.

79 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
84%

2011

 
 
73%

2010

 
 
54%
Reading

The state average for Reading was 44% in 2013.

78 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
62%

2011

 
 
54%

2010

 
 
36%
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.

85 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
71%

2011

 
 
64%

2010

 
 
46%
Reading

The state average for Reading was 40% in 2013.

85 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
61%

2011

 
 
49%

2010

 
 
49%
Science

The state average for Science was 45% in 2013.

85 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
71%

2011

 
 
48%

2010

 
 
39%
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 Students43%
Female42%
Male44%
Black36%
Asiann/a
Hispanic40%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged31%
Not economically disadvantaged63%
Students with disabilities9%
Non-disabled students47%
Limited English proficiencyn/a
Proficient in English43%
Migrantn/a
Non-migrant43%
Academically gifted-95%

Reading

All Students39%
Female42%
Male36%
Black36%
Asiann/a
Hispanic33%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged24%
Not economically disadvantaged66%
Students with disabilities9%
Non-disabled students43%
Limited English proficiencyn/a
Proficient in English43%
Migrantn/a
Non-migrant39%
Academically gifted94%
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 Students25%
Female34%
Male14%
Black18%
Asiann/a
Hispanic21%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White46%
Economically disadvantaged21%
Not economically disadvantaged35%
Students with disabilitiesn/a
Non-disabled students29%
Limited English proficiency21%
Proficient in English26%
Migrantn/a
Non-migrant25%
Academically giftedn/a

Reading

All Students19%
Female21%
Male18%
Black18%
Asiann/a
Hispanic6%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White46%
Economically disadvantaged10%
Not economically disadvantaged39%
Students with disabilitiesn/a
Non-disabled students22%
Limited English proficiency-5%
Proficient in English23%
Migrantn/a
Non-migrant19%
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 Students33%
Female29%
Male36%
Black23%
Asiann/a
Hispanic59%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged26%
Not economically disadvantaged45%
Students with disabilitiesn/a
Non-disabled students37%
Limited English proficiency73%
Proficient in English27%
Migrantn/a
Non-migrant33%
Academically gifted77%

Reading

All Students26%
Female27%
Male25%
Black22%
Asiann/a
Hispanic24%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged19%
Not economically disadvantaged39%
Students with disabilitiesn/a
Non-disabled students28%
Limited English proficiency18%
Proficient in English27%
Migrantn/a
Non-migrant26%
Academically gifted85%

Science

All Students20%
Female17%
Male23%
Black15%
Asiann/a
Hispanic18%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged15%
Not economically disadvantaged29%
Students with disabilitiesn/a
Non-disabled students22%
Limited English proficiency27%
Proficient in English19%
Migrantn/a
Non-migrant20%
Academically gifted77%
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
Black 55% 26%
Hispanic 27% 14%
White 14% 52%
Two or more races 3% 4%
American Indian 1% 1%
Asian 1% 3%
Pacific Islander 0% 0%
Source: NCDPI, 2012-2013

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 75%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
  • Barbara Parker
Fax number
  • (919) 560-2106

Resources

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

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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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2051 Northern Durham Parkway
Durham, NC 27703
Website: Click here
Phone: (919) 560-2890

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