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Sherwood Park Elementary

Public | PK-5 | 444 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
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2012:
Based on 2 ratings
2011:
Based on 1 rating

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20 reviews of this school


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Posted May 15, 2012

Sherwood Park is an exceptional school. I feel like my children are getting a fantastic education going here and the teachers and principal really care about them. They are extremely active in keeping in contact with parents and making sure that we know what is going on. There is always school activities to do for the kids with parents. I am so impressed by this school and their academic program and their care of my children.
—Submitted by a parent


Posted May 4, 2012

This is the most wonderful school ever! The staff is kind and helpful and the teachers really care for their students. There are always fun school events with parent involvement all the time. The principle is awesome!
—Submitted by a parent


Posted August 3, 2011

The administration is patrioizing and just plain rude at times. Teachers are NOT fairly evaluated based on their ability and are NEVER reprimanded for being rude and disrespectful to their students. The PTO does not activley get parents involved. I am SOOO thankful that my children with be attending a new elementary school this year. The one shining star at the school in 2nd grade teacher Ms. Kurnat!
—Submitted by a parent


Posted June 23, 2010

I have two current and one former student now in 71st classical. All three are honor roll students as we put education above TV, sports, and video games in my family. The principal is available and visible at all times. Teachers are people and some are better than others so the difference is parent involvement. If you expect the school system to teach your child values and magically make your child an AG student then you're dreaming. This school is in a lower socioeconomic neighborhood so parents must contribute to the learning process. By the 5th grade students are more unruly and children have to really pay attention to learn between class disruptions. If your child wants to do well, and you take and active part in your child's education, then this school is great. The more you put in, the more you'll get out. Ted Simon
—Submitted by a parent


Posted February 22, 2010

I think this is a good school! The teachers have always been so nice! I'm really upset that my son wont be able to attend this school next year due to rezoning!
—Submitted by a parent


Posted February 22, 2010

I think Sherwood park is a great school! Every time I have been in there the Principal had always stoped to chat! The teachers are always helpful and friendly and gladly answer any questions and return phone call asap. They have taken the time and always go that extra mile! I am really up set that my son will not be able to attend this school next year due to rezoning!!!!!
—Submitted by a parent


Posted May 2, 2009

Not enough emphasis is being done to help students with AD or ADHD or LD...except to give them more homeworks without proper guidance. My son has a hard time with his math but he tries too hard and gets frustrated. For example how can he learn multiplication if he has a hard time with addition and subtraction. His teacher however continues to give him homeworks to do on his own. Teacher does not communicate he was having any problems until his report card has been issued. In the meantime he gets further and further behind.
—Submitted by a parent


Posted January 11, 2008

I have to say that Sherwood Park cares about their children. My son is very hyper. They work with him. The teachers and staff had answer all my question. I would regret it if I move out of the school district.
—Submitted by a parent


Posted January 8, 2008

This school has slowly declined over the past few years. Administration needs a change. Punishments for students are not consistent.
—Submitted by a teacher


Posted June 2, 2007

The past two years this school has gone down miserabley,grades, safety and morale.
—Submitted by a teacher


Posted November 28, 2006

The best school my son ever attended. From Principal to music teacher every staff member is excellent.
—Submitted by a parent


Posted June 10, 2005

I am very happy with Sherwood park. We came from WA State and attended an awful school. My second grader could NOT read. He scored a 1 the lowest you can score on the EOG, by the end of the year he was up to a 3 so the teachers had to do something to help me encourage him. I found that the 9 week befor/after school program he attended helped. And his teacher kept me informed. This school was much better than the school he attended last year. It is sad that there is not more parents at this school that attended there students conferences or even care about how there student is doing in the class (there is a lot of that)no parent involvement in the learning process!
—Submitted by a parent


Posted April 29, 2005

At first, I was very impressed with Sherwood Park School. It didn't take long however, to discover the sad truth, at least about my son's case. His teacher gives too much homework for an elementary student and teaches on a higher level than his grade level. Since he is ADHD, forget it! I feel she had neither the patience nor the proper education to work with him. On her part, there was hardly no communication, except negative, I feel Sherwood Park could hire more capable teachers.
—Submitted by a parent


Posted April 16, 2005

I have been happy with my child's attendance at Sherwood Park. I do feel that certain teachers give too much homework. The principal ignores it. I do admit the principal does seem to try to make improvements within the school but does not always have the support of her parents and staff as I have witnessed at meetings where they do not attend.
—Submitted by a parent


Posted March 18, 2005

Sherwood Park used to be a good school, However over the years it has gone down hill. If you have a child with ADD or ADHD, hang it up. They don't have a chance in that school. The school has hurt my child and I will love the day my child is moved from there. I hope to get him out soon. I couldn't stand another year there, and there drop off area and pick up area is for the birds. Their enterence and exit area is the place for road rage and there has been some.
—Submitted by a parent


Posted February 11, 2005

Sherwood Park is a great school where the teachers go above and beyond to discuss your child's academic and developmental progress. Parents can become involved in the school improvement team, Chat and Chew sessions with parents and the Principal, PTO, and volunteer in the classroom and elsewhere. Parents can effect the direction of the school. There are many great oppotunities to socialize with PTO and school sponsored activities.
—Submitted by a parent


Posted September 23, 2004

This used to be an awesome school, but now it's not. The principal pays lip service to wanting parental involvement and being one big family, but last year when we had exactly that, she starting making changes to nip it in the bud. Teachers left for other districts due some of the changes. Whenever we have a question, her pat answer is 'I'll get back to you' and then rarely does. Now we hate to be there.
—Submitted by a parent


Posted September 15, 2004

The school is wonderful, if your child is perfect. If they effect testing scores negatively by having the nerve to have learning problems then your child is a 'problem'. No accommodations are attempted in a regular classroom. Children with LD are told they are lazy; they don't work hard enough. Parent phone calls are not returned, meetings are cancelled, notes left unanswered. A child who is not easy to teach is apt to be berated by teacher. Teachers have fits like toddlers in open rooms screaming about a parent who asked for help for their child and do lie to save face. Another staffer who doesn't belong in the classroom wanders in and out as they want, making negative comments to students about their work and the child's 'laziness'. (They do have a wonderful autism program there with gifted sped ed teachers.) Regular classrooms are questionable at the very least.
—Submitted by a parent


Posted November 20, 2003

The principal and teachers that I have dealt with have questionable ethics they will lie and cover up the truth just to save face. I have never seen such blatant disregard for the truth and to fabricate a story on a child for the purpose of not wanting to admit there is a problem. How do these type of people become principals and teachers it makes you wonder are our children in the best care and who put these people in charge. If there are any parents out there experiencing this you are not alone please go to your local board, your state board, someone just speak out!
—Submitted by a parent


Posted September 9, 2003

Sherwood Park teachers are the best that can be found. They not only teach the children, but care about them. There is a real family atmosphere generating from this school.


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.

64 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
91%

2011

 
 
92%

2010

 
 
77%
Reading

The state average for Reading was 45% in 2013.

64 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
69%

2011

 
 
60%

2010

 
 
60%
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.

57 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
80%

2011

 
 
78%

2010

 
 
71%
Reading

The state average for Reading was 44% in 2013.

57 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
56%

2011

 
 
57%

2010

 
 
51%
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.

72 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
68%

2011

 
 
66%

2010

 
 
68%
Reading

The state average for Reading was 40% in 2013.

72 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
58%

2011

 
 
57%

2010

 
 
59%
Science

The state average for Science was 45% in 2013.

72 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
70%

2011

 
 
47%

2010

 
 
50%
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 Students33%
Female32%
Male33%
Black14%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White47%
Economically disadvantaged31%
Not economically disadvantaged40%
Students with disabilitiesn/a
Non-disabled students34%
Limited English proficiencyn/a
Proficient in English34%
Migrantn/a
Non-migrant33%
Academically giftedn/a

Reading

All Students45%
Female56%
Male39%
Black24%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged39%
Not economically disadvantaged67%
Students with disabilitiesn/a
Non-disabled students48%
Limited English proficiencyn/a
Proficient in English45%
Migrantn/a
Non-migrant45%
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 Students37%
Female33%
Male39%
Black17%
Asiann/a
Hispanic10%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged30%
Not economically disadvantaged62%
Students with disabilitiesn/a
Non-disabled students39%
Limited English proficiencyn/a
Proficient in English38%
Migrantn/a
Non-migrant37%
Academically giftedn/a

Reading

All Students33%
Female38%
Male30%
Black17%
Asiann/a
Hispanic20%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged27%
Not economically disadvantaged54%
Students with disabilitiesn/a
Non-disabled students37%
Limited English proficiencyn/a
Proficient in English34%
Migrantn/a
Non-migrant33%
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 Students26%
Female33%
Male21%
Black15%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged25%
Not economically disadvantaged31%
Students with disabilities14%
Non-disabled students31%
Limited English proficiencyn/a
Proficient in English27%
Migrantn/a
Non-migrant26%
Academically giftedn/a

Reading

All Students26%
Female40%
Male17%
Black19%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged21%
Not economically disadvantaged44%
Students with disabilities14%
Non-disabled students31%
Limited English proficiencyn/a
Proficient in English27%
Migrantn/a
Non-migrant26%
Academically giftedn/a

Science

All Students40%
Female47%
Male36%
Black22%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White48%
Economically disadvantaged39%
Not economically disadvantaged44%
Students with disabilities29%
Non-disabled students45%
Limited English proficiencyn/a
Proficient in English41%
Migrantn/a
Non-migrant40%
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

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 38% 26%
White 31% 52%
Hispanic 17% 14%
Two or more races 8% 4%
American Indian 3% 1%
Asian 3% 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 80%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
  • Ms Candace Cook
Associations
  • SACS
Fax number
  • (910) 424-2087

Resources

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

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2115 Hope Mills Road
Fayetteville, NC 28304
Website: Click here
Phone: (910) 424-4797

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