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Teacher quality
Principal leadership
Parent involvement
Let's be fair here. Gaston County has horrible schools. Let's face it. We pay very little in property taxes, very little in taxes in general, and they're cutting teachers left and right. Some schools are hiring teachers in for substantially less than what they paid for college for a year. It is a noble profession, but it seems in Gaston County, it may be the noblest. Then you have the parents, who have really done a horrible job teaching their kids how to act. So if you are a teacher who has decided to keep their job, you're constantly babysitting or even worse, in danger. It is no coincidence some high schools in the area have less than a 50% graduation rate. Those being said, PCCS does an OK job compensating. PCCS is not without fault. There is no lunch room. Kids bring their lunches or parents visit with lunch in the classroom. This could also be looked at as a positive. The school programs are minimal and little or no sports. This is OK as the YMCA and other organizations have picked up some slack. The school is constantly fundraising. This gets annoying. The subject matter is on par with what I would expect. The teachers are above average. I like the kids wear uniforms.
—Submitted by a parent
Piedmont is an awesome school. The teachers and administrators love the students. If you have a problem they will help you and your student solve it. The students are well behaved.
—Submitted by a parent
I have a granddaughter entering the 2nd grade and one just entering kindergarten - we are so very pleased with both the curiculum and the teaching staff!!
I am a parent of a rising second grader at Piedmont Charter. I could not be more pleased with the school. The cirriculum is diverse and challenging. The staff is awesome and the parent involvment is unbelievable. My son learns things that other kids do not learn until fifth or sixth grade. I would recommend this school to any parent who wants their child to receive the best education possible. E. Rhyne.
—Submitted by a parent
This school is simply amazing! PCCS urges the children to succeed with more challenging work that stimulates their minds and helps them grow. My son is in First Grade and he brings home challenging spelling words, advanced reading, and sometimes algebra! He is already on a third grade reading level and can finish his math homework with NO PROBLEM! The teachers and staff are wonderful and the parent involvement is superb!! This school should be rated more than a 6!!
—Submitted by a parent
I like the way the school is set up. The kids do not not wear cloths with labels on them, and I think that is great. This way nobody knows how much or how little you spent or wear you bought them.
—Submitted by a parent
PCCS is a good school. It is head and shoulders above the other elementary schools in the district. Yes, I am a little biased.
—Submitted by a teacher
I know ALOT about PCCS! Our family has been there since the ribbon cutting! SUPER GREAT in the beginning! Not so good now. Classroom sizes are doubled, and the teachers are overwhelmed with only a handfull of full-time assistants. I think PCCS needs to have a cut-off on enrollment,( more like Highland Tech.) Focusing on what really works! Patience, kindness, structure, and most of all, leaving NO child behind! And, it IS true ' if you and/or your child make waves (become 'LABLED'), being pushed out is an understatement! Safety is my #1 priority for my kids, so we are not going anywhere. We are just going to keep our faith, and do alot of praying for a more positive school experience at PCCS.
—Submitted by a parent
Our school is a great School because we have great teachers who care, and lots of parents, who volunteer their time to help our school grow.
—Submitted by a parent
They really care about the students and they make sure thay have the tools to learn
Great school, with good parent teacher communication.
—Submitted by a parent
This is my oldest second year, and my sons first. We were pleased with school last year, however this year, my son went from student of year in pre k, to what his teacher says is a behavior child. Granted this is coming from a sub, his regular teacher said he was doing great, right before moved to 2nd grade. They cut ten teachers hours in half, and do not have a art teacher anymore... The teacher assistants are teaching art. This is crazy. My children will not be attending next year there. Also if you don't pay for the holiday parties... They don't participate. And when i was in school it was parents brought in the goodies for the kids.. Not that it was pay or nothing at all!!! last year was awesome.. Hannah teacher was awesome... But this year, has been a total let down.
—Submitted by a parent
What is the answer for a watered down traditional public school education? PIEDMONT COMMUNITY CHARTER SCHOOL! This school has a rigorous, college preparatory curriculum that begins in KINDERGARTEN! Both of my children attend PCCS and I am overwhelmed with the knowledge of rich world and U.S. history, literature and engaging math. They are being taught in a way that will set them a part. Even their art education is advanced-not only do they learn about the elements of art but about the artists like VanGogh, Michelangelo, da Vinci, Chagall and many more. Starting in kindergarten students even start to learn Spanish as a second language! This is the school for parents who want their child engaged and prepared for college.
—Submitted by a parent
Our son has started his second year (1st grade), and we conld not be more pleased wiht the cirriculum and especially the teachers both this year and last. I can not see him or our other son (2yrs old) going anywhere else. When I see him interacting with other kids his age that go to other schools in the area, it blows me away how much he stands out from them in general behavior, atttitude, awareness and conversational skills. At this early age the impressions that Piedmont has made on him have made his mother and I very pleased. Thank you to the teachers and staff at PCCS. R. Jacobs
—Submitted by a parent
I love this school. My daughter has been attending since 2003 and my son since 2006. The teachers do a wonderful job, and my children are light years ahead of everyone in our neighbirhood,
—Submitted by a parent
I am a parent of a second grade student that has been with PCCS since kindergarten. I am also the director of BLAST After School Care and can say that the Elementary grade teachers are great. My son has loved going and has been challenged. They typically learn things that are beyond their grade level. I have been well satisfied.
—Submitted by a parent
i have 2 girls in this school. i'm struggling however with the thought of removing both of my children from pccs due to frustration with the teachers. both of my girls have had the same k teacher, mrs. kearly, she is by far a top notch teacher who goes above and beyond the call of teaching for these kids. however that was the only good year my girls had. it's been way down hill since. i also have discovered the teachers here do not have to have a teaching degree!! what's that about!!! all the teachers do there is teach to the state test(eog's), how can a child learn when they're just being tought how to answer test questions all year. what are ther really learning? this is very diff from when i went to school. shocked and dissapointed parent
—Submitted by a parent
The high school falls below expectations. It is very important that Gaston County have a quality alternative to the traditional public schools. The violence and drugs in almost all of the GCS high schools is a real concern to many parents, so they need a safe yet qualified alternative. PCCS high school is fairly safe, although they've had their share of violence and drugs, even for the small population. Because of it's small size and transitional facilities, they don't offer enough classes, or the classes at the right time. The clubs are based on how many students are interested. And the college prep is zilch. My child graduates in the first graduating class but will have absolutely no scholarships, period. All of the college tours have been cancelled due to lack of interest, yet this is supposed to be a college prep school.
—Submitted by a parent
If there were no stars or a negative rating PCCS would receive that from me and my family.
—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.
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.
Grade level
The state average for Math was 83% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Math was 85% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Math was 82% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Math was 81% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Math was 81% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
102 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Math was 85% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
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
The state average for Writing was 70% in 2011.
43 students were tested at this school in 2011.
2011
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
| All Students | 86% |
| Female | 82% |
| Male | 89% |
| Black | 81% |
| Asian | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 25% |
| Non-disabled students | 91% |
| Limited English proficiency | n/a |
| Proficient in English | 86% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 91% |
| Male | 75% |
| Black | 62% |
| Asian | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 87% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 38% |
| Non-disabled students | 86% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
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
| All Students | 81% |
| Female | 80% |
| Male | 82% |
| Black | 71% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 84% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 81% |
| Students with disabilities | 22% |
| Non-disabled students | 87% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 84% |
| Male | 80% |
| Black | 71% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 86% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 56% |
| Non-disabled students | 85% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
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
| All Students | 87% |
| Female | 87% |
| Male | 88% |
| Black | 89% |
| Asian | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 89% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 89% |
| Students with disabilities | 63% |
| Non-disabled students | 89% |
| Limited English proficiency | n/a |
| Proficient in English | 88% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 85% |
| Male | 80% |
| Black | 89% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 80% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 38% |
| Non-disabled students | 86% |
| Limited English proficiency | n/a |
| Proficient in English | 83% |
| Academically gifted | n/a |
| All Students | 80% |
| Female | 75% |
| Male | 86% |
| Black | 89% |
| Asian | n/a |
| Hispanic | 50% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 81% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 88% |
| Students with disabilities | 25% |
| Non-disabled students | 85% |
| Limited English proficiency | n/a |
| Proficient in English | 81% |
| Academically gifted | n/a |
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
| All Students | 84% |
| Female | 89% |
| Male | 80% |
| Black | 88% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 82% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 86% |
| Students with disabilities | 71% |
| Non-disabled students | 85% |
| Limited English proficiency | n/a |
| Proficient in English | 85% |
| Academically gifted | n/a |
| All Students | 90% |
| Female | 93% |
| Male | 88% |
| Black | 88% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 43% |
| Non-disabled students | 94% |
| Limited English proficiency | n/a |
| Proficient in English | 91% |
| Academically gifted | n/a |
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
| All Students | 82% |
| Female | 80% |
| Male | 84% |
| Black | 62% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 86% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 14% |
| Non-disabled students | 87% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 78% |
| Female | 82% |
| Male | 75% |
| Black | 64% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 83% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 43% |
| Non-disabled students | 81% |
| Limited English proficiency | n/a |
| Proficient in English | 79% |
| Academically gifted | n/a |
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
| All Students | 88% |
| Female | 89% |
| Male | 88% |
| Black | 88% |
| Asian | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 88% |
| Non-disabled students | 88% |
| Limited English proficiency | n/a |
| Proficient in English | 88% |
| Academically gifted | n/a |
| All Students | 77% |
| Female | 81% |
| Male | 73% |
| Black | 65% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 81% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 38% |
| Non-disabled students | 80% |
| Limited English proficiency | n/a |
| Proficient in English | 78% |
| Academically gifted | n/a |
| All Students | 84% |
| Female | 85% |
| Male | 83% |
| Black | 82% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 87% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 63% |
| Non-disabled students | 86% |
| Limited English proficiency | n/a |
| Proficient in English | 85% |
| Academically gifted | n/a |
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
The state average for Algebra I was 79% in 2012.
66 students were tested at this school in 2012.
2012
2011
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
The state average for Algebra II was 82% in 2011.
44 students were tested at this school in 2011.
2011
The state average for Biology was 83% in 2012.
72 students were tested at this school in 2012.
2012
2011
The state average for Civics and Economics was 80% in 2011.
42 students were tested at this school in 2011.
2011
The state average for English I was 83% in 2012.
71 students were tested at this school in 2012.
2012
2011
The state average for Physical Science was 77% in 2011.
20 students were tested at this school in 2011.
2011
The state average for United States History was 82% in 2011.
39 students were tested at this school in 2011.
2011
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
| All Students | 73% |
| Female | 73% |
| Male | 72% |
| Black | 57% |
| Asian | n/a |
| Hispanic | 80% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 74% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 73% |
| Students with disabilities | n/a |
| Non-disabled students | 76% |
| Limited English proficiency | n/a |
| Proficient in English | 72% |
| Academically gifted | n/a |
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
| All Students | 76% |
| Female | 68% |
| Male | 84% |
| Black | 67% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 77% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 67% |
| Non-disabled students | 77% |
| Proficient in English | 76% |
| Academically gifted | n/a |
| All Students | 93% |
| Female | 91% |
| Male | 94% |
| Black | >95% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | 90% |
| Students with disabilities | n/a |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 94% |
| Academically gifted | n/a |
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
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 »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
EOC - All Grades
All students
Female
Male
All students
Black
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Students with disabilities
Non-disabled students
Proficient in English
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 74% | 54% | ||
| Black | 21% | 31% | ||
| Hispanic | 4% | 11% | ||
| Asian/Pacific Islander | 2% | 2% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 17 | N/A | 15 |
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119 East Second Avenue
Gastonia,
NC 28052
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Friendship Baptist Church Child Development
Gastonia, NC
Friendship Christian Academy
Gastonia, NC
First Wesleyan Christian School
Gastonia, NC
Woodhill Elementary School
Gastonia, NC
St. Michael's Catholic School
Gastonia, NC
Victory Christian Academy
Gastonia, NC
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