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Tommy's Road Elementary School

Public | PK-5 | 619 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
Based on 4 ratings

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16 reviews of this school


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Posted October 4, 2013

The school has a great PTA. Once a month they host a dance for the children were they sale pizza, juice/soda, and snacks. They also have a DJ for the children. My kids LOVE it! The teachers always keep you informed of your child progress.
—Submitted by a parent


Posted November 30, 2012

Both of my children have gone through the NC-Pre-K program at Tommy's Road. I have nothing negative at all to say about Mrs Reid or Mrs. Presson. They are wonderful nurturing teachers you take time for each child and help develop the skills they need for kindergarten. My daughter is currently in the program and loves going to school. My son this year is in kindergarten and I'm not impressed. We have a different home life, and my son stays elsewhere however the teacher NEVER notify's me when there is a problem, I NEVER receive paperwork or phone calls when something is wrong, even though it was clearly stated in the paperwork that I AM the one to be called first, and apparently there's been all kinds of problems. I'm also frustrated with the front door woman. As soon as those kids walk in the door she hounds them about hoods and hats, umm how about you let them come in get warmed up before you ask them to take them off. I never remove my child's hood since we have to sit in the front area with the open doors because it's freezing. I also don't care that she won't let 4 year olds sit on the bench behind her to get away from the cold and doors
—Submitted by a parent


Posted July 11, 2012

My child started Kindergarten this past year at TRE and we have had a wonderful experience. I was worried because I know NC and Goldsboro don't have the best schools but I recommend this school for anyone moving to the area. My child's teacher (Mrs. Langston) was wonderful and very nurturing. All the kids in her class were reading and writing simple stories by mid year. We are looking forward to next year. As far as other negative comments, I have not experienced any problems with not feeling welcomed or involved. Mrs. Langston always returned calls and emails quickly and gave lots of positive feedback throughout the year. I always felt welcome to come to school and eat lunch with my child and attend field trips. And as far as parking, if thats your biggest complaint about a school consider yourself very lucky.
—Submitted by a parent


Posted May 5, 2012

We moved here from overseas and were very worried about the quality of education in the NC public system, especially since the schools were so good there. However, we have been pleasantly surprised by TRE. Our son was in Kindergarten and has been so encouraged and supported by the teacher (Mrs. Jernigan) and assistant (Mrs. Buskey), and started reading and writing on a first grade level by mid-year. They are engaged, involved, fun, energetic and really care. As for the negative reviews about parking and Mrs. Hooks - I think she has worked out the "kinks" from transitioning and has been great and with over 600 students she was just trying to make the cars flow better before and after school - and it is working! We highly recommend this school for at least K-3 (no experience after that).
—Submitted by a parent


Posted February 12, 2012

I relocated my family to NC a few years ago and heard great things about TRE so much so that I became involved as a mentor and later appointed by the school board to the parental council. But a new principal (Wendy Hooks) arrived and the school is up side down!!! I can no longer walk my daughter to her class, I can't peak m y head in her class, my phone calls go unreturned, and teh parking is CRAZY!!!!I am so frustrated because we don;t live in the TRE area but send my child because it USED TO be a great school. My daugheters Kindergarten teacher was not great but the asst was awesome, 1st she had 2 great teachers now 3rd is leaving much to be desired!!!
—Submitted by a parent


Posted August 3, 2011

I must say that parents beware that it is vitally important from grade K-2 that your child should be receiving the NC curriculum not only in the classroom as a one time exposure, and never sending curriculum home for homework is ludercuris. Teachers needs to be more transparent and stop acting as if the child and parent are enemies. At that grade level, those teachers are leaving children behind by design. They are too defensive with thier poor approach. Teachers are the school not the pretty bldg.
—Submitted by a parent


Posted April 18, 2011

I am a student who goes here at TRE and I am leaving fo the Middle School this year. I truely miss Mrs. Faison, so we have Mrs. Hooks. I like her she is sweet even though its differernt, thats ok. Mrs. Emerson is so sweet. I'll miss everyone since I am going to Greenwood Midde School. So I will miss Tommy's Road Elementay! Mya S. a student 2006-2011


Posted March 30, 2011

The new principal made this school unfriendly. Parents can't walk the kids to classroom in the morning. Parent's aren't allowed to park in the parking lot, only can park outside of the fence area, muddy area. Some teachers and assistants just don't care.
—Submitted by a parent


Posted March 23, 2011

we moved here from up North mid year. My son is in the 5th grade and is bored. There are 4 fifth grade teachers and the one he got doesn't return phone calls. Not very impressed.
—Submitted by a parent


Posted October 30, 2010

My daughter just transferred to this school and is Autistic. The school staff as been EXCELLENT with working with her and giving her all the attention and services she needs. They have been wonderfully meticulous with paying attention to every detail, making any necessary adjustments and keeping us informed of all progresses and changes. We are INCREDIBLY LUCKY to have such wonderfully dedicated teachers. I absolutely LOVE this school!
—Submitted by a parent


Posted April 26, 2010

I love the way my childs teacher has worked with me over a very difficult time. she has gone beyond exspectations
—Submitted by a parent


Posted August 18, 2009

I came to Tommy's Road in 2nd grade and I'm now sadly leaving for Middle school. Tommy's Road is a WONDERFUL School and ANY kid who says different is SADLY MISTAKEN. I've had the Best years at Tommy's Road and I'm going to miss SO SO SO Much. I've been treated like a princess it feels like. I would Recommend Tommy's Road to any Famliy out there in Goldsboro. An Ex Student, Madison B Student through 2005 - 2009
—Submitted by a student


Posted May 31, 2005

Our children have been at this school for the past four years. I can only say how my children have been treated. My children have been provided with the best public education that a parent can ask for. Mrs Faison is very involved with her staff and students. She has faith in her teachers and know that the job will be done. With that type of encouragement the students can not do anything, but go toward. I have been active in the school for many things ,and has always felt welcomed. People must understand that everybody MUST be treated fair, but everybody is different. I think the school has a strong academic program ,and the right ones to see them though. Especially the ones like Ms.Mitchell,Mrs. Warner,Mrs.Salter,Ms.Brown,Mrs Copeland ,Mrs. McCarter Mrs.Little. So before we say we do not feel welcome. First think have we done everything to be welcomed. Mrs Faison and staff thanks for a job well done.
—Submitted by a parent


Posted September 15, 2004

I am the parent of a child that has special needs. I can honestly say that Tommy's Road School has helped my child grow and learn. I attribute this to their excellent treatment team of Karen Small and her assistant Barbie. I also am pleased that Mrs. Faison has allowed the Exceptional Children's teachers to be creative in their methods.
—Submitted by a parent


Posted February 23, 2004

I feel the school welcomes parental participation in the form of donations and fund raisers but if you have a concern or critizism your opinion is disregarded as trivial. Concerns regarding bullying and student harassment is often labeled as a isolated incident or the harassed childs fault. I believe some children are reluctant to speak up because they are then embarassed in front of other students by the teachers. Instead of dealing with the students involved privately, teachers point out the student, making them the object of further ridicule. I volunteered quite regularly a year or so ago but stopped because I felt helpless to do anything to make it better. I saw too many times children being belittled and embarrassed by teachers for everything from an inability to grasp a concept to being the brunt of other students teasing. Some children aren't emotionally prepared to 'Get over it.'
—Submitted by a parent


Posted January 8, 2004

More parents want to be involved, yet, they are made to feel unwelcome. Children of various skill level needs are not being met daily. To much friction between Teachers,Principals, and Parents regarding education issues.


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.

95 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
78%

2011

 
 
74%

2010

 
 
68%
Reading

The state average for Reading was 45% in 2013.

95 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
73%

2011

 
 
59%

2010

 
 
62%
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.

115 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
76%

2011

 
 
73%

2010

 
 
74%
Reading

The state average for Reading was 44% in 2013.

115 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
61%

2011

 
 
65%

2010

 
 
65%
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.

98 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
75%

2011

 
 
67%

2010

 
 
68%
Reading

The state average for Reading was 40% in 2013.

98 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
71%

2011

 
 
56%

2010

 
 
64%
Science

The state average for Science was 45% in 2013.

93 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
59%

2011

 
 
58%

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

All Students35%
Female31%
Male39%
Black23%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White53%
Economically disadvantaged32%
Not economically disadvantaged41%
Students with disabilities7%
Non-disabled students40%
Limited English proficiencyn/a
Proficient in English38%
Migrantn/a
Non-migrant35%
Academically giftedn/a

Reading

All Students38%
Female39%
Male37%
Black31%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged35%
Not economically disadvantaged44%
Students with disabilities7%
Non-disabled students43%
Limited English proficiencyn/a
Proficient in English40%
Migrantn/a
Non-migrant38%
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 Students29%
Female28%
Male30%
Black15%
Asiann/a
Hispanic30%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White36%
Economically disadvantaged23%
Not economically disadvantaged36%
Students with disabilities5%
Non-disabled students34%
Limited English proficiencyn/a
Proficient in English29%
Migrantn/a
Non-migrant29%
Academically gifted74%

Reading

All Students42%
Female48%
Male34%
Black28%
Asiann/a
Hispanic50%
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged36%
Not economically disadvantaged49%
Students with disabilities15%
Non-disabled students47%
Limited English proficiencyn/a
Proficient in English43%
Migrantn/a
Non-migrant42%
Academically gifted79%
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 Students30%
Female31%
Male28%
Black26%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged19%
Not economically disadvantaged43%
Students with disabilities12%
Non-disabled students33%
Limited English proficiencyn/a
Proficient in English31%
Migrantn/a
Non-migrant30%
Academically gifted93%

Reading

All Students26%
Female27%
Male24%
Black24%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White35%
Economically disadvantaged13%
Not economically disadvantaged41%
Students with disabilities12%
Non-disabled students28%
Limited English proficiencyn/a
Proficient in English27%
Migrantn/a
Non-migrant26%
Academically gifted79%

Science

All Students22%
Female18%
Male25%
Black17%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White34%
Economically disadvantaged15%
Not economically disadvantaged29%
Students with disabilities19%
Non-disabled students22%
Limited English proficiencyn/a
Proficient in English23%
Migrantn/a
Non-migrant22%
Academically gifted64%
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 44% 26%
White 39% 52%
Hispanic 7% 14%
Two or more races 6% 4%
Asian 2% 3%
Pacific Islander 1% 0%
American Indian 0% 1%
Source: NCDPI, 2012-2013

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 60%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
  • Mrs Wendy Hooks
Associations
  • SACS
Fax number
  • (919) 736-5039

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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1150 Tommys Road
Goldsboro, NC 27534
Website: Click here
Phone: (919) 736-5040

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