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Special education
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Teacher quality
Principal leadership
Parent involvement
The best in town. The teachers really care about the students, your kids will really enjoy this school.
As a former parent I would suggest that anyone considering sending their child here do some careful investigation. I can only speak to the elementary school and the teachers there are wonderful, dedicated professionals. The biggest problems with this school come from the administration and lack of professional leadership. The Board of Directors are not "hands on" and allow the principal to dictate day to day operations. The students are not always held accountable to the same rules and the discipline policy is not used. Parents are discouraged from helping except when the principal gives them a specific task. Anyone asking questions is labeled as a troublemaker. Teachers are basically told to shut up and do what they are told. This school has the potential to be great but as long as the current principal is allowed to remain you will not see the expected growth. Excellent students and parents are leaving all the time. If you are looking for a school that adheres to the charter school concept of parents, teachers and administration working together for students then I strongly suggest you look elsewhere. Parents must be the ones to decide what is best for their child.
—Submitted by a parent
What I think everyone should know about TMSA is the teacher involvement and dedication to the student. It is an honor and a privilege to have teachers who are willing to give over and beyond their time, effort and energy to our students. My son is made to feel important and encouraged to learn AND enjoy learning.
—Submitted by a parent
I am sorry to see that someone was so unhappy with this school that they felt the need to post a negative review. This school is not for everyone, but for those who are willing to work hard & become a part of this dynamic community the rewards are great. My son has been a student here since the school opened & with only a few exceptions, I think you would be hard pressed to find a school in Guilford County that has a more caring or dedicated staff. The high school English, Math, & History departments cannot be beat and the High School Dean is the best around. My family is honored to be part of the TMSA community.
—Submitted by a parent
My son attended this school for one year. Many of the other students left before the end of the year. I kept hoping it would get better. It never did. So glad to be at a Guilford County School with teachers that understand how to teach and for us, it was important fot have the teachers and administrators speak proper English. I love diversity but it was so difficult to communicate with so many at this school. The Principal was horrible and that is very important.
—Submitted by a parent
This is the best school that my child have attended. TMSA has a caring and challenging learning environment and we are thrilled with the teachers and their efforts.
—Submitted by a parent
I put my children in this school because I thought they would get advanced knowledge of both math, science and other academics; I was terribly wrong. This school is HORRIBLE!!!! The teacher all the way to the administration is a laughable sad joke. My children were so far behind they had to be held back ; BOTH of them because they were not prepared for the next grade. If you value your children's education, do not send you children to this school. If it were possible to give lower tha one star rating I would.
—Submitted by a parent
I have been with TMSA since the beginning. I have dealt with many schools. I am appalled at the separation for different children. It really does matter who you are in this world. Including this school. I have had to remove two students from this school for excuses being made, which are only good for the ones that give them. (Staff) They are not ready to endeavor or anymore students, until they are improved with what they have. Of course there are other schools but just the same, just like an occupation you have to do what you need to do, when you have no other choice. I would not recommend this school for anyone. Especially if your children are in upper grades.
—Submitted by a parent
Our son has been with TMSA since it first opened. Following a tour/orientation & conversations with administrators, we decided to give it a go.The reasons included their core curriculum, diverse student body and staff memebers, teacher to student ratio and we like the idea of our son staying in one school until graduation. Simply put, traditional public schools left us as well as our son wanting/needing more. What we didn't expect was this family-like atmosphere and relationship that has developed over the course of these three+ years. TMSA looks at and deals with the whole child which is critical component in child development. We love the concept of home visits. This small acts is yet another example that goes to support the family-like enviornment we're creating. Sure, there have been challenges-anytime one gives birth to something it stands to reason there will be labor pains. We're still making strides and will continue to do so because we (students, staff and administrators) are committed to positive growth. TMSA consistently seeks feedback and maintains an open door policy. To date, we nor our son has regretted our decision. (Please forgive any typos)
—Submitted by a parent
Our son transfered to TMSA during the first quarter of 2010. Coming from a small private school to any public school caused concern for us. He was able to integrate quickly into the school and all the teachers were very helpful. The last quarter he hit the "I dont want to do my work" phase and the teachers worked with him and us to keep him motivated. I especially liked the science program. He willingly spent many many hours working on his event and it gave him a lot confidence in himself and his teacher. My husband was also allowed to help and thatwas also a blessing. Overa;ll we have been very please with this school. My only suggestion is to have the math program rise to the level of the science.
—Submitted by a parent
For those who hear or read some claims that this school is funded and supported by some obscure organization who s intention is to spread some obscure religion of Turkish culture so called Fetullah Gulen's Islamic vision of Turkey. Think about it for a second, do you really think that the local, state and federal government would not have an eye on such a school, and would allow it to succeed the way it is succeeding; worst, they are funding this school with tax payer, they ve awarded $500K in federal grant; worst, NC state selected a team from this school to go to Europe an compete in Lego robotics. Worst, The President Obama hosted at the White house science team students who have won national competitions, from a similar private school opened by Turkish-Americans. Just do your own research, talk to parents, asked them what their kids are taught at school: Math, Science, language art, social study, like any other school, but at TMSA they are doing it better than other school and they are successful.
—Submitted by a parent
TMSA has been a wonderful experience for my kids. I have seen both of them develop an increase in self confidence as well as excell academically. As with any new school there are glitches that have needed to be addressed. The administration has been open with communication. A great school does not develop overnight. TMSA is making great strides and I am looking forward to supporting the school and teachers in their efforts to provide my children with the best education in Guilford County. With supportive parents a school has a great chance at becoming a fabulous school. Thank you to everyone at TMSA (staff and parents) that has made our experience a rewarding one.
—Submitted by a parent
If teachers are able to give both good education (and what I see is they pay huge attention to tournaments) and motivation, I personally dont care they are turkish or someone else. And until today, I am satisfied with the way my son is doing there.
—Submitted by a parent
TMSA treats the k-3 students like they are in preschool. The curriculum is a joke and the afterschool clubs are like daycare. The only grades that matter are the upper grades. The teachers try their best but are completely ignored by an administration that does what it wants regardless of what teachers, parents, and students advise. If you have a child below 4th grade, run as fast as you can to get away from this place.
—Submitted by a parent
Hello, Triad math and science academy (TMSA) is one of the best schools in Greensboro, NC. My wife and I are very satisfied with the school. My daughters like the school very much. Teachers are trying to do their best and very self-sacrifice. Even on Saturday, Teachers are coming to the school in order to tutor and prepare their students for the academic competitions. Discipline procedures are using very well. Technology is one of the best things for our school. For example each class has a smart board. One of the best parts for TMSA is parents can reach their child s grade, homework and discipline record by using TMSA connects. I believe that TMSA will be best school in North Carolina. I would like to thank everyone who is contributing for our school.
—Submitted by a parent
the teachers do not teach the kids anything they only review things that they learned about 3 years earlier
—Submitted by a student
This is my son's first year at TMSA in 6th grade after completing elementary school at Jesse Wharton. He loves TMSA. We are very pleased with the dedication of the teachers as well as the staff to the kids. The after school clubs and tutoring is an added bonuses. The extra Saturday help for the EOGs is unique. The administration is quick to act on bullying. We could not be happier with the school and the education our son is getting and intend to stay through 12th grade. The only reason not to stay through high school is if your child wants to participate in varsity level sports, but I think the educational opportunities outweight even this issue in favor of TMSA.
—Submitted by a parent
I'm a TMSA parent since the beginning of the school. I'm proud of being part of the TMSA family. My kids love to go to school everyday! TMSA has dedicated teachers and staff. They are all caring and open to communication. I absolutaley love the weekly newsletter. I am using TMSA-Connect almost daily to check my children's grades. TMSA is unique with free after-school clubs and tutoring. TMSA has a very positive environment. Teachers and staff are even cooking kababs and baklava for the TMSA family at the school-wide Welcome and Spring picnics. I'm looking forward to the upcoming Spring Picnic on April 10th. Baklava is yummy!
—Submitted by a parent
I love the concept of this school, but the execution and follow through have left a lot to be desired. Double standards abound between students, allowing some to get away with manner of dress and behavior that another student may not. Physical bullying has been dealt with, and dealt with swiftly while mental and emotionally bullying has been ignored with no real consequences for the bully. Since this is only their second year in attendance it's expected that some issues would need to be worked out, but some things should have been dealt with from the very beginning instead of being brushed aside. Leaders in charge of the school have no child education teaching instead treating it as if it's a business. As I said, the concept of this school is wonderful, I just hope they can get their act together before this turns into one of those schools parents send their kids to because no other school will take them.
—Submitted by a parent
Absolutely love TMSA in Greensboro, NC! Diverse population, nuturing and experienced staff, and great communication b/w school and families. Kindergarten enrollment is Low...please tour the school, apply, so that we can keep all three classrooms and staff can keep their positions!!!
—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.
45 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
45 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
41 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.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
41 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
40 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.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
71 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.
67 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
67 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.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
50 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% in 2012.
50 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.
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 | 76% |
| Female | 67% |
| Male | 80% |
| Black | 61% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 74% |
| Students with disabilities | n/a |
| Non-disabled students | 79% |
| Limited English proficiency | n/a |
| Proficient in English | 75% |
| Academically gifted | n/a |
| All Students | 67% |
| Female | 67% |
| Male | 67% |
| Black | 44% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 70% |
| Students with disabilities | n/a |
| Non-disabled students | 69% |
| Limited English proficiency | n/a |
| Proficient in English | 66% |
| 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 | 90% |
| Female | 86% |
| Male | 95% |
| Black | >95% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 86% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 80% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 90% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 77% |
| Male | 84% |
| Black | 74% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 86% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 80% |
| Non-disabled students | 81% |
| Limited English proficiency | n/a |
| Proficient in English | 80% |
| 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 | 83% |
| Female | 67% |
| Male | >95% |
| Black | 70% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled students | 85% |
| Limited English proficiency | n/a |
| Proficient in English | 83% |
| Academically gifted | n/a |
| All Students | 78% |
| Female | 72% |
| Male | 83% |
| Black | 70% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 84% |
| Students with disabilities | n/a |
| Non-disabled students | 80% |
| Limited English proficiency | n/a |
| Proficient in English | 78% |
| Academically gifted | n/a |
| All Students | 78% |
| Female | 77% |
| Male | 78% |
| Black | 60% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled students | 77% |
| Limited English proficiency | n/a |
| Proficient in English | 78% |
| 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 | >95% |
| Female | >95% |
| Male | >95% |
| Black | >95% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | >95% |
| Students with disabilities | n/a |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | >95% |
| Academically gifted | n/a |
| All Students | 86% |
| Female | 87% |
| Male | 85% |
| Black | 83% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled students | 86% |
| Limited English proficiency | n/a |
| Proficient in English | 86% |
| 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 | 94% |
| Female | >95% |
| Male | 92% |
| Black | >95% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | >95% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 89% |
| Non-disabled students | 95% |
| Limited English proficiency | n/a |
| Proficient in English | 94% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 75% |
| Male | 85% |
| Black | 80% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | 79% |
| Students with disabilities | 56% |
| 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 | 88% |
| Female | 88% |
| Male | 89% |
| Black | 81% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 82% |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 88% |
| Academically gifted | n/a |
| All Students | 80% |
| Female | 79% |
| Male | 81% |
| Black | 68% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 73% |
| Non-disabled students | 82% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 74% |
| Female | 67% |
| Male | 81% |
| Black | 58% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 54% |
| Not economically disadvantaged | 81% |
| Students with disabilities | 64% |
| Non-disabled students | 77% |
| Limited English proficiency | n/a |
| Proficient in English | 76% |
| 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.
93 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.
2011
The state average for Biology was 83% in 2012.
20 students were tested at this school in 2012.
2012
2011
The state average for Civics and Economics was 80% in 2011.
2011
The state average for English I was 83% in 2012.
30 students were tested at this school in 2012.
2012
2011
The state average for Physical Science was 77% in 2011.
2011
The state average for United States History was 82% 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 | 71% |
| Male | 75% |
| Black | 64% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 15% |
| Non-disabled students | 83% |
| Limited English proficiency | n/a |
| Proficient in English | 73% |
| 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 | 75% |
| Female | 77% |
| Male | 71% |
| Black | 70% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 75% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 69% |
| Students with disabilities | 20% |
| Non-disabled students | 93% |
| Proficient in English | 79% |
| Academically gifted | n/a |
| All Students | 77% |
| Female | 78% |
| Male | 75% |
| Black | 67% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 75% |
| Students with disabilities | 33% |
| Non-disabled students | 88% |
| Limited English proficiency | n/a |
| Proficient in English | 79% |
| 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 »
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EOC - All Grades
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All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 49% | 31% | ||
| White | 42% | 54% | ||
| Asian/Pacific Islander | 6% | 2% | ||
| Hispanic | 2% | 11% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
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Tips for understanding school culture
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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.
700 Creek Ridge Rd.
Greensboro,
NC 27406
Website: Click here
Phone: (336) 621-0061
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