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GreatSchools Rating

Peeler Open School For The Performing Arts

Public | PK-5 | 378 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 1 rating

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11 reviews of this school


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Posted Monday, April 21, 2014

I think all of the school systems in the entire country are struggling with bullying. I do not feel that this problem is unique to Peeler; more of a symptom of families struggling in a tough economy. When I have expressed a concern to the principal, he has handled it immediately & with finesse. In the past several years we have seen legislation & practices adopted by the school board that have made it difficult to embrace a true "open school" philosophy. I think the principal & staff work very hard to live up to the school's OS philosophy while integrating an ever-changing curriculum. At Peeler we have teachers willing to participate in a variety of after-school clubs, a men's group that mentors struggling male students & does a lot of other work, a PTA that adds much to the richness of life for the entire Peeler community, an outstanding group of arts teachers, a garden and kitchen laboratory, a great librarian ... I think many of the problems referenced in other reviews are universal. I feel very fortunate to be a part of a school where it is possible to have a rich learning experience & encounter positive role models; something a lot of kids these days aren t finding at home.
—Submitted by a parent


Posted March 9, 2014

I am a grandparent of two students at Peeler. I am very concerned for the safety of my family at this school. The administration is not addressing behavioral issues of students sent to the office by teachers and concerns of the bullying voiced by the students. During the day academics are hard to addresses due to the two hours of instructional time taken out of the day for specials and morning meeting. Although this school has spent thousands on training teachers the Responsive Classroom concepts, the administration does not follow the concept nor does he adhere to the student handbook that specifically addresses discipline consequences. When a student has been sent to the office multiple times in one day, for incidences of physical aggression, and sent to a different teachers' classroom after each incident without any consequences, how can I expect that my grandchildren can be safe in such a disruptive environment. We need new administration.


Posted March 3, 2014

My children began at this school several years ago. When we began, we loved it. There was such a sense of community and pride in the school. However, much like the most recent post, in the past couple of years, with the new administration, the school has gone downhill fast. The behaviors at the school are rampant and go addressed. My own children have become the ones who are being essentially bullied by others. When our concerns have been shared, there have been no actions and the behaviors have continued. There are a lot of concerns from staff and parents regarding behaviors and academics which have been addressed at the district level and school level. Sadly, it is only getting worse. This school pride itself with being "open" and using "responsive classroom". Open went out in the 70s and responsive classroom is not working and is ineffective! My students will not return and may not stay for the remaining of this year!
—Submitted by a parent


Posted January 15, 2014

Our family was very interested in getting into Peeler for the "Open School" environment & Performing Arts that Peeler offered. We were able to get in via the magnet lottery and have been at Peeler for 4 years now. The first couple of years were AMAZING in every way possible, great teachers, parent involvement, dedicated principle, wonderful performing arts teachers, etc. Once the current principle, Mr. Harris, came to Peeler things started to go down hill. The principle does not address parent concerns, a lot of bullying not being addressed, EC services are lacking and you have to really fight long and hard to get your child's needs addressed. Many concerns have been uplifted by both parents AND staff at the school. We have had town hall meetings with the executive director of the Southeastern Region to address parental concerns and staff concerns within Peeler that are not being addressed by the building administrator. We are now a year later and there has not been much improvement at the school level. Sadly due to this, we have lost several families/teachers at Peeler over the last 2 years. Our family does not plan to continue with Peeler after this school year.
—Submitted by a parent


Posted August 25, 2013

There are ups and downs in any educational institution, but this one continues to draw the most hopeful of children and parents and teachers and staff. Peeler has long been a school that can be considered a community unto itself. From committed teachers to 'Parent Play Date' to multiple arts performances by student classes each year to an amazing parent-teacher organization and a men's group that undertakes infrastructural and mentoring support, you will be hard pressed to find a more vibrant elemetary school. Meeting each student's needs is still something that the school is working on with Responsive Classrom training for all teachers, but you can be assured that with such an active community this school cannot stray far from the goal of helping children become lovers of learning. My child loves learning. Her teachers did not give that to her, but they nurture it. Some children do not love learning. But most all the teachers at Peeler inspire them to become the most passionate learners they can be. If you want your kid to be a star, you give that to your child. If you want them to be a thoughtful, well-rounded, and caring community member, Peeler can give that to them.
—Submitted by a parent


Posted April 29, 2013

I have been very disappointed with this school. The best interest of the individual child is not addressed, although the school claims to stand by this motto. Bullying is a big problem in this school, and the principal is unwilling to address the issues in an appropriate manner. One of the teachers is extremely rude and condescending to the children and has no business teaching young children. The specials and emphasis on music are great as are the underlying principles that supposedly drive the school. If the school were to get a more competent principal, then there could be a dramatic improvement.
—Submitted by a parent


Posted January 26, 2011

Once a huge fan of this school, I am disappointed in my child's experience at Peeler. The school has not been experienced as it was described during the tour. The principle is a young, creative, and motivated visionary, who has big dreams for the school; but can at times be out of touch with the parents and the needs of all of his students. If your child has behavioral issues, Peeler will be a welcoming, safe haven for your child. But if your child is well behaved and well prepared for school, his/her needs may be placed on hold so that more demanding students can be addressed. Many of the teachers are fabulous, but several do not fit the "open school" theme and are more traditional than what the school advertises. With that said, I will highly recommend the arts program at this school; they do a wonderful job of encouraging and embracing the arts into the students' daily life.
—Submitted by a parent


Posted December 20, 2009

I am very dissappointed with the school. I have nothing but problems with my childs teacher this year. Tried to talk it over with the principle but he only took sides with the teacher.
—Submitted by a parent


Posted September 2, 2009

My child is a student also i love the school. I think when a child attend school here he/she will understand the challenges in the upcomming/unexpected times ahead.
—Submitted by a parent


Posted June 4, 2009

I am a former teacher and taught at Peeler for several years and I enjoyed my time there. From early on our students learned to respect others. The Open Philosophy is great for children and parents who are sick of the testing driven education forced on children at other schools. If the hands-on, inquiry based learning coupled with the performing arts program is still a part of the Peeler, as a parent I recommend that you invest some time and research Peeler to see if it is a good fit for your child.
—Submitted by a teacher


Posted March 25, 2008

Peeler is a wonderful, creative and progressive school. The new principle is open minded, dedicated to a vision of bringing out the best in every student and is prepared, with teachers and parents, to do the hard work needed to reach that goal. Our daughter, in her third year, is thriving there.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
Math

The state average for Math was 47% in 2013.

53 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
70%

2011

 
 
73%

2010

 
 
72%
Reading

The state average for Reading was 45% in 2013.

53 students were tested at this school in 2013.

2013

 
 
28%

2012

 
 
51%

2011

 
 
67%

2010

 
 
58%
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.

61 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
84%

2011

 
 
86%

2010

 
 
76%
Reading

The state average for Reading was 44% in 2013.

61 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
63%

2011

 
 
75%

2010

 
 
70%
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.

68 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
85%

2011

 
 
82%

2010

 
 
84%
Reading

The state average for Reading was 40% in 2013.

68 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
74%

2011

 
 
72%

2010

 
 
69%
Science

The state average for Science was 45% in 2013.

68 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
66%

2011

 
 
63%

2010

 
 
52%
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 Students21%
Female15%
Male24%
Black9%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged-5%
Not economically disadvantaged44%
Students with disabilities-5%
Non-disabled students26%
Limited English proficiencyn/a
Proficient in English21%
Migrantn/a
Non-migrant21%
Academically giftedn/a

Reading

All Students28%
Female30%
Male27%
Black12%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White57%
Economically disadvantaged17%
Not economically disadvantaged44%
Students with disabilities-5%
Non-disabled students36%
Limited English proficiencyn/a
Proficient in English28%
Migrantn/a
Non-migrant28%
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 Students25%
Female33%
Male12%
Black15%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged14%
Not economically disadvantaged47%
Students with disabilities-5%
Non-disabled students31%
Limited English proficiencyn/a
Proficient in English25%
Migrantn/a
Non-migrant25%
Academically giftedn/a

Reading

All Students25%
Female25%
Male24%
Black15%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged14%
Not economically disadvantaged47%
Students with disabilities8%
Non-disabled students29%
Limited English proficiencyn/a
Proficient in English25%
Migrantn/a
Non-migrant25%
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 Students41%
Female32%
Male53%
Black26%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged33%
Not economically disadvantaged56%
Students with disabilities6%
Non-disabled students54%
Limited English proficiencyn/a
Proficient in English41%
Migrantn/a
Non-migrant41%
Academically gifted94%

Reading

All Students31%
Female37%
Male23%
Black20%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged19%
Not economically disadvantaged52%
Students with disabilities11%
Non-disabled students38%
Limited English proficiencyn/a
Proficient in English32%
Migrantn/a
Non-migrant31%
Academically gifted65%

Science

All Students27%
Female21%
Male33%
Black15%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged16%
Not economically disadvantaged44%
Students with disabilities-5%
Non-disabled students36%
Limited English proficiencyn/a
Proficient in English27%
Migrantn/a
Non-migrant27%
Academically gifted82%
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 63% 26%
White 23% 52%
Two or more races 8% 4%
Hispanic 5% 14%
American Indian 1% 1%
Asian 0% 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 66%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
  • Mr Mark Harris
Associations
  • SACS
Fax number
  • (336) 370-8039
School leaders can update this information here.

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2200 Randall Street
Greensboro, NC 27401
Website: Click here
Phone: (336) 370-8270

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