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Brooks Global Studies School

Public | PK-5 | 405 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 5 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

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20 reviews of this school


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Posted November 2, 2013

I love Brooks Global Studies. I am a teacher that chooses to drive past many other schools to work in this positive environment with an amazing staff, administrator, parents, and students. Since this is a magnet school there is a wide variety of diversity which enhances all student's learning. Parents are the backbone of this school from supporting their children at home to helping teachers in the classroom. I love coming to work here every day because it is such a happy place to be and I truly feel appreciated for all that I do.
—Submitted by a teacher


Posted August 10, 2013

love love love this school. My kids work really hard here and the work load can be a whole lot, but the kids are so much better off for it. I just wish they had a middle school where the kids could just transition from 5th grade on over to middle a Brooks Middle School. My kids bening in this school has made me put off my relocation to another state!!!! I love it that much! Teahers and Mrs. Kidd are awesome
—Submitted by a parent


Posted January 17, 2013

I am a parent who has one special needs child. Both my kids have had an outstanding education at Brooks. My daughter entered in 4th grade - her learning needs were appreciated and instruction exceeded my expectations. Ms. Mack (reading specialist) and teams of teachers are amazing. They took a reluctant learner who had been frustrated and pulled out at other schools and met her needs. You are expected to work at Brooks - home work is plenty but it is tied to instruction and I can say prepares students well for middle school. My daughter is now an AB student in middle school and I thank Brooks.
—Submitted by a parent


Posted January 17, 2013

Brooks is an outstanding school. My family loves Brooks! We love how diverse it is and how ALL students achieve. The school prepares kids to move on and be successful in Middle School. Children get extra language instruction in Spanish and develop an understanding of today's world and global perspective. The principal leads with a wonderful perspective on learning and achievement and really cares about Brooks kids and their wellbeing. It is a great school!
—Submitted by a parent


Posted January 15, 2013

My children LOVE Brooks! They've made so many positive comments to me regarding their school. Some of their comments show that they are learning on a higher cognitive level, "we are taught to think out of the box!" They enjoy the challenge of projects and the sense of satisfaction they get when working collectively with their peers. The teachers are passionate, professional and very approachable. They have confidence in their students and really help to build their self esteem. There is daily homework, but the remark my kids always make is "that's how we learn." I strongly recommend that parents who are looking for a well-rounded elementary education, apply for this magnet school. We were so relieved to be selected, because it is NOT a neighborhood school. It has been a wonderful 4 year experience and the mandated "core curriculum" was not a difficult transition thanks to the strong leadership of the principal, teachers and staff. Brooks offers a very caring environment and the administration does a fabulous job of maintaining an open-door policy. It really is a blessing to have such a great school that provides wonderful education at NO tuition cost!
—Submitted by a parent


Posted August 2, 2012

My son spent his one year in this school and... we are returning to our home school. I am very disappointed! Agree with all the previous speakers that point out on some of the flaws of the principal/teacher team. I am disappointed in the priorities set by this school, as giving awards for the best school attendance?! Out of all the students in class only one gets this "award" for showing the good attendance. It is like saying to the 95% of all parents that "You failed to be here on time". How about math and science?! I am disappointed in how they treat students, expecting perfect behavior for the cost of daily stress and ruined self-esteem. I must admit that Specialist are doing a good job, they are the highlight of this school but classroom teachers, despite their long term employment, seriously lack professionalism and what it takes to be a GOOD teacher! They often forget that they work with little kids!
—Submitted by a parent


Posted June 25, 2012

I agree that the teachers and principal lack personality. They expect 4yr old kids to act like high school kids. I feel very bad for these children. At 4&5yrs of age, you need to let these children be children. The principal and those teachers need to learn to communicate with adults. They may know how to control a bunch of little kids but they need to learn to give direct answers to parents(adults).
—Submitted by a parent


Posted June 7, 2012

In responses to the last posting...All children did not choose this school- they live in the area. However, the parents make the school. The principal treats the children like they are in High School as well as expects the teachers to also.T his has been very stressful for a lot of the children going there emotionally. There have been many complaints to the district about the special need children . Which is good that they children are being moved. The scores statewide are off the charts but it come with a price of low self-esteem and discrimination from little clicks.
—Submitted by a parent


Posted September 7, 2011

This is a great school in every respect. All of the parents have selected Brooks (through the magnet process) and what you get is a group of parents, teachers and staff who consistently expect more from their children. The principal and all of the teachers do an amazing job and it shows both in test scores and the love of learning the children come home with. Brooks is a reading school and the children are encouraged at every grade to read and read more. Both teachers and the PTA use creative and encouraging methods to get Brooks students reading. State goals are not good enough for the teachers at Brooks, they want their students all reading above grade level. Even in first grade, my child was encouraged, through in-class enrichment to work above grade level in math. PE and daily recess, Spanish, computer time, music, and art are also part of the weekly rotation. An active PTA and ample opportunity to volunteer in the classroom add to the sense of community and caring at this school.
—Submitted by a parent


Posted December 17, 2009

I put my twin boys here with high hopes. I loved the diversity, the Autism inclusion and the high academic standards....sadly we are in our 4th year and I have to say it has been down hill since Kindergarten. My children though HIGHLY gifted were never identified by the Teachers OR AL Teacher until 3rd grade when they took their Cog-AT's....upon questioning why this was the case I was informed 'unofficially' that their was no place in the public school system for kids like mine because they 'think' differently. If your children are unique keep looking....if they are driven performers who LOVE lots of homework keep looking.
—Submitted by a parent


Posted February 20, 2009

I moved here from the Atlanta area and was very concerned about the school system in GSO. Brooks Global has been wonderful! Great teachers and admin staff. They are helping my daughter to go beyond her comfort zone in learning. I love it and will be sad after next year...her last one there.
—Submitted by a parent


Posted May 28, 2008

I am a parent and have been pleased with Brooks so far. The teachers are great and the parent involvement is like no other I have seen in any other school. The only aspect where I think the school is lacking is the principal. I feel the school has gone downhill since his administration began. He is smart and professional, however I feel that his agenda is for himself and not for the children and staff. But, I think the teachers are amazing and luckily they are the ones that my child has interaction with daily and not him.
—Submitted by a parent


Posted May 25, 2008

I have had both of my children at this school and they are both very successful. Brooks has been a very enrichful experience for both of them. Almost all of the teachers are great and really care about the children. I recomend it over any other school. P.S.- the A.L. department is great with Mark Moore
—Submitted by a parent


Posted September 12, 2007

There have been several administrative changes throughout our five years at Brooks. The life line of Brooks Global is the Parental Involvement. The teachers & parents working together provide an effective learning atmosphere for the students.
—Submitted by a parent


Posted August 4, 2007

I have had two children at Brooks and have been very happy with the teachers and the learning environment.There have been some huge administrative problems.Ms.Batts was wonderful and was making alot of positive changes within the school.Since the new Principal took over the school has gone downhill.I can even tell a differnce in the teachers attitudes.I am sad to say that my daughter will not be returning to Brooks because of all the changes.
—Submitted by a parent


Posted July 24, 2007

I think Brooks is a very good school. There have been some administrative problems but the learning atmosphere for the children is awesome. I would not have my children anywhere else. The principal is very professional and prompt in reponse times.
—Submitted by a parent


Posted March 26, 2007

My daughter is in third grade and has been at Brooks since Kindergarten. Her Kindergarten year she was switched around between classes and teachers because of a teacher leaving. We have had 4 principals since she started and this seems very unstable to me. I have a problem with the curriculum jumping around from topic to topic appearing unrelated and I feel like my child was not taught how to write her letters properly. The current teacher and principal are impersonal, responding to specific emails with multiple questions with a single word, such as, 'okay' and 'sure'. This is very unprofessional to me and I am currently looking for another school to send my daughter to next year.
—Submitted by a parent


Posted February 15, 2005

During the first year my daughter had 3 different kindergarten teachers, 4 different assistants, and 3 different principals. This provided a very instable learning atmosphere for her entire class. Thank goodness she has a first grade teacher that knows what she is doing. Needless to say we will be leaving Brooks following the end of this year. The school has not impressed us at all.
—Submitted by a parent


Posted June 20, 2004

My child has been at Brooks since Kindergarten and has excelled in all subjects. The teachers and staff really help the children to do their best. My child is now in the Accelerated Learner program and has scored in the top 97%++ categories on the EOG tests.
—Submitted by a parent


Posted March 15, 2004

I have had three children at Brooks. The last one is in fifth grade. I have been very satisfied with the teachers and in particular, parental involvement.
—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.

67 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
92%

2011

 
 
94%

2010

 
 
94%
Reading

The state average for Reading was 45% in 2013.

67 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
88%

2011

 
 
86%

2010

 
 
91%
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

 
 
74%

2012

 
 
94%

2011

 
 
>95%

2010

 
 
>95%
Reading

The state average for Reading was 44% in 2013.

61 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
88%

2011

 
 
93%

2010

 
 
>95%
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.

67 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
>95%

2011

 
 
94%

2010

 
 
>95%
Reading

The state average for Reading was 40% in 2013.

67 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
91%

2011

 
 
93%

2010

 
 
86%
Science

The state average for Science was 45% in 2013.

67 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
89%

2011

 
 
94%

2010

 
 
87%
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 Students76%
Female76%
Male76%
Black63%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged69%
Not economically disadvantaged78%
Students with disabilitiesn/a
Non-disabled students79%
Limited English proficiencyn/a
Proficient in English76%
Migrantn/a
Non-migrant76%
Academically gifted-95%

Reading

All Students73%
Female76%
Male69%
Black53%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White-95%
Economically disadvantaged56%
Not economically disadvantaged78%
Students with disabilitiesn/a
Non-disabled students76%
Limited English proficiencyn/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Academically gifted-95%
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 Students74%
Female66%
Male83%
Black65%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged79%
Not economically disadvantaged71%
Students with disabilitiesn/a
Non-disabled students83%
Limited English proficiencyn/a
Proficient in English73%
Migrantn/a
Non-migrant74%
Academically gifted-95%

Reading

All Students67%
Female63%
Male72%
Black63%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged68%
Not economically disadvantaged67%
Students with disabilitiesn/a
Non-disabled students76%
Limited English proficiencyn/a
Proficient in English68%
Migrantn/a
Non-migrant67%
Academically gifted92%
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 Students58%
Female69%
Male49%
Black51%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged45%
Not economically disadvantaged68%
Students with disabilities40%
Non-disabled students61%
Limited English proficiencyn/a
Proficient in English63%
Migrantn/a
Non-migrant58%
Academically gifted92%

Reading

All Students60%
Female75%
Male46%
Black56%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged41%
Not economically disadvantaged74%
Students with disabilities10%
Non-disabled students68%
Limited English proficiencyn/a
Proficient in English65%
Migrantn/a
Non-migrant60%
Academically gifted92%

Science

All Students57%
Female69%
Male46%
Black51%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged35%
Not economically disadvantaged74%
Students with disabilities20%
Non-disabled students63%
Limited English proficiencyn/a
Proficient in English61%
Migrantn/a
Non-migrant57%
Academically gifted-95%
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 55% 26%
White 33% 52%
Two or more races 5% 4%
Hispanic 4% 14%
Asian 3% 3%
American Indian 0% 1%
Pacific Islander 0% 0%
Source: NCDPI, 2012-2013

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%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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Awards

Academic awards received in the past 3 years
  • Honor School of Excellence (2006)
  • Honor School of Excellence (2005)
  • School of Excellence (2004)

Special education / special needs

Specialized programs for specific types of special education students
  • Autism

Language learning

Foreign languages taught
  • Spanish
School leaders can update this information here.

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School basics

School start time
  • 7:55
School end time
  • 2:40
Before school or after school care / program onsite
  • After school
School Leader's name
  • Ms Linda Kidd
Associations
  • SACS
Fax number
  • (336) 370-8173

Programs

Specialized programs for specific types of special education students
  • Autism
Foreign languages taught
  • Spanish
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
More from this school
  • In accordance with the district's mission and our school's vision, we teach students the Brooks Global Key to Success: P: Practice Responsibility A: Act with Integrity N: Negotiate Peace D: Demonstrate Personal Best A: Always Honor Diversity S: Show Respect for Self and Others
School leaders can update this information here.

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1215 Westover Terrace
Greensboro, NC 27408
Website: Click here
Phone: (336) 370-8228

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