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Teacher quality
Principal leadership
Parent involvement
I have been at the school for 6 years and this school is not all that is sells itself to be. I am very disappointed in this school. If I had to do it all over again I would have chosen another. The only grade I am happy with is K, first grade and on up to middle school is very difficult. The class size is too large, the teachers struggle to handle the work load alone with no assistant. The only reason people do not leave is because they feel they have no other options because CMS is so bad. Queens Grant is the lesser of the two evils, but it is definitely not a top tear school. Teachers are overworked & they yell at the kids & it is swept under the rug. Once you get on the teachers bad side please watch out for your child because there will be some sort of retaliation. If you have a choice between this school and another one don't pick this one. I wish someone would have told me when I was looking. Also, be aware that other parents will know your child's grades and test scores because that information is left out on desks all the time, there is no privacy (don't be fooled). There are a lot of unhappy people who are afraid to say anything for fear of being an outcast.
—Submitted by a parent
I'm glad that someone noticed that the PE teacher is a Bully. She would have been fired if she was at a CMS school. I have seen her bully and threaten kids. When you try to tell administration they will just tell you that she can seem abrasive, BUT she loves the kids. Anyone who loves kids would see that it is just WRONG to pull a child and push them or point out that they need to lose weight, or ask why are you mean to the PE teachers child. She is always bullying kids and the PE teacher went into her childs classroom and threatened the other kids that they should leave her child alone. Please be aware that she walked into another teachers class and because there was a sub in there, this PE teachers thought she could say whatever she wanted to the class. The Sub had a responsibility to report this and never did. The administration only again talked to the PE teacher or wrote her up.The teacher should not be there. Is the administration afraid to take action?One day a parent is going to report it to someone outside of the school who can truly investigate and not be afraid to hold this teacher accountable for her actions.The students are held accountable, but not all of the teachers
—Submitted by a parent
Our family has been 100% satisfied with Queen's Grant. Parents must understand that no school is perfect; but at Queen's Grant the administration and teachers are open to listening and welcome the parents input. My children are in a safe and loving environment. We feel our children has received an excellent education academically and socially. The school provides a variety of programs, sports and clubs that our children choose to participate in there. The teachers are highly skilled and receive the support from the school they deserve. The parents are wonderful, and I enjoy spending time with them and interacting with them. I especially appreciate the fact that this school allows me, and encourages me to get involved. It may not be the right fit for everyone; but for our family, it is. I have seen several different schools from the inside (doing my homework) and this school is top notch. It all goes back to what you're looking for. Are you an involved parent? If so, this just may be the right fit. If you just want to send your kids to school and expect the school to do all the work, then maybe you should seek the CMS system. Regards, 100% Satisfied Parent of 4 QG students
—Submitted by a parent
You couldn't ask for a more loving and caring school. I feel like my children are challenged and we are grateful to be a part of this awesome school. I feel like the concerns raised in the past regarding the new grading system are just there....in the past. There is a lot more understanding, uniformity and organization from the teachers and how the system works for the benefit of the child.
—Submitted by a parent
I have never felt so welcome in any other environment. It has been my experience that they individualize work for the kids. I know that my child has been challenged. There is always additional help when the help is required even when you do not ask for it. For parents looking for school it would be wise to not think that any school is going to do 100% of the work. Parent do play a major role in the education of their child. I do get a private school feel and I would not have my kids in any where else. PARENTS NEED TO BE INVOLVED AND NOT EXPECT SOME ONE ELSE TO GET IT ALL DONE.
—Submitted by a parent
We have been at this school for two years. With my child going into 2nd grade next year, I am saddened to say that we will not be returning. We wanted a private school atmosphere, but this school is far from that. It truly has a public school mentality with administration acting like they 'deserve' better and therefore not focusing on the children and actually teaching the children. This school needs better leadership and to listen to the parents and students needs!
—Submitted by a parent
I have loved Queens Grant from the start. Recently I have concerns, I see complacency with the administration. Test scores and moral seems to be going down. The new grading system does not seem to be working, i have given it the benefit of doubt but I beleive doubt has won out. Teacher turnover in the middle school is high and I fear that the 8th graders are not fully prepared for HS. On a positive note I love the art program. gym class and music programs.The teachers are so dedicated and genuinly care about teaching and making a difference in the students. I think Queens Grant is a wonderful school that is slipping away from excellance. Perhaps a shift in administration would help.
—Submitted by a parent
Queens Grant needs a change in administration. A parent who works and is not volunteering in the school on a daily basis is just overlooked. The principal walks right by without speaking. Favoritism is shown to students whose parent gives alot of time to the school, and that is not always possible for working parents. This school is often compared to a private school, but it is not on par with private schools as far as the administration goes.
—Submitted by a parent
My daughter has been at this school for 6 years. We never had a major problem there as far as teachers or admin. until this year. Just never thought the admin. was what is should be. This is my daughters last year there and she has been an excellant student. We recieved a call yesterday AFTER we had dropped her off for school, stating that she had been suspended for the day and we needed to pick her up. No call the day before, no note sent home. The same situation for the other child 's parents that was involved. The student handbook states that there are several steps to go through before "suspension" takes place. This administration DID NOT follow those procedures!!! By the way...my daughter and her best friend were tapping each other in the arm playing and were SUSPENDED - school needs better administration and clearer handbook honestly....
—Submitted by a parent
Queens grant meets all of my expectations. I'm happy with my childs teacher and I love the warm cozy environment the school provides. This charter school provides the things Charlotte Mecklenburg County schools can not, offering an education with heart, and with thousands of people applying for the lottery every year the numbers of the parents trying to get in speak for itself.
—Submitted by a parent
Once again the complainers want everyone to think they are the majority. They are not. Is Queens's Grant perfect? NO. But it is a good school with parents and teachers who care about the children there. My children are learning and doing well at QG and will continue to do so for years to come.
—Submitted by a parent
Current Score Missleading. Look at the date and number of reviews for July 2010. The school sent out an email to selected parents that the rating on GreatSchools was getting low and they asked selected parents to write positive reviews to bring up the rating. (Hence the number of reviews in July 2010). A 'great' school would have sent that email to all parents and let the cards fall. As a 'for profit school' many believe it is Corporate America at work. Quote from letter... (" please write a review on the website I have listed above. Please consider using your name; however you can remain anonymous if you so choose. I can't stress enough how important these postings can be to our school from a marketing stand point.") QG is a good school, Teachers are the best, QG would be 'great' school with better management all round.
—Submitted by a parent
Once again the Public Relations machine at work. This is at least the second time they have tried to influence the ratings. This school needs a leadership change. Instead of avoiding and covering up issues, they need to address the complaints and communicate their plans in writing. Having Board Meetings and Info sessions when most parents cannot attend is unacceptable. The number of half days on the school calendar is ridiculous. Non-traditional school calendar causes extra expenses for parents. Before you signup at this school talk to parents who have pulled their children out, and teachers who have quit.
—Submitted by a parent
I am a both a teacher and a parent at this school. I have worked in many schools and have never worked with a staff that is as dedicated to this profession as the teachers at this school. My children have done well at QG. I have one that does well and one who struggles with academics. This school has met both their needs. There is not a perfect school out there and we don't claim to be one either but we work hard for these kids.
—Submitted by a parent
Without a doubt this is a warm and caring schoo. This was my daughter's first year in Kindergarten and while the expectations are high, she fell in love with her teacher. The dedication of the parents and quality of teaching staff makes it feel like a private school. The parents shower the teachers with special lunches and the communication is great! There are lots of opportunities for every child to succeed at their own pace and many special accommodations are made to have this happen. No child is left behind as the teachers go above and beyond the call of duty and put in many hours.
—Submitted by a teacher
This coming school year will be my sons third year at Queens Grant. We have enjoyed each year. I enjoy helping out at the school. The teachers have all been very helpful and nice. I think it is great that the school starts off every morning with the Pledge of Allegiance and a Moral Focus topic (that changes monthly). My boys are getting a great education and have loved their teachers they feel very comfortable with all the staff! I have heard a few complaints about the change in the grading system, change is inevitable, I feel that if you keep track of what your kids are doing weekly with the Monday Mailers (all the work the did the previous week) that are sent home you will know if your child is understanding what they are learning or if they need some extra help (which is available to everyone).
—Submitted by a parent
Queen's Grant has provided a safe, encouraging environment for my son. We left a school where he was just a number-only his teacher knew his name. The principal, teachers and staff all know him and encourage him in his academic and personal pursuits. We loved the school so much that I decided to go back t teaching and I have now been there 5 years!
—Submitted by a parent
Queen's Grant has been the school for my children since it opened. My son is in high school now and doing great! There is a feeling of community in this school that is amazing for a large city. In the 8 years of being at QG, I have been able to help in many ways. I've helped in the library, attended field trips, served at lunch, tutored, filed papers, made copies. During all of this time, the staff have been very professional and extremely caring. My two children are very different in their needs, one child excels at school work and has to be challenged continuously. The other child needs to encouraged to stay on task and taught in different ways so that she can understand. I have and will continue to recommend QG even with the change in grading because I know and appreciate the staff of QG!!!
—Submitted by a parent
My family loves Queens Grant! The teachers and staff are kind and helpful. My daughter has been successful and really loves school. I am a big fan of uniforms (less stress in the morning), and the students are taught to be respectful and honest. The parents are encouraged to be involved; that makes for a great school! Sally Woods
—Submitted by a parent
I taught here for over two years and my children have attended now for three years and we love Queen's Grant. You will not find another school that cares about each student's success and needs vs. the overall success of the class. My three children are all different, and they are all taught differently for their individual success! Thank you Queen's Grant!
—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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
84 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
84 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.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
85 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
84 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
84 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% in 2012.
84 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.
135 students were tested at this school in 2011.
2011
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. The EOG is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of North Carolina. Students must pass the grade 8 EOG test in order to graduate from high school. The goal is for all students to score at or above the proficient level on the tests.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
| All Students | 91% |
| Female | 87% |
| Male | 95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 81% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 54% |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 90% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 83% |
| Male | 81% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 83% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 46% |
| Non-disabled students | 89% |
| Limited English proficiency | n/a |
| Proficient in English | 83% |
| 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 | 91% |
| Female | 94% |
| Male | 87% |
| Black | 80% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 63% |
| Non-disabled students | 93% |
| Limited English proficiency | n/a |
| Proficient in English | 91% |
| Academically gifted | n/a |
| All Students | 88% |
| Female | 91% |
| Male | 84% |
| Black | 80% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 87% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 91% |
| Students with disabilities | <5% |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 88% |
| 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 | 89% |
| Female | 88% |
| Male | 91% |
| Black | 57% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 46% |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 89% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 81% |
| Male | 81% |
| Black | 71% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 84% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 9% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 81% |
| Academically gifted | n/a |
| All Students | 84% |
| Female | 74% |
| Male | 93% |
| Black | 43% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 87% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 27% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 84% |
| 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 | 77% |
| Female | 81% |
| Male | 73% |
| Black | 38% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 81% |
| Economically disadvantaged | 58% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 57% |
| Non-disabled students | 81% |
| Limited English proficiency | n/a |
| Proficient in English | 78% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 79% |
| Male | 83% |
| Black | 75% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 80% |
| Economically disadvantaged | 68% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 43% |
| Non-disabled students | 89% |
| Limited English proficiency | n/a |
| Proficient in English | 83% |
| Academically gifted | n/a |
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. The EOG is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of North Carolina. Students must pass the grade 8 EOG test in order to graduate from high school. The goal is for all students to score at or above the proficient level on the tests.
The different student groups are identified by the North Carolina Department of Public Instruction. If there are fewer than 10 students in a particular group in a school, data for that group is not reported.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
| All Students | 82% |
| Female | 76% |
| Male | 87% |
| Black | 50% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 70% |
| Non-disabled students | 84% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 71% |
| Female | 70% |
| Male | 72% |
| Black | 38% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 75% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 74% |
| Students with disabilities | 20% |
| Non-disabled students | 78% |
| Limited English proficiency | n/a |
| Proficient in English | 71% |
| Academically gifted | n/a |
In 2011-2012 North Carolina used End-of-Grade (EOG) tests to assess students in grades 3 through 8 and 10 in reading and math, and grades 5, 8, and 10 in science. The EOG is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of North Carolina. Students must pass the grade 8 EOG test in order to graduate from high school. The goal is for all students to score at or above the proficient level on the tests.
The different student groups are identified by the North Carolina Department of Public Instruction. If there are fewer than 10 students in a particular group in a school, data for that group is not reported.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
| All Students | 81% |
| Female | 85% |
| Male | 77% |
| Black | 46% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 86% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 87% |
| Students with disabilities | <5% |
| Non-disabled students | 91% |
| Limited English proficiency | n/a |
| Proficient in English | 81% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 83% |
| Male | 82% |
| Black | 46% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 85% |
| Students with disabilities | 11% |
| Non-disabled students | 91% |
| Limited English proficiency | n/a |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 88% |
| Female | 90% |
| Male | 86% |
| Black | 62% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 92% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 90% |
| Students with disabilities | 33% |
| Non-disabled students | 95% |
| Limited English proficiency | n/a |
| Proficient in English | 88% |
| 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.
225 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.
69 students were tested at this school in 2011.
2011
The state average for Biology was 83% in 2012.
142 students were tested at this school in 2012.
2012
2011
The state average for Civics and Economics was 80% in 2011.
138 students were tested at this school in 2011.
2011
The state average for English I was 83% in 2012.
153 students were tested at this school in 2012.
2012
2011
The state average for Physical Science was 77% in 2011.
17 students were tested at this school in 2011.
2011
The state average for United States History was 82% in 2011.
97 students were tested at this school in 2011.
2011
In 2011-2012 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English I, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of North Carolina. The goal is for all students to score at or above the proficient level on the tests.
See North Carolina's state standards
Source: North Carolina Department of Public Instruction
| All Students | 76% |
| Female | 75% |
| Male | 76% |
| Black | 51% |
| Asian | n/a |
| Hispanic | 77% |
| Multiracial | 90% |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 78% |
| Students with disabilities | 31% |
| Non-disabled students | 81% |
| Limited English proficiency | n/a |
| Proficient in English | 76% |
| 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 | 82% |
| Female | 82% |
| Male | 81% |
| Black | 65% |
| Asian | n/a |
| Hispanic | 71% |
| Multiracial | 80% |
| American Indian | n/a |
| White | 95% |
| Economically disadvantaged | 55% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 33% |
| Non-disabled students | 85% |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 86% |
| Female | 91% |
| Male | 81% |
| Black | 81% |
| Asian | n/a |
| Hispanic | 81% |
| Multiracial | >95% |
| American Indian | n/a |
| White | 91% |
| Economically disadvantaged | 68% |
| Not economically disadvantaged | 89% |
| Students with disabilities | 32% |
| Non-disabled students | >95% |
| Limited English proficiency | 60% |
| Proficient in English | 87% |
| 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
All students
Female
Male
All students
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Hispanic
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White
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Non-disabled students
Limited English proficiency
Proficient in English
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 87% | 54% | ||
| Black | 10% | 31% | ||
| Asian/Pacific Islander | 2% | 2% | ||
| Hispanic | 1% | 11% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 9% | N/A | 34% |
| Students typically attend these schools prior to attending this school |
Bain Elem. or Mint Hill Middle Private or Homeschool Lebanon Elem. or North East Middle |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 21 | N/A | 15 |
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| Students typically come from these schools | Bain Elem. or Mint Hill Middle Private or Homeschool Lebanon Elem. or North East Middle |
| Students typically attend these schools after graduating | Queen's Grant Preparatory High School |
6400 Matthews-Mint Hill Road
Mint Hill,
NC 28227
Website: Click here
Phone: (704) 573-6611
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