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Mountain Island Charter School

Charter | K-10 | 810 students

 
 

Living in Mount Holly

Situated in a suburban neighborhood. The median home value is $140,000. The average monthly rent for a 2 bedroom apartment is $640.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 18 ratings
2012:
Based on 8 ratings
2011:
Based on 1 rating

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27 reviews of this school


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Posted November 14, 2013

This is a wonderful school.My grandson has been there Two years.He has one of the best teachers that he has ever had.Mrs.Amy takes extra time to make sure he is working at his level.He has struggled in the public school.Here he is Learning and not just being left behind.We know all his teachers are working together to make sure he feels like everyone else.I love knowing the teachers care about him.We are so glad he is at this school.
—Submitted by a parent


Posted September 13, 2013

MICS has fostered an amazing energetic environment of teachers, staff, and families that work together for the good of each student who attends. The Admins have developed systems that allow teachers to work smarter, and not necessarily harder. There is a strong emphasis on leadership, service, and building character traits among all students. The parent volunteers are amazing and offer much support! Academic test scores are good. Behavior is much better than surrounding schools. Students are learning Spanish, using Chrome books, and running mock elections for Pres of the USA. Athletics are growing, and many new kinds of teams are being added each year. The arts are lovely here. The Spirit assemblies, Raptor Runs, and service projects bring the school together.It feels more like a family than a school. Each year is better than the last. Our Head of school is elegant and personable with passion and a clear vision. Money is handled with diligence and teachers have a better chance at getting a raise or having more planning time than a non-charter school. No place is perfect. But looking at it from the inside out, this school is close to it!
—Submitted by a teacher


Posted August 28, 2013

For those of you with negative attitudes farewell!! While I will not give this school a perfect score yet, I am very proud of all of the accomplishments. Some people will never be happy. Is our school perfect no it's not but you will not find one that is. Overall I have been pleased with a few small exceptions. My child who is in middle school loves it at MICS. I feel as though the children are challenged and are going to have some upcoming amazing opportunities. Each family has different expectations and some will never be pleased. I have found instead of complaining and jumping in to make things more positive has made me see things in a different way. So remember while your wasting your time complaining to others of how bad everything is maybe you could put your effort towards making the school better and even making suggestions. If we all stick together we can help make this school be one of the best! I am grateful to have this experience for my child.
—Submitted by a parent


Posted August 26, 2013

This school overall is just "fair" in my eyes...unfortunately there is more bad than good. The athletic department is a joke. The administration is worthless. Most families that I know are unhappy overall with the school. Keep in mind this school is only 3 years old, so a lot of these things are expected with a new school, but unfortunately they do not have good people in place making decisions so in my opinion that has to change in order for the school to succeed. The school building plan and facilities was poorly written and has been drug out for what seems like forever.(school is starting 2 weeks late because of this) The teachers are a toss up, we have had excellent teachers some of the best and we have had some of the worse as well. Overall unless my child was very young like just starting school, I probably would send my child to public school instead. I do think (with the right people in place) this school should be awesome in 5-10 years, but not now!
—Submitted by a parent


Posted August 17, 2013

This school sucks. Send your children to the MI school system instead of this charter school. Transferred my children out.
—Submitted by a parent


Posted August 14, 2013

I love MICS! MICS was a God send for us. I have a son who started in 9th grade being antisocial and withdrawn.His Teachers and peers brought him out of his shell and he loves school now. My son is very involved and his Teachers have been awesome. I wouldn't want him to go to any other school.
—Submitted by a parent


Posted May 23, 2013

This school is a great place to be! Parents are extremely involved (sometimes a little too much, but almost always with good intentions) and teachers here are excited to teach in engaging ways. They care. Though the costs (hot lunches, events, fund-raising, etc) can get obnoxious, it's worth it for the peace of mind that students are safe, learning, and growing in a positive environment. The school is very new, so there are issues that are always being worked out. Overall, MICS is an excellent school! And for those concerned about diversity/race/classism, that's absolutely not the case. There are numerous African American families (and other races, cultures, and ethnicity) represented at MICS and their families are given an equal opportunity to be involved.
—Submitted by a parent


Posted May 22, 2013

Great school. We have been so pleased with this school. Great leadership from the board, staff, teachers and parents.
—Submitted by a parent


Posted March 21, 2013

While I am currently no advocate for this school (as we have been there for the past 3 years), they did have a non-white board member at the beginning. Due to work obligations, he resigned last year (I think).
—Submitted by a parent


Posted March 20, 2013

My experience with MICS does not render positive remarks. We removed our child from the middle school. We noticed that MICS lacks DIVERSITY. They have an all white board, all white administration and teaching staff is all white with the exception of two minority teachers. In 2013 this is a red flag. If you are the parent to an elementary school student you may not feel the same as the fundementals of that population consist of early academia. However when your child gets to middle school and they start to experience normal adolescent situations, you don't want an administration who is destined to insight unrealistic consequences for the least infraction. The administration never admits fault for anything they do but will beg for money for the school and to purchase teachers electonic tablets for Christmas. They have yet to raise money to purchase lockers, books or other pertinent equiptment for the school. Administration is not open to parental involvement if it does not correlate with their interest. It would be best if this school did not receive tax dollars as it runs like a private school with a individual adgenda.
—Submitted by a parent


Posted February 26, 2013

A unique and wonderful addition to our community. A wonderul board with a great vision as well as administrators who challenge the typical and possibly boring ways of teaching and seem to think outside the box when creating curriculum.
—Submitted by a parent


Posted February 25, 2013

MICS has been a wonderful influence on my children's education. They thrive on finding unique ways to teach the students and meet their individual needs. The MICS environment feels like a village striving to raise our future leaders by strengthening our students' character, confidence, and intellect. Thank you MICS!
—Submitted by a parent


Posted February 21, 2013

Teachers act unprofessional, administration defends them and kids are punished, (that is unless the kid is an administrator or staff child).
—Submitted by a parent


Posted February 15, 2013

The unique and exciting learing environement that my first grade recieves is exceptional. I Volunteer often at the lower school. MICS is diffrent. The culture at the school is outstanding. Students, teachers, admin, and parents are always so happy and excited about school when I am there. This, along with the acidemics, makes my daughter and I very happy to be at this school.
—Submitted by a parent


Posted February 14, 2013

I see much favoritism, classicism and racism. I doubt about equal opportunities and fairness in general.


Posted February 10, 2013

This school is the worst experience my middle schooler has ever had. She has had 3 teachers this year, and teacher turn around yearly in the school is astronomical. The school provides no books, ebooks or any updated versions of anything. Instead tons of paper is wasted with worksheets. I thought I was going to get better than the local public schools here. Not so!
—Submitted by a parent


Posted February 10, 2013

I agree with the last two posts. The administration is more concerned about what the public thinks of their school, then their own. What should come first are the children, not the press.
—Submitted by a parent


Posted January 11, 2013

I can say nothing but good things about MICS. My son is in 1st grade, I have spent time tutoring middle schoolers and substitute teaching, so I get to see both sides of the operation (parent and educator). Uniforms mean less fuss to get out the door, classrooms in middle/upper don't have 30+ students as the local schools do, and if you coordinate carpooling the commute is very manageable from multiple areas. Yes, there are several fundraising efforts but these are, to some extent at all schools and I have never felt pressured to do everything. A raffle for a special parking space (no carpool line!) and selling buckets of tide half off what I would pay in the store are creative! Field studies, annual trip for older kids run $400 but there is assistance if you ask. I'd rather know and plan then my child be at a local school where these opportunities are not offered. Great parent involvement and volunteers. Hope to see more opportunities as school grows (band program, more Spanish, beta club). After school sign up activities are great (golf, mad science) but expensive if your child is not in regular after school program. That is probably the one thing I would change.
—Submitted by a parent


Posted December 4, 2012

We have 2 children (soon to be 3) attending MICS. It is a fabulous school! Their focus on leadership skills in all children, as well as the love of the school that all the staff and kids have is amazing. They also have many after school sports available to children starting in Kindergarten (and they are planning to add more). Also, with the amount of parental involvement in the students who attend there, the level of education my children are receiving far exceeds what they would get at our local elementary school. We can't say enough good things about Mountain Island Charter School!
—Submitted by a parent


Posted August 28, 2012

I have two children attending MICS and they are receiving excellent instruction. Parent involvement is very high. The school continues to seek ways to improve upon what they do. We are very pleased.
—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.

88 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
93%

2011

 
 
90%

2010

 
 
n/a
Reading

The state average for Reading was 45% in 2013.

88 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
84%

2011

 
 
82%

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 48% in 2013.

87 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
>95%

2011

 
 
>95%

2010

 
 
n/a
Reading

The state average for Reading was 44% in 2013.

87 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
94%

2011

 
 
90%

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 48% in 2013.

86 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
93%

2011

 
 
83%

2010

 
 
n/a
Reading

The state average for Reading was 40% in 2013.

87 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
89%

2011

 
 
85%

2010

 
 
n/a
Science

The state average for Science was 45% in 2013.

88 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
94%

2011

 
 
85%

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 39% in 2013.

84 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
83%

2011

 
 
86%

2010

 
 
n/a
Reading

The state average for Reading was 46% in 2013.

84 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
83%

2011

 
 
86%

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 39% in 2013.

88 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
84%

2011

 
 
82%

2010

 
 
n/a
Reading

The state average for Reading was 48% in 2013.

88 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
76%

2011

 
 
82%

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

The state average for Math was 34% in 2013.

72 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
87%

2011

 
 
n/a

2010

 
 
n/a
Reading

The state average for Reading was 41% in 2013.

72 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
87%

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 59% in 2013.

72 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%

2011

 
 
n/a

2010

 
 
n/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.

Source: North Carolina Department of Public Instruction

Writing

The state average for Writing was 70% in 2011.

2011

 
 
n/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.

Source: North Carolina Department of Public Instruction

Math

All Students66%
Female62%
Male71%
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantagedn/a
Not economically disadvantaged66%
Students with disabilitiesn/a
Non-disabled students68%
Limited English proficiencyn/a
Proficient in English67%
Migrantn/a
Non-migrant66%
Academically giftedn/a

Reading

All Students64%
Female70%
Male56%
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantagedn/a
Not economically disadvantaged64%
Students with disabilitiesn/a
Non-disabled students66%
Limited English proficiencyn/a
Proficient in English64%
Migrantn/a
Non-migrant64%
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 Students69%
Female69%
Male69%
Black50%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantagedn/a
Not economically disadvantaged70%
Students with disabilitiesn/a
Non-disabled students75%
Limited English proficiencyn/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Academically gifted-95%

Reading

All Students63%
Female74%
Male54%
Black42%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantagedn/a
Not economically disadvantaged64%
Students with disabilitiesn/a
Non-disabled students69%
Limited English proficiencyn/a
Proficient in English63%
Migrantn/a
Non-migrant63%
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 Students84%
Female84%
Male84%
Black73%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantagedn/a
Not economically disadvantaged84%
Students with disabilitiesn/a
Non-disabled students85%
Limited English proficiencyn/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Academically gifted-95%

Reading

All Students59%
Female55%
Male63%
Black53%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantagedn/a
Not economically disadvantaged59%
Students with disabilitiesn/a
Non-disabled students60%
Limited English proficiencyn/a
Proficient in English59%
Migrantn/a
Non-migrant59%
Academically gifted92%

Science

All Students83%
Female82%
Male84%
Black73%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantagedn/a
Not economically disadvantaged83%
Students with disabilitiesn/a
Non-disabled students85%
Limited English proficiencyn/a
Proficient in English83%
Migrantn/a
Non-migrant83%
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 Students54%
Female53%
Male55%
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White53%
Economically disadvantagedn/a
Not economically disadvantaged54%
Students with disabilitiesn/a
Non-disabled students55%
Limited English proficiencyn/a
Proficient in English54%
Migrantn/a
Non-migrant54%
Academically gifted76%

Reading

All Students71%
Female73%
Male71%
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantagedn/a
Not economically disadvantaged72%
Students with disabilitiesn/a
Non-disabled students75%
Limited English proficiencyn/a
Proficient in English71%
Migrantn/a
Non-migrant71%
Academically gifted93%
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%
Female38%
Male44%
Black13%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White47%
Economically disadvantagedn/a
Not economically disadvantaged42%
Students with disabilitiesn/a
Non-disabled students41%
Limited English proficiencyn/a
Proficient in English41%
Migrantn/a
Non-migrant41%
Academically giftedn/a

Reading

All Students65%
Female66%
Male63%
Black38%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantagedn/a
Not economically disadvantaged66%
Students with disabilitiesn/a
Non-disabled students66%
Limited English proficiencyn/a
Proficient in English66%
Migrantn/a
Non-migrant65%
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 Students31%
Female24%
Male35%
Black6%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White36%
Economically disadvantagedn/a
Not economically disadvantaged32%
Students with disabilitiesn/a
Non-disabled students32%
Limited English proficiencyn/a
Proficient in English30%
Migrantn/a
Non-migrant31%
Academically giftedn/a

Reading

All Students56%
Female59%
Male54%
Black35%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantagedn/a
Not economically disadvantaged58%
Students with disabilitiesn/a
Non-disabled students59%
Limited English proficiencyn/a
Proficient in English57%
Migrantn/a
Non-migrant56%
Academically giftedn/a

Science

All Students74%
Female69%
Male77%
Black53%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantagedn/a
Not economically disadvantaged76%
Students with disabilitiesn/a
Non-disabled students78%
Limited English proficiencyn/a
Proficient in English74%
Migrantn/a
Non-migrant74%
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

Algebra I

The state average for Algebra I was 36% in 2013.

61 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
92%

2011

 
 
n/a
Biology

The state average for Biology was 46% in 2013.

2013

 
 
n/a
English II

The state average for English II was 51% in 2013.

2013

 
 
n/a
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English II, 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.

Source: North Carolina Department of Public Instruction

Algebra II

The state average for Algebra II was 82% in 2011.

2011

 
 
n/a
Biology

The state average for Biology was 83% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Civics and Economics

The state average for Civics and Economics was 80% in 2011.

2011

 
 
n/a
English I

The state average for English I was 83% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Physical Science

The state average for Physical Science was 77% in 2011.

2011

 
 
n/a
United States History

The state average for United States History was 82% in 2011.

2011

 
 
n/a
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English II, 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.

Source: North Carolina Department of Public Instruction

Algebra I

All Students49%
Female52%
Male47%
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantagedn/a
Not economically disadvantaged52%
Students with disabilitiesn/a
Non-disabled students50%
Limited English proficiencyn/a
Proficient in English49%
Migrantn/a
Non-migrant49%
Academically giftedn/a

Biology

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabled studentsn/a
Limited English proficiencyn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Academically giftedn/a

English II

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indiann/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Students with disabilitiesn/a
Non-disabled studentsn/a
Limited English proficiencyn/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Academically giftedn/a
Scale: % at or above proficient

About the tests


In 2012-2013 North Carolina used End-of-Course (EOC) tests to assess high school students in Algebra I, English II, 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.

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
White 77% 52%
Black 15% 26%
Two or more races 3% 4%
Hispanic 2% 14%
American Indian 1% 1%
Asian 1% 3%
Pacific Islander 0% 0%
Source: NCDPI, 2012-2013

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13440 Lucia Riverbend Highway
Mount Holly, NC 28120
Website: Click here
Phone: (704) 827-8840

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