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Teacher quality
Principal leadership
Parent involvement
My daughter is in her 7th year at Casa Esperanza, and I have a son there too! We enjoy the Montessori method and the way the teachers really care for their students' success as a person. As kids get older, the writing requirements increase, and most students who are at grade level work independently. I love that my kids write in cursive! I have seen teachers come and go, but I think they didn't fit with the unique environment that emphasizes hands-on learning, and lots of teacher-student interaction. Because the Montessori method is about student-centered lessons, teachers really have to know how to work with each child on their own level. I really love the way the upper grades have unit plans and the students are constantly working on projects. Each project has writing and research with displays to present to the class. Students learn to plan ahead and pace themselves to get the work done on time. The students are taught to be polite and respectful. I don't see that in my daughter's friends from other schools. I would like to see more administrator contact with the parents, like opportunities to chat with the principal, but that doesn't seem to happen anymore.
—Submitted by a parent
Great school, teacher take time to work with students, dual language is a benefit to any child, best school in Raleigh.
—Submitted by a parent
The idea is fantastic, a dual language public Montessori. Unfortunately, since the change in leadership, the school has underwent significant changes. There has been significant teacher turnover. Many of the teachers are not Montessori certified. Class sizes are large with ~27 kids with a teacher and a para. Anyone who knows Montessori knows that it is difficult to implement with such large class sizes. Great, small, healthy community though. This school would be great for students who are naturally to themselves and independent learners.
—Submitted by a parent
My son started at Casa in 2010 and his siblings will follow this year (2012). Casa is a whole different environment of learning. The environment really is focused on educating young responsible individuals who take responsibility for their own education. It is invaluable and I am so glad my son began his education here and am excited that my twins are beginning soon. The teachers truly are academically fluent in spanish. My son has learned so much conversationally and is at grade level in reading and writing in spanish. He is also above grad level in reading and writing in english. Casa focuses on their grasp of english before they dive into the spanish fluency because the kids do have to pass the state tests. Additionally, I am so glad to bring spanish to my children. I did not get that from my spanish speaking parent so I am glad they get this part of our culture. They are a step ahead now.
—Submitted by a parent
The school is a wonderful place for your child to learn. While some parents cannot be as active in the school, there are many parents assisting and the sense of family really shines through.
—Submitted by a parent
As the parent of a first grader, there are regular writing assignments with a good focus on sentence structure. The children are encouraged to write in cursive, a Montessori practice, but are allowed to write in print for their personal work if they desire. There are daily cursive writing practices. the class size is just right. As a Montessori school, all classes have a lead teacher and a para professional - most of them are degreed teachers who may not have taught in a while or are changing professions. The classes are well-run environments for children to thrive. The administration is very responsive to reasonable requests.
—Submitted by a parent
While teachers are caring and genuinely care about the students, I feel they are set up to fail, at least in the lower grades. Class size is a real concern. 28 students in my daughter's Kindergarten, 27 in 1st grade. I don't understand how basic reading and writing can be taught to this many students (there is one uncertified TA per class). The teacher called my daughter a 'model student', but I fear her good behavior caused her to be overlooked. I pulled her from Casa mid-1st grade. She was not progressing in reading and there was no applied writing practice (such as a journal)-- plus they learn to write in cursive only. The Head of School (principal) has an aloof, 'too good to be bothered' attitude which might work for high school but is hardly engaging for elementary. I do not recommend this school.
—Submitted by a parent
I love the Montessori learning style coupled with a greater emphasis on Spanish than you see in most other schools.
—Submitted by a parent
I love that CASA has a dual language program, and an emphasis on montessori education along with NCSCOS. My children have blossomed in this environment and at their own level. I also love the emphasis they place on healthy eating at school.
—Submitted by a parent
We have a wonderful Montessori school and active PFA. Despite receiving far less funding than other state supported schools, our test scores are strong and our programs are thriving. We are the first school in the Southeast to acquire a Touch Tank.
—Submitted by a parent
Where to start. The caring , dedicated, focused and highly qualified staff.
—Submitted by a parent
Casa is not just a school, is an amazing family-oriented diverse school with a wonderful dual-language montessori education for our children.
—Submitted by a parent
I am a student at Casa Esperanza Montessori Charter School ,aka Casa or CEMCS! So I know more than the parents! Casa has been the best school I've ever had! Once you get in you don't want to get out of the school. They also have the best education. Right now I am doing AMAZING grades in spelling, math, and social studies! Casa's favorite word would probably be Hope. Every month the school gets together and sing songs. Our wonderful principal and teachers always remind us about friendship and respect. So if you are looking for a wonderful school for your child Casa is the school!
—Submitted by a student
My children have been attending Casa for a few years, and although there has been some teacher turnover, we have been pleased with the education that our children are receiving. The teachers are wonderful. Each teacher that my child has had has impressed me with their dedication and creativity. The school has incorporated worksheets but this is to ensure that there are no holes in the curriculum. They are working to ensure that our children will be well-prepared to move on and succeed in any other environment. We feel very lucky to be enrolled at Casa and my children love going to school there.
—Submitted by a parent
As for most schools i leave a star for improvement. teachers and always smiling and friendly. i enjoy then class envirment over public non montessori schools. alot less negative disipline. A+
—Submitted by a parent
Ended up taking my daughter out of the school mid way through her first year at Casa. The communication with the parents is very minimal. We only get a brief summary once a month about class activities and her weekly folder always had very few work items in it. Tried to be an active parent and participate in all school functions. Teacher was not receptive at all with communicating to the parents of the class - we (the parents of the class) ended up depending on each other to try to find out what was going on at the school. Even parent/teacher conferences gave very little clue to my child's learning or progress. Met with the principal who seemed receptive at the time but never followed up. 29 Students enrolled in the class by December four already left Casa to go to another local school.
—Submitted by a parent
My two children have been attending Casa Esperanza Montessori going on four years.They have an awesome,experienced group of teachers that makes the quality of the academic programs excellent!The only downside to the school is that there is no music/art program.The children still have plenty of opportunity to participate in their regular class with art projects and singing music.The school has a small community feel,like you're with a big family.
—Submitted by a parent
My two children use to go to Casa. I was unhappy with the lack of structure and holding the children accountable for their learning. Your child needs to be a self starter and push themselves to learn. There is not a good discipline plan in effect.
—Submitted by a parent
We are on our 4th year at Casa and think it is Raleigh's best kept secret. There is a unique culture and philosophy you see in the students and teachers at Casa--one of respect, peace, acceptance and a love of learning. Children can work at their own pace, in groups or independently, and are free to move around the room, as opposed to being lectured to all day. A 1st grader can be exposed to 3rd grade work because of multi-aged classrooms. I am glad that Casa does not follow the 'traditional' Montessori curriculum. My children will probably be in public school in the future so I want them to be comfortable with End of Grade Tests and worksheets and not be dependent on Montessori materials to learn. With uniforms, it is about one's character, not one's clothes that matters, there's a reasonable amount of homework, and the Spanish is phenomenal!
—Submitted by a parent
Because this is a charter school (public) it doesn not follow an authentic Montessori philosophy of education for children in first grade and above. There are a lot of workbook type activities going on with more focus on traditional curriculum rather than montessori curriculum. With the rapid growth of the school there has also been more shuffling of teachers and classrooms then is desirable in a montessori school. While the children's house teachers are well educated and experienced, not all upper level teachers are certified or have many years of montessori teaching experience.
—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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
55 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.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
33 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
54 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.
26 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
26 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.
17 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
17 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.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
14 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% in 2012.
14 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
| All Students | 89% |
| Female | 89% |
| Male | 89% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 92% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 92% |
| Students with disabilities | 33% |
| Non-disabled students | >95% |
| Limited English proficiency | 80% |
| Proficient in English | 90% |
| Academically gifted | n/a |
| All Students | 87% |
| Female | 93% |
| Male | 82% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 75% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 91% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 89% |
| Students with disabilities | 67% |
| Non-disabled students | 90% |
| Limited English proficiency | 60% |
| Proficient in English | 90% |
| 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 | 93% |
| Male | 89% |
| Black | 88% |
| Asian | n/a |
| Hispanic | 71% |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 91% |
| Students with disabilities | n/a |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 94% |
| Academically gifted | n/a |
| All Students | 85% |
| Female | 93% |
| Male | 78% |
| Black | 75% |
| Asian | n/a |
| Hispanic | 71% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 87% |
| Students with disabilities | n/a |
| Non-disabled students | 90% |
| 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 | 91% |
| Female | 86% |
| Male | >95% |
| Black | 73% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | >95% |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | >95% |
| Students with disabilities | n/a |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 90% |
| Academically gifted | n/a |
| All Students | 82% |
| Female | 86% |
| Male | 77% |
| Black | 64% |
| Asian | n/a |
| Hispanic | 63% |
| Multiracial | >95% |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 86% |
| Students with disabilities | n/a |
| Non-disabled students | 84% |
| Limited English proficiency | n/a |
| Proficient in English | 81% |
| Academically gifted | n/a |
| All Students | 85% |
| Female | 79% |
| Male | 92% |
| Black | 64% |
| Asian | n/a |
| Hispanic | 88% |
| Multiracial | 83% |
| American Indian | n/a |
| White | 93% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 91% |
| Students with disabilities | n/a |
| Non-disabled students | 88% |
| Limited English proficiency | n/a |
| Proficient in English | 85% |
| 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 | 92% |
| Female | 85% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 95% |
| Students with disabilities | 86% |
| Non-disabled students | 95% |
| Limited English proficiency | n/a |
| Proficient in English | >95% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 77% |
| Male | 85% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 92% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 80% |
| Students with disabilities | 57% |
| Non-disabled students | 90% |
| 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 | 94% |
| Female | 90% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 93% |
| Students with disabilities | n/a |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 94% |
| Academically gifted | n/a |
| All Students | 94% |
| Female | 90% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 93% |
| Students with disabilities | n/a |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | 94% |
| 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 | 93% |
| Female | 89% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 92% |
| Students with disabilities | n/a |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 93% |
| Academically gifted | n/a |
| All Students | 93% |
| Female | 89% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 92% |
| Students with disabilities | n/a |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 93% |
| Academically gifted | n/a |
| All Students | 93% |
| Female | 89% |
| Male | >95% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 92% |
| Students with disabilities | n/a |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 93% |
| 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.
6 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
| All Students | >95% |
| Female | n/a |
| Male | n/a |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | >95% |
| Students with disabilities | n/a |
| Non-disabled students | >95% |
| Limited English proficiency | n/a |
| Proficient in English | >95% |
| Academically gifted | n/a |
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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All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 53% | 54% | ||
| Black | 27% | 31% | ||
| Hispanic | 18% | 11% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Asian/Pacific Islander | 1% | 2% |
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|---|---|---|---|
| Students per FTE teacher | 23 | N/A | 15 |
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Assistant principal(s) Art teacher(s) Computer specialist(s) Librarian/media specialist(s) Music teacher(s) School psychologist School social worker/counselors(s) Special education coordinator Speech and language therapist(s) Teacher aid/assistant teacher |
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2600 Sumner Blvd. Suite 130
Raleigh,
NC 27616
Website: Click here
Phone: (919) 855-9811
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