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Teacher quality
Principal leadership
Parent involvement
Wow - what an awesome place! I am a returning parent and can not believe the wonderful atmosphere at this school. The elementary principal welcomes my child everyday with her big smile and she knows all the students. The teachers at ARS really care about the kids. The Superintendent has relocated to the elementary school and the kids love seeing him in their classes everyday and he helps with arrival and dismissal!! The new staff members are a breath of fresh air - the whole staff loves kids!!! My child will be going to the middle school next year and I have only heard great things about them! Even the new staff are making a name for themselves. The new English teacher actually teaches and does not lecture all day! The new math teacher is human!! This is by far the best school of choice in Statesville - Aug 2 parent comment - ice cream card is not the school but RAP!! That is the parent organization / not the school!!! SO be mad at RAP - not the school!
—Submitted by a parent
That's so funny! We just quit buying snacks last year becasue of the card issue. And yes I believe it is $30. You would think that with chilhood obesity on the rise we would discourage a $30 ice cream card. Apparently, thay can't be bothered to count dollars, it's too much work. As a parent with several childern there I just can't afford to buy for all 3 of my kids. They just have to do without. THANKS RAP! My job a parent is hard enough without having to explain to a 1st grader why she can't have just 1 ice cream.
—Submitted by a parent
They teach to the whole child. Great value system and teachers. More caring and more innovative.
—Submitted by a parent
American Remaissance School does a great job of making learning fun. I have five grandsons going there, and they are all doing so well! Two of them have ambliopia, and the teachers have gone out of their way to make sure the kids are not left behind because of their eyesight. The staff at this school really care about the kids, and all go 'above and beyond' to keep the kids engaged and learning. So many public schools nowadays seem to have become complacent, so I am very thankful for Renaissance School.
—Submitted by a parent
I have 5 grandchildren attending this school,and we love it. The staff is very caring and considerate of the children, as well as teaching them extremely well. They get outside the box and teach by example and practice - teachers have the ability to take an ordinary thiing and turn it into a life lesson. They work with students to help them become the best they can be; its a very positive school - and as we all know - learning comes best when you feel good and excited about it.
American Renaissance Middle School has been the most wonderful gift my child could ever have received. The level of caring, concern and support is truly outstanding. The entire staff is so dedicated to bolstering every child's academic, emotional, and community spirit. The children who attend this wonderful school are well on their way to becomming great citizens of their community, and tremendous assests to the future world. How incredibly fortunate we are to have this gem available to us.
—Submitted by a parent
I am an Alumni of ARMS. What I remember of this school is AMAZING. The guidance counselor was (and still is) an awesome guy. At least 8/10 of the teachers are just as good. It's been about two years since I left, so I wouldn't be surprised if it's gotten better since. A couple are so good, however, that I still keep tabs. I now attend the Early College at Mitchell, and have found most of my courses to be incredibly easy because of the courses at ARMS (I only say 'most' because no middle schooler is subjected to a college lvl psychology) One of my younger siblings will, hopefully, be starting 6th next year; as much as she is dreading the transition, I am sure she'll be fine because of the quality of the staff and this magnificent environment.
ARMS is the best school I've ever been to. The teachers are, without a doubt, miracle workers to say the least. As the last few months wind down, I hate to think what high school is going to be like without them. I also think that this school has probably the best field trips possible. Some include ski trips, one year there was a trip to the Florida Keys, and this summer Mr. Duffey is taking his annual back packing trip to Alaska, not to mention the trip to Costa Rica coming summer 2008. The academics are just as good, if not better. The past few years have been awesome, and although I look forward to high school, I am sad to say that this is my last year. I know I will miss it dearly but 'the show must go on.' I dread the day I must say 'Farewell...ARMS.'
—Submitted by a student
The academic programs are great! I know this from experience. The teacher know what they are doing, and everything! The music is great they have a chorus and a band program, you have to take art, they have many extracurricular activites and so many sports- unfortunately you have to try out, but the teams are always good!Parents are so involves in their childrens activities they are always on top of things. They have a PTA also! I can honestly say this school is a great place to put your children in!
—Submitted by a student
This is our last year attending ARMS. Although we are looking forward to our futures in high chool and the world beyond we are going to miss our teachers, friends and close-knit community that we have become acustumed to. Every year there is a pretty good crop of students that plan to attend private schools. We believe that ARMS has almost over-prepared us for the rigorous academic and social demands of high school. One of the greatest things about ARMS is that by the end of your eighth grade year, you know everyone in the school and all the teachers are your friends that you feel you can tell almost anything. We know we'll think of ARMS fondly, throughout our lives, as it has made such a huge impact on us! WE LOVE YOU ARMS!
—Submitted by Hannah and Morgan Grose / St. Clair, a student
This school is the best school I have ever been to. The teachers are really good teachers that care about their students and what they do. They try to give us challenges to help us exceed in what we do. The principal is also really good at what he does. He comes to almost all of the extracurricular activities out of school and in. The sports have really come a long way. The games and sports we play in physical education are becoming funner and different each year. Going to this school has made me more social because just going to the school you will know everybody pretty well in a week. Even though it is small it can be better than any other school.
—Submitted by heather, a student
Have you read the paper lately? American Renaissance Middle School was named Lifespan Volunteer of the Year. Congratulations to the students and teachers. ARMS also had a student to qualify for the state National Geographic GEO BEE. He was only 1 of 100 students to qualify in NC. Another student has been accepted to The Asheville School, another to Salem Academy and even another to MacCallie in Tenn. The rumor has it that all three recieved scholarship offers. It really looks like ARMS has some really great things going on. The school is really worth looking at!!!
—Submitted by a parent
This is in response to the September 2004 review. What school does your child attend? I am the parent of a sixth grader at ARMS. He is academically gifted and the grouping by cores allows teachers to challenge him in unique ways. The small class size is wonderful. He is a person and not a number. In discipline cases, my child has been treated fairly. I am in the school often and have not observed the differentiated discipline that Sept 2004 reports. My child loves to go to school everyday. He does not get bullied and it is ok to be smart! What a great atmosphere for a middle school. American Reniassance Middle School is a can't miss!
—Submitted by a parent
The small size of the school is a positive and a negative. Fewer students is always a good thing. But it is very cliquish, not only with students but with staff. Disciplinary action does not seem consistent (it's based on your clique). Who's who matters here. There are a couple good teachers and several not so good. Our end-of-year math scores declined, however, during the year scores from class work did not reveal any difficulty. This seemed inconsistent, questionable.
—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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
57 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.
58 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
58 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.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
59 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
59 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.
61 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
61 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
60 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% 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
| All Students | 74% |
| Female | 71% |
| Male | 77% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 80% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 73% |
| Economically disadvantaged | 53% |
| Not economically disadvantaged | 84% |
| Students with disabilities | 54% |
| Non-disabled students | 80% |
| Limited English proficiency | n/a |
| Proficient in English | 75% |
| Academically gifted | n/a |
| All Students | 67% |
| Female | 71% |
| Male | 62% |
| Black | n/a |
| Asian | n/a |
| Hispanic | 40% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 71% |
| Economically disadvantaged | 47% |
| Not economically disadvantaged | 76% |
| Students with disabilities | 46% |
| Non-disabled students | 73% |
| Limited English proficiency | n/a |
| Proficient in English | 68% |
| 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 | 79% |
| Female | 76% |
| Male | 83% |
| Black | n/a |
| 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 | 50% |
| Non-disabled students | 87% |
| Limited English proficiency | n/a |
| Proficient in English | 79% |
| Academically gifted | n/a |
| All Students | 76% |
| Female | 72% |
| Male | 79% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 82% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 78% |
| Students with disabilities | 33% |
| Non-disabled students | 87% |
| Limited English proficiency | n/a |
| Proficient in English | 76% |
| 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 | 76% |
| Female | 81% |
| Male | 71% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 79% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 55% |
| Non-disabled students | 81% |
| Limited English proficiency | n/a |
| Proficient in English | 78% |
| Academically gifted | n/a |
| All Students | 85% |
| Female | 94% |
| Male | 75% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 85% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 91% |
| Students with disabilities | 55% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 86% |
| Academically gifted | n/a |
| All Students | 81% |
| Female | 84% |
| Male | 79% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 85% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 64% |
| Non-disabled students | 85% |
| 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 | 80% |
| Female | 84% |
| Male | 78% |
| Black | 50% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 83% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 40% |
| Non-disabled students | 88% |
| Limited English proficiency | n/a |
| Proficient in English | 80% |
| Academically gifted | n/a |
| All Students | 89% |
| Female | >95% |
| Male | 83% |
| Black | 67% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 93% |
| Students with disabilities | 70% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 89% |
| 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 | 60% |
| Female | 68% |
| Male | 54% |
| Black | 17% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 69% |
| Economically disadvantaged | 36% |
| Not economically disadvantaged | 67% |
| Students with disabilities | 25% |
| Non-disabled students | 73% |
| Limited English proficiency | n/a |
| Proficient in English | 61% |
| Academically gifted | n/a |
| All Students | 60% |
| Female | 64% |
| Male | 57% |
| Black | 33% |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 65% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 63% |
| Students with disabilities | 44% |
| Non-disabled students | 66% |
| Limited English proficiency | n/a |
| Proficient in English | 61% |
| 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 | 90% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 90% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 90% |
| Students with disabilities | >95% |
| Non-disabled students | 88% |
| Limited English proficiency | n/a |
| Proficient in English | 89% |
| Academically gifted | 92% |
| All Students | 91% |
| Female | 88% |
| Male | 93% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 92% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 80% |
| Non-disabled students | 92% |
| Limited English proficiency | n/a |
| Proficient in English | 91% |
| Academically gifted | >95% |
| All Students | 91% |
| Female | 88% |
| Male | 93% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | >95% |
| Students with disabilities | >95% |
| Non-disabled students | 90% |
| Limited English proficiency | n/a |
| Proficient in English | 91% |
| Academically gifted | >95% |
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.
19 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 | >95% |
| Male | 90% |
| Black | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 94% |
| Students with disabilities | n/a |
| Non-disabled students | 95% |
| Limited English proficiency | n/a |
| Proficient in English | 95% |
| Academically gifted | >95% |
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 »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
EOC - All Grades
All students
Female
Male
All students
Black
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Students with disabilities
Non-disabled students
Proficient in English
Academically gifted
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 86% | 53% | ||
| Black | 7% | 26% | ||
| Hispanic | 4% | 13% | ||
| Two or more races | 2% | 4% | ||
| American Indian/Alaska Native | 0% | 2% | ||
| Asian | 0% | 2% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 19 | N/A | 15 |
| School Leader's name |
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217 South Center St
Statesville,
NC 28677
Website: Click here
Phone: (704) 878-6009
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