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Teacher quality
Principal leadership
Parent involvement
the teachers and their emphasis on learning and the students is awesome. however, the school is overcrowded and you can barely get down the hallways w/out running into tables full of students getting additional help. while i LOVE most of the teachers my children have had I am pulling them out for regular public schools this year. My oldest child has a teacher that lets other students "monitor" each other and this is affecting a lot of children negatively in terms of behavior. also, my one dealing w/ the principal did not leave me feeling like she cared one way or the other about my concerns. but i do have to say I absolutely love most of the teachers k-3 anyway. .
—Submitted by a parent
Forsyth Academy. I have worked at this school for many years. Even as a teacher, I can honestly say that I have gained knowledge from students, staff members, and parents. Every day is a growing experience and I treasure my experiences at this wonderful school.
—Submitted by a teacher
This is a horrible school. There are ghetto students, lazy teachers, and poor academics. I would NOT recommend this school.
Great school! Awesome staff and teachers! It is like one big family! We went from homeschooling to WSFC schools for one year and this is our second year at Forsyth Academy, where we plan to remain through 8th grade. The teachers and staff are awesome. You don't to worry about certain teachers who shouldn't be teachers-, yelling, screaming, potty talk, attitudes etc like in the regular public schools where their jobs are protected by the teachers union...teachers are evaluated and rated by fellow staff, principals AND parents here!! Their pay is based on their performance and feedback from parents and associates! Our experience so far is that they all go above and beyond! They also have a very structured and disciplinarian plan THAT WORKS!!! The overall student behavior here is much better than our experience in the County/City School.
—Submitted by a parent
My child has attended Forsyth Academy for two years and we are very pleased with the teachers, staff and Leadership. The school is very safe and secure and the office staff is very professional and helpful. There is a warm, loving family atmosphere in the classroom and amongst the parents. I love too that the school is very diverse and families from many countries are part of Forsyth Academy.
—Submitted by a parent
Not a great school . Leadership not professional. Middle school electives limited. Not conducive to similar charter schools.
—Submitted by a parent
I have both my children there. One kindergarten and the other in 4th grade. I love this school! I am a teacher in the public school sector and I am so glad that schools like Forsyth Academy are around. The teachers are excellent and keep parents informed about everything that is going on with your child. In addition, my kids are far more advanced academcially than kids at our district's non-public charter schools. Two thumbs up for Forsyth Academy!
—Submitted by a teacher
My oldest child started at Forsyth Academy in Kindergarten in 2000 and is now in seventh grade. Since then, her two siblings also attend, as well as my granddaughter. Our experience at Forsyth Academy has been wonderful. It has a diverse student population, with dedicated teachers who are willing to go above and beyond what they are compensated for. I was initially concerned about the middle school, but have been extremely pleased with all of the teachers that she has had. Each of my children have been pushed to grow academically. It is a small school environment that has provided stability and challenge. The nurturing staff have allowed each of my children to flourish! Thank you, FA staff!
—Submitted by a parent
My son is in his second year at the school and he loves it and has done well. He does not want to miss school: he really likes his teacher and especially his teacher assistant this year (Ms Valentine thank you!). Anytime I have contacted a teacher or principal, I have always received a quick/timely response. I do realize that not everyone can or will be pleased w/ the fact that there has been some teacher turnover but I also know from my own experiences that this is NORMAL. The before and after school program offered is awesome also. Mr. Purdy has a way w/ children. I'd have to give the school an overall GREAT.
—Submitted by a parent
My oldest started 4th grade and graduated from FA. My other children all started in kindergarten at Forsyth Academy. The teacher turnover is awful and in my opinion the principal is not qualified. The middle school has the worse teacher turnover but parents might be satisfied with the elementary school because the turnover isnt as bad. The middle school is inconsistent when it comes to discipline which is why they have to change procedures and policys so often. My family has had seven years at FA but the last three have been very trying which is why I pulled them out a month after this school term started. In the end, the bad things about the school outweighed the good.
—Submitted by a parent
My son has been at Forsyth Academy since Kindergarten and my daughter will be entering the 1st grade at Forsyth this year. The teachers are very attentive to their needs, strengths and weaknesses. Everytime I call or email I get a response. My concerns are always addressed and resolved quickly and efficiently. I am very pleased with the school to say the least. Is it a perfect school? Of course not. Are there some areas that could use improvement, definitely. But there isn't a perfect school. But I believe they; teachers, staff and all faculty members are there for one purpose, to see that every child live up to their God given potential and they are willing to put in the work to make sure that happens. Deana Brim
—Submitted by Deana Brim, a parent
My daughter came to Forsyth Academy as a 2nd grader, 2006-07. We moved to the area from Maryland public school. My daughter was a D-F student. She became an A-B student at Forsyth. I attribute it to Ms. Farr, her teacher. She identified my daughter's gifts, strengths and weaknesses and worked with her accordingly. We worked together. I'm certain Ms. Farr did this with all of her students. Ms. Farr was very caring and loving. My daughter's testing scores increased from where they were, she grew emotionally and she became more responsible and confident. Forsyth Academy was a God-send for us. We recently relocated to Texas, 2007-08. My daughter will return to public school. We'll see how she fairs again or if we will have to put her back into an academy or private setting. The office staff was courteous and wonderful. Very pleased with Forsyth Academy.
—Submitted by Andra Standberry, a parent
I have recently graduated from the eighth grade at Forsyth Academy, and I loved it! I was enrolled there from elementary school, all the way through middle school, and I can honestly say that it was a challenging, but rewarding school. My teachers were great! The principal never stopped encouraging the school as a whole, to work hard and excell. Her favorite speech was about how she was our 'Gate Keeper,' and how it was her job to open the gates of opportunity to us, and help us through them. Overall, I'm glad that I could go there. It's a good school.
—Submitted by a former student
My son was at forsyth academy since kindergarten and now he is in the 5th grade. I really feel that the quality of education has decreased. They have high teacher turnovers and the principal resigned in April 2007. My son is now having to go to summer school to re-take the math EOG test. There were over 20 other kids that had to re-take the math EOG. I'm very disappointed and plan to remove he and my daughter after summer school. I give this school a D. I will say that they have good parental involvement.
—Submitted by a parent
The school's academic programs are top notch! Their focus is the development of the whole child. It is a place where students and staff are happy and the children feel loved. Additionally, it is a place where they achieve academically. As a grandparent, even I know exactly where my grandchildren are performing on a national level and how I can help to coordinate with the school to improve their learning. Administration is receptive to ideas and supportive of parents. Additionally, they have a wonderful parent teacher organization that has done so many absolutely wonderful things for the school. Every time I walk in the building, I see something that they have provided from awnings in the front of the building to bleachers in the gym. They also provide for lots of reward activities for the children. The school is awesome!
—Submitted by a parent
My son who is now in the 4th grade has attended this school since kindergarten. The curriculum is excellent although there is lots of homework. I am particularly impressed by the schools commitment and focus on moral values as well as academics. It is comforting to know that my son can truly focus on learning and succeeding at Forsyth Academy. This school does not tolerate the bullying and other disruptive behaviors that typically occur in today's public school environments. It is also encouraging to know that the values we are instilling at home are reinforced at school. Continued success... M. Johnson
—Submitted by Michelle Johnson, a parent
I had my 2nd grader here '05-'06 and she loved it and so did we. Their testing system is very specific, (NWEA) and my daughter's scores started out good and improved in every area significantly. Her teachers challenged her academically when the work was getting too easy, which I appreciated. We have enrolled her brother for kindergarten and re-enrolled her for '06-'07. The principal is a wonderful, smart, kind lady who is very responsive. I don't understand the negative comment I read; that has not been our experience. Mrs. Heath is involved, cares deeply for her staff and students, and is making a wonderful difference in the lives of many children. Mrs. Hill, the asst. prin. is wonderful as well. As a parent, if you get involved, you will reap good rewards.
—Submitted by Sarah DiGloria, a parent
This school is absolutely horrible. The principal doesn't return calls for weeks, nor does the assistant. The only good program is the before school and after school program with Mr. Purdy. The school itself leaves children behind if they transfer to a public school. They use a different handwriting technique and that makes it difficult on the students. I would not recommend any parent wasting their money or time.
—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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 69% in 2012.
77 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
82 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.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 72% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 76% in 2012.
78 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 75% in 2012.
77 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 68% in 2012.
70 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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Reading was 71% in 2012.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 77% 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
| All Students | 65% |
| Female | 60% |
| Male | 70% |
| Black | 68% |
| Asian | n/a |
| Hispanic | 67% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 54% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 13% |
| Non-disabled students | 71% |
| Limited English proficiency | 86% |
| Proficient in English | 60% |
| Academically gifted | n/a |
| All Students | 60% |
| Female | 65% |
| Male | 54% |
| Black | 58% |
| Asian | n/a |
| Hispanic | 56% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 62% |
| Economically disadvantaged | 57% |
| Not economically disadvantaged | 71% |
| Students with disabilities | 13% |
| Non-disabled students | 65% |
| Limited English proficiency | 64% |
| Proficient in English | 59% |
| 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 | 84% |
| Female | 86% |
| Male | 82% |
| Black | 78% |
| Asian | n/a |
| Hispanic | 86% |
| Multiracial | >95% |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 87% |
| Students with disabilities | 25% |
| Non-disabled students | 94% |
| Limited English proficiency | 80% |
| Proficient in English | 84% |
| Academically gifted | n/a |
| All Students | 70% |
| Female | 79% |
| Male | 59% |
| Black | 59% |
| Asian | n/a |
| Hispanic | 86% |
| Multiracial | >95% |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 8% |
| Non-disabled students | 80% |
| Limited English proficiency | 80% |
| Proficient in English | 69% |
| 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 | 68% |
| Female | 79% |
| Male | 58% |
| Black | 58% |
| Asian | n/a |
| Hispanic | 77% |
| Multiracial | 88% |
| American Indian | n/a |
| White | 75% |
| Economically disadvantaged | 62% |
| Not economically disadvantaged | 83% |
| Students with disabilities | 42% |
| Non-disabled students | 73% |
| Limited English proficiency | 71% |
| Proficient in English | 68% |
| Academically gifted | n/a |
| All Students | 56% |
| Female | 68% |
| Male | 45% |
| Black | 45% |
| Asian | n/a |
| Hispanic | 54% |
| Multiracial | >95% |
| American Indian | n/a |
| White | 69% |
| Economically disadvantaged | 51% |
| Not economically disadvantaged | 70% |
| Students with disabilities | 17% |
| Non-disabled students | 64% |
| Limited English proficiency | 29% |
| Proficient in English | 59% |
| Academically gifted | n/a |
| All Students | 56% |
| Female | 66% |
| Male | 48% |
| Black | 45% |
| Asian | n/a |
| Hispanic | 46% |
| Multiracial | 88% |
| American Indian | n/a |
| White | 75% |
| Economically disadvantaged | 56% |
| Not economically disadvantaged | 57% |
| Students with disabilities | 17% |
| Non-disabled students | 64% |
| Limited English proficiency | 29% |
| Proficient in English | 59% |
| 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 | 83% |
| Female | 79% |
| Male | 88% |
| Black | 80% |
| Asian | n/a |
| Hispanic | 85% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 94% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | >95% |
| Students with disabilities | 57% |
| Non-disabled students | 86% |
| Limited English proficiency | 77% |
| Proficient in English | 84% |
| Academically gifted | n/a |
| All Students | 74% |
| Female | 74% |
| Male | 74% |
| Black | 71% |
| Asian | n/a |
| Hispanic | 70% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 67% |
| Students with disabilities | 29% |
| Non-disabled students | 79% |
| Limited English proficiency | 54% |
| Proficient in English | 78% |
| 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 | 85% |
| Male | 75% |
| Black | 76% |
| Asian | n/a |
| Hispanic | 64% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 91% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 82% |
| Students with disabilities | 50% |
| Non-disabled students | 83% |
| Limited English proficiency | 67% |
| Proficient in English | 82% |
| Academically gifted | n/a |
| All Students | 64% |
| Female | 74% |
| Male | 56% |
| Black | 49% |
| Asian | n/a |
| Hispanic | 73% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 77% |
| Economically disadvantaged | 63% |
| Not economically disadvantaged | 67% |
| Students with disabilities | 17% |
| Non-disabled students | 69% |
| Limited English proficiency | 67% |
| Proficient in English | 64% |
| 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 | >95% |
| Male | 87% |
| Black | 89% |
| Asian | n/a |
| Hispanic | 85% |
| Multiracial | n/a |
| American Indian | n/a |
| White | >95% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 83% |
| Non-disabled students | 92% |
| Limited English proficiency | 86% |
| Proficient in English | 92% |
| Academically gifted | n/a |
| All Students | 74% |
| Female | 77% |
| Male | 71% |
| Black | 58% |
| Asian | n/a |
| Hispanic | 85% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 88% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 94% |
| Students with disabilities | 33% |
| Non-disabled students | 78% |
| Limited English proficiency | 71% |
| Proficient in English | 74% |
| Academically gifted | n/a |
| All Students | 58% |
| Female | 42% |
| Male | 71% |
| Black | 46% |
| Asian | n/a |
| Hispanic | 54% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 81% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 77% |
| Students with disabilities | 50% |
| Non-disabled students | 59% |
| Limited English proficiency | 29% |
| Proficient in English | 62% |
| 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.
38 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 | 84% |
| Female | 77% |
| Male | 91% |
| Black | 81% |
| Asian | n/a |
| Hispanic | >95% |
| Multiracial | n/a |
| American Indian | n/a |
| White | 77% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 88% |
| Students with disabilities | n/a |
| Non-disabled students | 86% |
| Limited English proficiency | n/a |
| Proficient in English | 83% |
| 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 »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
EOC - All Grades
All students
Female
Male
All students
Black
Hispanic
Multiracial
White
All students
Economically disadvantaged
Not economically disadvantaged
Students with disabilities
Non-disabled students
Limited English proficiency
Proficient in English
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 57% | 31% | ||
| White | 26% | 54% | ||
| Hispanic | 16% | 11% | ||
| Asian/Pacific Islander | 1% | 2% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 60% | N/A | 34% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 22 | N/A | 15 |
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5426 Shattalon Drive
Winston-Salem,
NC 27106
Website: Click here
Phone: (336) 922-1121
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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