FEBRUARY 2015
In Pursuit of Educational Excellence for
All Native American Students in North Carolina
FOR NATIVE STUDENTS
A New Vision
State Advisory Council on Indian Education
REPORT TO THE NORTH CAROLINA
STATE BOARD OF EDUCATION
STATE BOARD OF EDUCATION
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate
from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities
and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where
exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388
Visit us on the Web :: www.ncpublicschools.org
WILLIAM COBEY
Chair :: Chapel Hill
A.L. COLLINS
Vice Chair :: Kernersville
DAN FOREST
Lieutenant Governor :: Raleigh
JANET COWELL
State Treasurer :: Raleigh
JUNE ST. CLAIR ATKINSON
Secretary to the Board :: Raleigh
BECKY TAYLOR
Greenville
REGINALD KENAN
Rose Hill
KEVIN D. HOWELL
Raleigh
GREG ALCORN
Salisbury
OLIVIA OXENDINE
Lumberton
JOHN A. TATE III
Charlotte
WAYNE MCDEVITT
Asheville
M0115
THE STATE ADVISORY COUNCIL ON INDIAN EDUCATION: BACKGROUND AND MEMBERSHIP
In 1988, the North Carolina General Assembly enacted Article 13A (NCGS §115C-210), which created the State Advisory
Council on Indian Education (SACIE). As a constituent group of the State Board of Education (SBE), the Council
represents parents of American Indian students in grades K-12, both houses of the North Carolina General Assembly, the
UNC Board of Governors, the North Carolina Commission of Indian Affairs, and K-12 educators. The Council advocates
collectively on behalf of American Indian students; examines the applicability of state and national trends in Indian
education; collaborates with education practitioners, including the Title VII-IEA administrators; and re-examines its
mission and goals as school reform initiatives steer the direction of the public school system in North Carolina.
TRINA BENNETT
Greensboro
KATHERINE CHAVIS
Maxton
DOROTHY CROWE
Roxboro
CHENOA DAVIS
Hollister
JIM DAVIS
State Senator
District 50-Franklin
KIM DIAL SELLERS
Pembroke
CHARLES GRAHAM
House Representative
District 87 – Lumberton
VERONICA GRAHAM
Lake Waccamaw
MARGO HOWARD
Ahoskie
ALISA HUNT-LOWERY
Clayton
KAREN GOINS KUENY
Fayetteville
ERIC DAVIS
Charlotte
PATRICIA N. WILLOUGHBY
Raleigh
KAMIYO LANNING
Weaverville
KARA STEWART
Durham
SHARON WILLIAMS
Godwin
DR. OGLETREE RICHARDSON, SACIE Liaison
DR. OLIVIA OXENDINE, SBE Liaison
DEBORA WILLIAMS, NCDPI Liaison
SUSAN SILVER, Team Leader, District and School Transformation, NCDPI
1
Acknowledgements..................................................................................................................................... 2
Letter from the Chairperson........................................................................................................................ 3
Part I: Executive Summary.......................................................................................................................... 4
• Major Findings
• Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description
• Population of Focus
Part II: The State and District Profiles...........................................................................................................6
State Profile: American Indian Student Performance
Elementary and Middle School..............................................................................................................9
• End-of-Grade (EOG) Reading and Math (Grades 3-8 Combined)
High School......................................................................................................................................... 10
• End-of-Course (EOC)
• 4-Year Cohort Graduation and Annual Dropout Rates
• Advanced Placement (AP)
• SAT
District Profiles: American Indian Student Performance
American Indian Student Performance by District or Charter School (alphabetically listed)................14
• End-of-Grade Results
• End-of-Course Results
• 4-Year Cohort Graduation and Annual Dropout Rates
• Advanced Placement (AP) and SAT
Part III: Recommendation.......................................................................................................................... 56
Selected Bibliography................................................................................................................................ 57
Appendices
Appendix A: Elementary and Secondary Education:
Title VII – Indian, Hawaiian and Alaska Native Education................................................58
Appendix B: Title VII Indian Education Grantees in North Carolina......................................................59
Appendix C: Legislative History of the Indian Education Act of 1972.................................................60
Appendix D: American Indian Tribes in North Carolina.........................................................................61
Appendix E: Title VII Student Eligibility Certification............................................................................62
Appendix F: Definition of Terms...........................................................................................................63
Appendix G: American Indian Mascot Update.....................................................................................65
Appendix H: Maps: RttT Services, North Carolina Tribes and Title VII Grantee by Counties................67
Appendix I: Data Notes........................................................................................................................67
North Carolina Tribes and Title VII Grantee Counties................................................... Inside Back Cover
TABLE OF CONTENTS
2
ACKNOWLEDGEMENTS
A special note of gratitude is extended to the following individuals whose perspectives
and information have added value to this annual report.
SACIE Annual Report Subcommittee
Kamiyo Lanning Chenoa Davis
Margo Howard Kara Stewart
Photos
Billie Allen, Title VII Coordinator, Richmond County Schools
Gwen Richardson, Title VII Coordinator, Haliwa-Saponi Tribal School
Connie Locklear, Director, Indian Education, Robeson County Schools
Higher Education
Lynn Blackshear-Ray, MSA Intern, UNC Pembroke (Hoke County School System)
Shauna Cale, MSA Intern/UNC Pembroke (Cumberland County School System)
Leslie A. Harris, MSA Intern, UNC Pembroke
Nicky Hobbs, MSA Intern/UNC Pembroke (Columbus County School System)
Stacey Morgan, MSA Intern/UNC Pembroke (Cumberland County School System)
Nicole McNair, MSA Intern/UNC Pembroke (Cumberland County School System)
Dr. Olivia Oxendine, Assistant Professor, School Administration and Counseling, UNC Pembroke
Hayden Simon, MSA Intern/UNC Pembroke (Hoke County School System)
Department of Public Instruction
Elaine Darby, Web Marketing Specialist, Communications and Information
Allison Eargle, Graphic Designer, Communications and Information
Dr. Ken Gattis, Senior Research and Evaluation Consultant, Federal Program Monitoring
Karen Hoeve, Educational Consultant, Accountability Services
Vanessa Jeter, Director, Communications and Information
Dr. Ogletree Richardson, DPI Liaison, State Advisory Council on Indian Education
Susan Silver, Instructional Review Team Lead, District and School Transformation
Laura Weakland, Lead Graphic Artist, Communications and Information
Debora Williams, Special Assistant, Academic Services and Instructional Support
External Agencies
North Carolina Commission on Indian Affairs
UNC Pembroke
3
I am honored to present this annual report, A New Vision for Native Students: Volume II. In keeping with
the legislation that established the State Advisory Council on Indian Education in 1988, this report
presents a comprehensive achievement picture of American Indian students attending North Carolina’s
public schools.
In this report, End-of-Grade/End-of-Course assessment results are provided for 2011-12, 2012-13, and
2013-14; however, the results from 2011-2012 are not comparable to the following years since the new
testing standards took effect in 2012-2013.
It is clear from the information in this report that literacy/reading in the elementary grades must become a
priority of this Council. The Council has become proactive in researching and producing resources of
educational information that is both culturally responsive and sensitive for use in classrooms.
In March 2014, the Council recommended a study of underachievement among American Indian students
in grades 6-12. The 12-month study began in July 2014 and will conclude in the summer of 2015. In the
months ahead, the Council will receive the results from the study and use this information to develop new
recommendations to the North Carolina State Board of Education.
On behalf of the State Advisory Council on Indian Education, I would like to thank the State Board of
Education for supporting the work of the Council. Additionally, we are grateful to the North Carolina
Department of Public Instruction, the North Carolina Commission of Indian Affairs, the Title VII Indian
Education Programs, North Carolina Tribes, Tribal Councils, and other American Indian organizations that
continue to work with the SACIE through collaboration and advocacy. Together we can help shape a
bright future for North Carolina’s American Indian students.
Kamiyo Sawyer Lanning
Chairperson
State Advisory Council on Indian Education
LETTER FROM THE CHAIRPERSON
4
The State Board of Education (SBE) adopted an Indian Education policy
in 1988 to identify Indian Education issues in grades K-12. Also in
1988, the North Carolina General Assembly enacted Article 13A
(NCGS § 115C-210 et seq.) that established the State Advisory Council
on Indian Education (SACIE) to advocate on behalf of American Indian
students in North Carolina. SACIE has a 15-member board which
consists of American Indian parents and educators, members of the
North Carolina Senate and House of Representatives, members from
the UNC Board of Governors, and the North Carolina Commission of
Indian Affairs (NCCIA).
Serving in an advisory role to the SBE, the SACIE identifies American
Indian students’ academic concerns and possible corrective actions.
Annually, a report of these activities is presented to the SBE to
suggest recommendations to improve student performance.
Listed to the right are findings to be reported to the SBE. Each
finding is based on a comparison of grade/level performance of
American Indian and White student performance. Designated
subgroups included in this report include American Indian, White,
Black, and Hispanic. The White subgroup has the highest
performance rating of all subgroups.
Students performing at or above grade level are considered proficient.
Findings in this report are based on 2013-14 End-of-Grade (EOG) and
End-of-Course (EOC) state tests.
Title VII – The Indian Education Act of 1972 in North Carolina:
A Brief Description
In an effort to develop a comprehensive model to meet unique needs of
American Indian and Alaskan Native students, the Indian Education Act
of 1972 was adopted by Congress. The Act is based on the following
premises: 1) American Indians have unique academic needs, especially
with respect to language preservation; 2) a continuum of services,
pre-school through post-secondary education, is imperative; 3) the
trust relationship between the federal government and Indian people
must be reinforced across governmental agencies; and 4) every Indian
student, regardless of federal recognition status, deserves equal
access to federal funding aimed at educational improvement. Although
the Indian Education Act of 1972 has undergone several Congressional
reauthorizations, the foundation upon which tribes, local educators, and
parents have developed successful programs is stable (see Appendix C).
Since the Act was adopted, several school systems with a significant
American Indian population have benefited. Some benefited through
direct classroom support, college/career planning, after-school
programs, cultural enrichment, or a mixture of some or all of these.
Funding through Title VII has supported school districts’ efforts to
close the achievement gap and improve the awareness of American
PART I: Executive Summary
Major Findings
• The EOG reading proficiency
rate for American Indian
students (40.5%) is about
29 percentage points below
the rate for White students
(69.3%).
• The EOG mathematics
proficiency rate for American
Indian students (34.5%) is
about 28 percentage points
below the rate for White
students (62.9%).
• The EOC Math I proficiency
rate for American Indian
students (44.8%) is about
26 percentage points
below the rate for White
students (71.0%).
• The EOC English II
proficiency rate for American
Indian students (43.7%) is
about 28 percentage points
below the rate for White
students (72.0%).
• The EOC Biology proficiency
rate for American Indians
(41.8%) is about 24 percentage
points below the rate for
White students (66.2%).
• From 2011-12 to 2013-14, the
American Indian cohort
graduation rate improved by
nearly six percentage points,
the largest increase among
all subgroups.
• While the American Indian
dropout rate has declined
since 2010-2011, the current
rate is the highest among all
subgroups, except Hispanics.
5
Indian culture in North Carolina. Directors of Title VII programs are responsible for budget management, project
development, resource planning, and other activities aimed at improving achievement of every American Indian
student one day and one year at a time.
Before students receive services under Title VII, a formal application must be completed by a parent or legal
guardian (see Appendix E), which is reviewed by district-level personnel responsible for Indian Education
services. Since Title VII funding is based on these 506 forms informing parents and guardians about the
procedure, it is viewed as an ongoing process.
The State Advisory Council on Indian Education makes recommendations based on findings identified in the analyses
of needs of American Indian students in North Carolina. Similarly, the 2014 Presidential Native Youth Report identifies
national findings and recommendations on problems that confront Native youth with an emphasis on education,
economic development, and health. Also, the report encourages all Americans to work toward removing barriers that
stand between Native youth and their opportunity to succeed. (The 2014 Presidential Native Youth Report can be
found at http://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf)
At the request of SACIE, the Education Policy Initiative at Carolina (EPIC) is currently contracted with Regional
Education Laboratory Southeast (REL-SE) on a project entitled “The Schooling Experience of North Carolina’s
American Indian Students” with funding from REL-SE. This project descriptively compares the educational
outcomes of American Indian students in North Carolina to their peers within their schools and statewide.
Outcomes being examined include test scores (EOGs/EOCs), attendance, graduation rates, and disciplinary
referrals. In addition, the study is examining the schooling experience of American Indian students in regard to
the availability of high-quality teachers; access to and completion of advanced courses; school funding, and
school-level efforts to engage the American Indian parents and communities. At present, researchers are
compiling data on all outcomes of interest and beginning preliminary analyses of tasks, as well as conducting a
literature review to identify any additional educational variables for investigation. Beginning in the spring of
2015, the researchers will interview school personnel in six schools with substantial populations of American
Indian students. These interviews will help determine how schools engage families and communities in the
education experiences of American Indian students. A report of all findings will be provided to REL-SE and
SACIE in June 2015. (The Support and Strategies for Enriching Achievement of Native American Students
Study can be found at Southeast Comprehensive Center at SEDL secc.sedl.org)
The findings in this report point to low proficiency rates on EOG and EOG achievement data for American Indian
students. The Council recommends that the Department of Public Instruction work closely with school districts in
promoting and disseminating culturally responsive resources that have been carefully selected by the Council.
Culturally responsive instructional resources can be found at http://www.ncpublicschools.org/americanindianed/
resources/. This recommendation mirrors a recommendation in the 2014 Native Youth Report.
Population of Focus
The total enrollment of American Indians/Alaskan
Native students in North Carolina’s public schools (K-12)
is 20,578 for 2013-14, of which 82 percent are
enrolled in school districts receiving federal dollars
through the Indian Education Act of 1972. The
remaining students are enrolled in the other
97 school systems (see Figure 1). As in past annual
reports, the Council has chosen to examine the
achievement of American Indian students in the Title VII cohort of districts. When reviewing this report, it is
important to note that the enrollment figures reflect enrollment data submitted by each district.
It is important to note, however, that choosing to participate in the Title VII-Indian Education program is a
parental decision; therefore, the actual number of students receiving services could be much smaller than
16,788. This report, however, makes no distinction between student participants and non-participants.
Non-IEA Cohort
3,800 or 18%
IEA Cohort
16,788 or 82%
FIGURE 1 Percentage of North Carolina American Indian
Students Enrolled in the IEA Cohort vs. the Non-IEA Cohort
6
Interpreting the Profiles
The 2013-14 edition of the State Advisory Council on Indian Education Report consists of state-level and district-level
achievement profiles and is intended to inform educators, policymakers, parents, and tribal communities
about the annual progress of American Indian students in critical areas of school success across North Carolina.
In this report, the academic achievement of American Indian students is profiled for the state and each of the
Title VII school districts and one additional district in the following assessment categories:
1) End-of-Grade (EOG) Reading (grades 3-8 combined)
2) End-of-Grade (EOG) Math (grades 3-8 combined)
3) End-of-Course (EOC) Math I
4) End-of-Course (EOC) Biology
5) End-of-Course (EOC) English II
6) Cohort Graduation Rate (CGR)
7) Dropout Rate, grades 9-13
8) SAT
9) Advanced Placement (AP)
Three years of data have been provided for each assessment. However, the EOG and EOC assessments are
provided for two years due to changes in EOG and EOC achievement level standards in 2012-13. Since the new
standards that were adopted in 2012-13 are more rigorous, EOG and EOC assessment data for 2011-12, 2012-13,
and 2013-14 are not comparable. For more details, see the 2012-13 Ready Accountability Background Brief at
http://www.ncpublicschools.org/accountability/reporting/.
The Cohort Graduation Rate, SAT, and AP data in the state and district profiles are provided for three years:
2011-12, 2012-13, and 2013-14. However, the Dropout Rate data is for different years (2010-11, 2011-12, and
2012-13) due to 2013-14 rate not being available yet. This report highlights a three-year data trend to align with
the critical transition period for physical, emotional, and the cognitive development of students in the upper-elementary
grades (grades3-5) through middle school (grades 6-8). This point is particularly relevant, given the
research that prescribes a stage-theory approach for students, especially minority and disadvantaged students.
Regarding American Indian students, educators must be mindful of the interplay between cognitive readiness
and the cultural environment: family, friends, tribe, and community (McMahon, Kenyon & Carter, 2012).
End-of-Grade (EOG) and End-of-Course (EOC) Data
Students who have a solid or superior command of the content
are on target for a college and career path, have met the
proficiency standard, and are performing “at or above grade
level.” To meet the proficiency standard or to perform at or
above grade level, students must attain Level 3, Level 4 or
Level 5 on the EOG and EOC assessments. Students who
score at Level 3 are prepared for the next grade but do not
meet the college-and-career readiness standard.
Students who score at Level 1 or Level 2 have not met the
proficiency standard and are not on trajectory to be “college
and career ready.” The one year of data in the tables and
figures for EOG reading and mathematics and EOC Math I,
PART II: The State and District Profiles
7
Biology, and English II indicate the percentage of students who performed at or above Level 3 in 2013-14. The
achievement level descriptors for 2013-14 are:
• Achievement Level 1: Students performing at this level have limited command of the knowledge and skills
contained in the Common Core State Standards (CCSS) for English language arts (ELA), CCSS for math
and/or the North Carolina Essential Standards (ES) for science.
• Achievement Level 2: Students performing at this level have partial command of the knowledge and skills
contained in the CCSS for ELA, CCSS for math and/or the ES for science
• Achievement Level 3: Students performing at this level have sufficient command of the knowledge and
skills contained in the CCSS for ELA, CCSS for math and/or the ES for science.
• Achievement Level 4: Students performing at this level have solid command of the knowledge and skills
contained in the CCSS for ELA, CCSS for math and/or the ES for science.
• Achievement Level 5: Students performing at this level have superior command of the knowledge and
skills contained in the CCSS for ELA, CCSS for math and/or the ES for science.
For example, if 57 percent of American Indian students performed at Level III or above in a given subject, this
percentage of students was “proficient” in that subject. Conversely, the 43 percent of students that performed
below grade level were not proficient in the same subject.
More detailed information regarding the achievement levels for the EOG and EOC assessments may be found
at http://www.ncpublicschools.org/accountability/testing/shared/achievelevel/.
Cohort Graduation Rate
Since July 2005, all 50 states have signed the National Governors
Association’s Graduation Counts Compact on State High School Graduation
Data. In the Compact, governors agreed to take steps to implement a
standard, four-year adjusted cohort graduation rate. North Carolina’s four-year
Cohort Graduation Rate reflects the percentage of ninth graders who
graduated from high school four years later. The five-year Cohort Graduation
Rate, not referenced in this report, reflects the percentage of ninth graders
who graduated from high school five years later.
The three years of data in the figures and tables for the Cohort
Graduation Rate reflect the cohort percentage of students by race, and
by race and gender, who graduated with a regular diploma in four years
or less (the four-year Cohort Graduation Rate).
Dropout Rate
North Carolina General Statute 115C-12(27) requires the
compilation of an annual report of students dropping out of
schools in the state. Dropouts are reported for each district
and charter school in the state, and “event dropout rates”
are computed. The three years of dropout data in the state
and district profiles show the percentage of students in
grades 9-13 by race, and by race and gender, that dropped
out from 2011 to 2013.
8
SAT
The three-year trend of SAT data and district
profiles show the participation rates and the
mean total SAT scores of graduating seniors from
2012 to 2014. SAT performances are compared
at the state, the district and subgroup levels.
Advanced Placement (AP)
The three-year trend of AP data and district
profiles show the participation rates and the
percentages of AP test-takers in grades 9-13 that
scored a Level 3 or higher from 2012 to 2014.
Additional details regarding these assessments,
and special abbreviations and notations, may be found in the Data Notes section of Appendix H.
Racial/Ethnic Subgroups
As a way to compare the rates of academic achievement, this report presents achievement data for the
following subgroups:
1) American Indian;
2) White;
3) Black; and
4) Hispanic.
Cultural Information
There are eight Indian tribes located in North Carolina which hold membership on the NC Commission of Indian
Affairs. Under the “Dawes Act” of 1887, and in 1889, the Eastern Band of Cherokee Nation was incorporated with
the state of North Carolina as a sovereign entity. Therefore, the Cherokee Tribe is both state and federally
recognized in the state of North Carolina. The Lumbee Tribe of North Carolina is also state and federally recognized
in North Carolina. The Lumbee were recognized by the federal government under the “Lumbee Act of 1956” in
name only. As per NCGS 143B-704, eight Indian tribes and four Urban Indian Associations hold membership on the
NC Commission of Indian Affairs. Chapter 71A of the North Carolina General Statutes provide a summary of the
Indian tribes recognized by the state of North Carolina (see Appendix D). As part of each profile, attention is given
to the major American Indian tribes represented in the statewide student population. In some cases, however, no
specific tribes are mentioned, mainly because the variety is too extensive to capture in this report.
Using the Profiles
Because the enrollment of American Indians in most school systems is comparatively small, drawing conclusions
from these data should be approached carefully and weighed against other work samples, including nine-week
grades, daily classroom progress, and other teacher-administered assessments. However, it is safe to conclude
that American Indian students, for the most part, are performing below grade level in reading, and in some
districts, the level of low achievement justifies the need for ongoing intensive intervention. The Council
encourages educators to continue collecting and reviewing achievement data and monitoring the effects of
instructional strategies and approaches that affect American Indian students in classroom settings.
9
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
EOG: Reading and Math>95
In this report, scores in reading and math show the average
results of the End-of-Grade (EOG) tests for grades 3-8. The
average increase in performance of state and subgroups from
2012-13 to 2013-14 was approximately 12 percentage points in
reading and nine percentage points in mathematics.
The EOG reading data show that 16 percent fewer American
Indian students were proficient in 2013-14 than all students in
the state. About three percent more American Indian students
were proficient in reading than Black students, while the
percentages of American Indian students (40.5%) and Hispanic
students (41.4%) who were proficient were about the same.
Compared with White students, 29 percent fewer American
Indian students were proficient. Similar patterns were observed
in EOG mathematics, with the exception that about eight
percent more Hispanic students were proficient in mathematics
than American Indian students.
STATE PROFILE
Year State American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
Percent at/above Level 3
2011-12 71.2 59.9 82.2 55.3 58.5
2012-13 43.9 29.0 56.6 25.6 28.8
2013-14 56.3 40.5 69.3 37.9 41.4
End-of-Grade Math (Grades 3-8 Combined)**
Percent at/above Level 3
2011-12 82.8 76.2 89.7 70.0 79.3
2012-13 42.3 27.0 53.8 22.2 32.7
2013-14 51.0 34.5 62.9 30.5 42.2
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING**
MATH**
% at/above Level 3 % at/above Level 3
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
State LEA Indian White Black Hispanic American
LEA Indian White Black Hispanic
10
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
ENGLISH I ENGLISH II**
% at/above Level 3
EOC: Math I, Biology and English II**
The proficiency rates on EOC assessments in Math I, Biology,
and English II improved in 2013-14. The average increase in
proficiency for the state and subgroups in Math I, Biology, and
English II from 2012-13 to 2013-14 was approximately 23, 10,
and 10 percentage points, respectively.
In 2013-14, about 15 percent fewer American Indian students
(44.8%) were proficient in Math I than the average of all
students (60.0%) in the state. About 26 percent fewer
American Indian students (44.8%) were proficient in Math I
than White students (71.0%) and about six percent fewer than
Hispanic students (50.5%). American Indian students had six
percent more students proficient than Black students (38.5%).
The pattern of achievement for American Indians on the
Biology and English II EOC tests was similar to that in Math I.
However, more American Indian students (44.8%) were
proficient on the Math I than on the English II (43.7%) and
Biology (41.8%) EOC.
Year State American
Indian White Black Hispanic
Math I: End-of-Course (Algebra I in 2011-12)**
Percent at/above Level 3
2011-12 78.7 75.7 86.2 65.2 74.8
2012-13 36.3 20.5 47.6 17.5 27.0
2013-14 60.0 44.8 71.0 38.5 50.5
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 78.1 90.8 69.6 76.5
2012-13 45.6 27.5 57.9 24.2 34.9
2013-14 53.9 41.8 66.2 32.9 43.6
English II: End-of-Course (English I in 2011-12)**
Percent at/above Level 3
2011-12 82.9 74.1 90.4 71.6 74.4
2012-13 51.2 35.5 62.7 32.5 39.6
2013-14 61.2 43.7 72.0 44.2 50.6
HIGH SCHOOL END-OF-COURSE TESTS
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
ALGEBRA I MATH I**
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
BIOLOGY**
% at/above Level 3
STATE PROFILE
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
State LEA Indian White Black Hispanic American
LEA Indian White Black Hispanic
11
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
HIGH SCHOOL COHORT GRADUATION AND ANNUAL DROPOUT RATES
NORTH CAROLINA 4-YEAR
COHORT GRADUATION RATES
0
1
2
3
4
5
6
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
ANNUAL DROPOUT RATES (GRADES 9-13)
ANNUAL DROPOUT RATES (GRADES 9-13)
Male and Female Students
Year State American
Indian White Black Hispanic
NC 4-Year Cohort Graduation Rates
2011-12 80.4> 73.7 84.7> 74.7> 73.0>
2012-13 82.5 77.3 86.2 77.5 75.2
2013-14 83.9 79.4 87.1 79.9 77.4
Annual Dropout Rates (Grades 9-13)
2010-11 3.43 4.12 2.86 4.27 4.66
2011-12 3.01 4.11 2.57 3.65 3.88
2012-13 2.45 3.12 2.07 2.92 3.42
Annual Dropout Rates (Grades 9-13), Male & Female Students
F M F M F M F M
2010-11 3.43 3.34 4.84 2.40 3.30 3.28 5.26 4.00 5.32
2011-12 3.01 3.68 4.51 2.15 2.96 2.80 4.47 3.19 4.53
2012-13 2.45 2.09 4.09 1.70 2.41 2.22 3.59 2.65 4.15
Percentage of Students Percentage of Students Percentage of Students
M
F
M
F
M
F
M
M F
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
0
1
2
3
4
5
6
2010-11 2011-12 2012-13
STATE PROFILE
Four-Year Cohort Graduation Rate (CGR)
While the four-year graduation rate of American Indian students
(79.4%) trailed that of all students in the state (83.9%) by about
five percentage points in 2013-14, American Indian students have
improved their four-year graduation rate by about two percentage
points from 2012-13 to 2013-14. The four-year graduation rate
of American Indian students (79.4%) exceeds that of Hispanic
students (77.4%) by two percentage points, but lags behind
White students (87.1%) by about eight percentage points. Since
the graduation rate among American Indian students improved,
it is clearly moving in the right direction.
Annual Dropout Rate
The dropout rate within the American Indian population in
particular has been a long-standing issue of public concern.
Because the dropout rate and the cohort graduation rate tend to
be inversely related, typically, the more students who remain in
school, the more who will graduate. Among American Indians
and other racial/ethnic groups from 2010-11 to 2012-13, fewer
students dropped out, while more graduated. According to
the 2012-2013 Consolidated Data Report, the dropout rate for
American Indian students declined for the ninth consecutive
year. Hispanic students (3.42%) had the largest dropout rate in
2012-13, followed by American Indian students (3.12%), Black
students (2.92%), and White students (2.07%). The data also
shows that male students in all racial/ethnic groups tend to drop
out at a higher rate than female students.
> = Scores changed due to data corrections.
State American
State LEA Indian White Black Hispanic American
LEA Indian White Black Hispanic
12
Advanced Placement (AP)
From 2012-13 to 2013-14, the percentage of AP test-takers increased
for all students in the state (1.1%), American Indian students (1.1)%,
White students (1.4%), Black students (1.3%) and Hispanic students
(1.6%), with the largest increase for Hispanic students. The only racial/
ethnic group with a participation rate higher than the state average
(12.9%) was the White (16.2%) subgroup. The AP participation rates for
American Indians (7.5%), Blacks (5.9%), and Hispanics (8.2%) all were
lower than the state average participation rate.
The College Board considers students who score 3 or higher on
AP exams as “passing.” Only the subgroup of White students
(63.8%) had a higher percentage of students scoring 3 or higher on
AP exams than all other students (58.6%) in the state. Except among
American Indian students, the percentage of students who passed
AP exams declined for the state and all other subgroups from 2011-12
to 2013-14. The highest passing rate on AP exams in 2013-14 was
attained by the White subgroup (63.8%), followed by the state
average (56.6%), Hispanics (48.6), American Indians (43.5%) and
Blacks (30.8%).
0
3
6
9
12
15
18
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
Year State American Indian White Black Hispanic
NC Students Taking an Advanced Placement Exam
2011-12 11.3 5.6 14.0 4.3 6.1
2012-13 11.8 6.4 14.8 4.6 6.6
2013-14 12.9 7.5 16.2 5.9 8.2
AP Performance: Percent of Students Scoring 3, 4, or 5
2011-12 61.8 41.3 65.8 35.0 53.0
2012-13 61.4 41.1 65.7 33.7 51.7
2013-14 58.6 43.5 63.8 30.8 48.6
NC STUDENTS TAKING AN AP EXAM
AP PERFORMANCE: PERCENT OF
STUDENTS SCORING 3, 4, OR 5
ADVANCED PLACEMENT (AP) TESTING
STATE PROFILE
Percentage of Students Percentage of Students
State American
State LEA Indian White Black Hispanic American
LEA Indian White Black Hispanic
13
SAT
The SAT is an important academic indicator of how well students are
prepared for college and career opportunities. Students’ performances
in critical reading, mathematics and writing are considered strong
predictors of college and career readiness.
PARTICIPATION
From 2010-11 to 2012-13, the participation rates of all subgroups
dropped, perhaps due to the requirement in 2010-11 that all public
school juniors in North Carolina take The ACT at the state’s expense.
However, in 2013-14, the American Indian students were the only ones
who dropped in SAT participation. The percentage of North Carolina
public school student test-takers (59.4%) in 2013-14 was 2.0% higher
than the percentage of test-takers (57.4%) in 2012-13. The percentage
of American Indian students taking the test (48.4%) in 2013-14 was
about 1.8% fewer than the percentage (50.2%) in 2012-13 (College
Board, 2013-14).
The SAT data table shows that the largest reduction in the participation
rate from 2011-12 to 2013-14 was for American Indian students (20.5%),
followed by White students (7.4%), while Hispanic students (4.0%) and
Black students (2.5%) increased. The participation rate of neither racial/
ethnic subgroups (American Indian: 48.4%; Whites: 59.4%; Blacks:
58.9%, and Hispanics: 47.8%) was as high as that for the state (59.4.
%). The participation rate for American Indians was the second-lowest
among the racial/ethnic groups.
PERFORMANCE
The SAT scores for the state and all racial/ethnic subgroups in 2013-14
went up from 2011-12. American Indian students scored 23 points
higher, followed by white students (4 points), Black students (2 points)
and Hispanic students (1 point). The 2013-14 average score for
American Indians (933) was 64 points below the state average (997)
and 127 points lower than the score for White students (1060).
SAT TESTING
Year State American Indian White Black Hispanic
NC Students Taking the SAT
2011-12 65.0 68.9 66.1 56.4 43.8
2012-13 57.4 50.2 56.6 55.8 43.1
2013-14 59.4 48.4 58.7 58.9 47.8
NC Average SAT Scores
2011-12 992 912 1057 848 945
2012-13 993 908 1054 853 950
2013-14 997 933 1060 853 949
STATE PROFILE
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
NC STUDENTS TAKING THE SAT
Percentage of Students
800
825
850
875
900
925
950
975
1000
1025
1050
1075
1100
Hispanic
Black
White
A.Indian
State
2011-12 2012-13 2013-14
>95
NC AVERAGE SAT SCORES
Average SAT Score
State American
State LEA Indian White Black Hispanic American
LEA Indian White Black Hispanic
14
CHARLOTTE-MECKLENBURG SCHOOLS
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Charlotte-Mecklenburg Schools enroll
142,991 students in 160 schools, including
a variety of theme-specific campuses. The
student enrollment reflects 160 countries and
662 (0.5%) American Indians from tribes
across the country. The district is ahead of
the state in EOG reading and math, and in
EOC Math I, Biology, and English II. While the
district graduation rate is slightly higher than
the state’s, the dropout rate is also slightly
higher. American Indians are below the district
average in all but one EOG/EOC subject
(Biology). These data show a slight lead for
American Indians in EOG reading, when
compared with Blacks and Hispanics, but
Hispanics show a slight lead in EOG math. In
EOC Biology and English II, American Indians
are slightly ahead of the same subgroups,
while in Math I, Hispanics are ahead. The
American Indian cohort graduation rate
lags behind the rates for White and Black
subgroups. However, sufficient data are not
available for comparison of the dropout rate for
American Indian students. When comparing
American Indian and White subgroups,
noticeable achievement gaps are apparent.
DISTRICT CONTACT: JOSÉ HERNANDEZ-PARIS
http://www.cms.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 71.1 71.9 90.6 59.2 60.5
2012-13 43.9 45.5 40.4 71.7 30.2 30.7
2013-14 56.3 56.8 52.5 81.4 42.9 43.0
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 82.5 81.1 95.0 72.7 79.9
2012-13 42.3 46.4 37.7 72.6 27.5 36.7
2013-14 51.0 55.7 47.5 80.1 38.2 47.8
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 75.1 80.3 93.2 63.7 72.1
2012-13 36.3 38.1 22.2 67.3 19.9 27.7
2013-14 60.0 63.8 50.8 87.3 45.4 52.7
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 84.2 75.0 >95 75.5 82.1
2012-13 45.6 47.7 49.2 73.5 30.2 38.4
2013-14 53.9 58.7 72.7 82.4 42.4 52.1
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 82.6 84.2 >95 76.0 74.6
2012-13 51.2 53.4 50.0 77.6 39.2 42.9
2013-14 61.2 67.1 64.7 88.4 54.4 59.5
4-Year Cohort Graduation Rate
2011-12 80.4> 76.4> 67.4 86.5 71.3 65.5
2012-13 82.5 81.0 75.0 91.1 76.6 71.1
2013-14 83.9 85.2 79.6 93.0 82.6 74.3
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.57 5.36 2.15 4.28 5.47
2011-12 3.01 3.20 7.96 1.83 3.58 5.33
2012-13 2.45 3.02 n/a 1.58 3.58 5.06
REGION 6
MATH**
% at/above Level 3
% at/above Level 3
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
15
END-OF-COURSE TESTS
% at/above Level 3 % at/above Level 3 % at/above Level 3
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a
HIGH SCHOOL COMPLETION
ANNUAL DROPOUT RATES (GRADES 9-13)
4-YEAR COHORT GRADUATION RATES
Percentage of Students Percentage of Students
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
16
CLINTON CITY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
Clinton City Schools enroll 3,055 students,
including 90 (3%) American Indians,
mainly of the Coharie Tribe. The smallest
of the school systems in the Title VII
cohort, Clinton City Schools (located in
Sampson County) operates five schools,
including one high school. The students in
the district are behind the state in all EOG
and EOC subjects. The district graduation
rate is slightly higher, but the dropout rate
is slightly lower. American Indians are
below the district average in EOG reading
and math. In Biology, American Indian
students are ahead of the state, district,
and other subgroups, except White
students. American Indian students are
slightly behind Black and Hispanic
students in English II; however, sufficient
data are not available for comparison of
American Indian students in Math I, the
cohort graduation rate or the dropout rate.
DISTRICT CONTACT: TERRACE MILLER
http://www.clinton.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 69.4 64.3 84.6 59.6 63.9
2012-13 43.9 36.6 29.4 57.4 23.0 28.7
2013-14 56.3 53.1 42.9 73.1 40.3 45.3
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 87.4 85.7 91.4 83.3 87.8
2012-13 42.3 39.7 32.4 60.1 23.1 36.0
2013-14 51.0 50.1 45.2 67.2 33.0 55.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 85.4 66.7 92.8 79.7 84.4
2012-13 36.3 35.3 23.1 56.5 19.1 43.2
2013-14 60.0 58.9 * 75.0 38.9 63.8
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 85.5 66.7 92.3 79.7 90.5
2012-13 45.6 25.7 14.3 43.3 11.1 17.1
2013-14 53.9 47.6 62.5 70.4 22.6 50.0
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 83.4 77.8 92.5 78.6 77.8
2012-13 51.2 41.0 33.3 56.3 30.0 35.0
2013-14 61.2 51.1 33.3 75.4 37.9 44.9
4-Year Cohort Graduation Rate
2011-12 80.4> 81.9 87.5 91.3 75.6 75.8
2012-13 82.5 84.1 75.0 92.1 83.0 75.0
2013-14 83.9 84.7 * 90.6 76.8 86.2
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.64 n/a n/a 3.59 4.76
2011-12 3.01 1.78 n/a n/a 2.22 n/a
2012-13 2.45 2.29 n/a n/a 2.06 n/a
REGION 2
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
17
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
*
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
% at/above Level 3 % at/above Level 3 % at/above Level 3
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
Percentage of Students Percentage of Students
ANNUAL DROPOUT RATES (GRADES 9-13)
ALGEBRA I MATH I** 4-YEAR COHORT GRADUATION RATES
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
18
COLUMBUS COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Columbus County Schools enroll 6,119
students, of whom 351 are American
Indians (6%). The American Indian students
are mainly of the Waccamaw Siouan Tribe,
which is indigenous to Bladen County
and surrounding communities. In EOG/
EOC subjects, the district average is
lower than the state average for the three
EOCs and EOG reading and math. The
percentage of American Indians proficient
in EOG reading exceeds that for Black and
Hispanic subgroups, but they trail White
and Hispanic students in EOG math. The
American Indian proficiency rate in Math
I exceeds the rates for Whites, Blacks,
Hispanics and the state as a whole.
American Indians show a decrease in
the 2013-14 cohort graduation rates. In
Biology, American Indians lead Blacks, but
lag behind Whites and Hispanics. More
American Indians are proficient in English
II than Hispanics and Blacks, but more
Whites are proficient in English II than
American Indians. The cohort graduation
rate for American Indians surpasses the
rates for Whites, Blacks, and Hispanics.
DISTRICT CONTACT: KENWOOD ROYAL
http://www.columbus.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 65.3 72.8 74.5 51.4 56.6
2012-13 43.9 32.4 33.7 41.4 20.9 20.8
2013-14 56.3 45.3 44.4 55.4 31.3 34.8
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 76.9 81.5 82.5 66.1 80.4
2012-13 42.3 28.0 19.3 38.4 16.2 18.3
2013-14 51.0 36.2 25.6 46.4 22.0 34.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 84.0 79.1 88.2 78.5 82.4
2012-13 36.3 14.6 20.7 15.2 11.3 17.1
2013-14 60.0 44.1 63.4 51.2 34.4 26.5
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 92.5 93.1 >95 87.6 >95
2012-13 45.6 30.0 20.6 38.3 17.5 25.0
2013-14 53.9 46.1 44.4 54.4 30.7 46.7
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 88.5 94.4 93.7 78.2 85.2
2012-13 51.2 44.3 30.8 52.8 34.7 25.9
2013-14 61.2 57.2 55.6 63.4 47.7 51.5
4-Year Cohort Graduation Rate
2011-12 80.4> 81.2 91.2 80.3 83.8 56.5
2012-13 82.5 84.8 92.9 84.6 83.5 83.3
2013-14 83.9 82.7 88.9 84.5 83.7 41.7
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.46 n/a 3.47 3.03 8.26
2011-12 3.01 3.54 n/a 2.85 3.65 10.24
2012-13 2.45 2.65 n/a 2.45 2.73 7.50
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
19
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
% at/above Level 3 % at/above Level 3 % at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95 >95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
Percentage of Students Percentage of Students
ANNUAL DROPOUT RATES (GRADES 9-13)
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
Graduation Year
4-YEAR COHORT GRADUATION RATES
20
CUMBERLAND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
2011-12 2012-13 2013-14
Cumberland County Schools serve an
expansive military community, which
adds to the diversity profile of the district.
The enrollment is 51,471, including
965 American Indian students (2%) mainly
of the Lumbee Tribe. The district operates
87 schools, including 15 high schools
and two early colleges. The proficiency
percentage for the district lags behind the
state in the five EOG/EOC assessments.
The district dropout rate also is lower
than the state rate for 2012-13. In each
EOG/EOC subject, the rate of proficiency
among American Indian students is lower
than the district proficiency rate. The
dropout rate for American Indian students
is higher than the district rate. American
Indian students exceed their Black peers
in all EOG/EOC subjects. Compared to
the other subgroups, American Indians
have the lowest graduation rate, except
Blacks, and the highest dropout rate of
all subgroups. American Indian students
lag behind their White peers in each
EOG/EOC subject.
DISTRICT CONTACT: DARLENE HOLMES RANSOM
http://ccs.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 71.6 72.6 82.5 62.2 72.0
2012-13 43.9 41.2 39.9 55.4 29.5 41.4
2013-14 56.3 55.0 52.9 68.8 43.3 56.3
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 80.1 79.2 88.3 72.7 82.2
2012-13 42.3 34.5 31.6 47.8 22.6 36.2
2013-14 51.0 44.5 37.6 58.9 32.0 47.3
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 77.8 76.7 86.1 69.8 81.0
2012-13 36.3 29.9 15.7 42.3 18.8 31.3
2013-14 60.0 53.3 47.8 68.6 39.6 53.2
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 82.5 85.3 92.6 73.9 82.7
2012-13 45.6 41.5 41.9 57.3 27.4 44.6
2013-14 53.9 53.8 47.5 70.8 39.1 56.9
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 83.9 84.8 90.2 78.0 85.9
2012-13 51.2 48.0 46.8 60.0 35.8 52.4
2013-14 61.2 59.7 59.0 73.1 46.9 66.1
4-Year Cohort Graduation Rate
2011-12 80.4> 80.7 80.2 81.5 78.4 85.6
2012-13 82.5 81.7 72.2 82.9 80.0 84.6
2013-14 83.9 81.2 80.3 83.7 78.1 83.1
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.12 4.79 3.09 3.22 0.32
2011-12 3.01 2.63 4.49 2.94 2.65 2.09
2012-13 2.45 1.64 2.97 1.97 1.64 1.07
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
21
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students Percentage of Students
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
% at/above Level 3 % at/above Level 3 % at/above Level 3
ANNUAL DROPOUT RATES (GRADES 9-13)
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
Graduation Year
4-YEAR COHORT GRADUATION RATES
22
GRAHAM COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
* * * 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
* * * Located near the Qualla Boundary
(Reservation of the Eastern Band of
Cherokee), Graham County Schools
enroll 1,188 students, including 181
American Indians (15%) mainly from the
Eastern Band of Cherokee. The district
operates an elementary, middle, and
high school. The district lags behind the
state in proficiency rates on four of the
five EOG/EOC assessments, and in the
cohort graduation rate. In all but two
EOG/EOC areas (English II and Math I),
American Indian students are behind the
district average in grade-level proficiency.
Comparatively, American Indians are more
proficient in EOG reading than Hispanic
students. American Indian students lag
behind their White peers in all other
EOG/EOC subjects except Math I.
The three-year data show a fluctuation
in the percentage of American Indians
completing high school
DISTRICT CONTACT: MARCIA HOLLIFIELD
http://www.grahamcountyschools.org
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 76.7 62.8 78.9 * 80.0
2012-13 43.9 42.9 26.3 47.4 * 10.0
2013-14 56.3 53.5 39.3 58.1 * 15.0
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 86.1 79.5 87.7 * 60.0
2012-13 42.3 36.1 35.0 37.2 * 15.0
2013-14 51.0 46.0 33.7 49.8 * 15.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 76.7 70.6 79.7 * *
2012-13 36.3 27.8 45.5 25.5 * *
2013-14 60.0 65.3 69.2 64.4 * *
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 81.2 75.0 83.8 * *
2012-13 45.6 40.5 35.7 42.2 * *
2013-14 53.9 42.9 33.3 44.6 * *
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 86.2 87.5 86.6 * *
2012-13 51.2 38.2 52.9 34.8 * *
2013-14 61.2 50.0 50.0 50.7 * *
4-Year Cohort Graduation Rate
2011-12 80.4> 93.6 >95 92.4 n/a n/a
2012-13 82.5 86.5 90.9 86.7 n/a n/a
2013-14 83.9 81.6 91.7 79.7 n/a n/a
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.14 n/a 2.17 n/a n/a
2011-12 3.01 2.49 n/a 2.64 n/a n/a
2012-13 2.45 3.10 n/a 3.69 n/a n/a
REGION 8
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
23
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a n/a n/a n/a
>95
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
% at/above Level 3 % at/above Level 3 % at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
* * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * * * *
Percentage of Students Percentage of Students
ANNUAL DROPOUT RATES (GRADES 9-13)
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
Graduation Year
4-YEAR COHORT GRADUATION RATES
24
GUILFORD COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Guilford County Schools enroll 72,112
students, of whom 388 (0.5%) are American
Indians representing both federal and state
tribes. Guilford County operates 125 schools,
including a myriad of magnet campuses.
The percentage of proficient students in the
district is lower than the rate for the state in
EOG reading and math. However, district
proficiency rates exceed the state in two EOC
areas (Biology and English II), but the district
is equal to the state in Math I. The district
data show a noticeable gain in the cohort
graduation rate and a decrease in the dropout
rate for 2012-13. The percentage of proficient
American Indian students in the five EOG/
EOCs is lower than the district percentage.
The American Indian cohort graduation rate
shows a positive upward trend over the three
year period; however, sufficient data are not
available for comparison of the dropout rate
for American Indian students. Academically,
more American Indian students in this district
are proficient than Black students in all EOC/
EOG assessments, but they lag behind their
White peers in all tested areas.
DISTRICT CONTACT: ANGELA LYNCH
http://www.gcsnc.com
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 68.1 60.4 85.0 55.2 57.7
2012-13 43.9 41.1 30.5 61.6 25.4 27.8
2013-14 56.3 52.1 44.2 73.2 37.0 39.5
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 82.1 76.0 92.2 72.6 80.2
2012-13 42.3 41.6 33.3 61.1 24.0 34.0
2013-14 51.0 49.2 42.9 69.1 31.8 43.8
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 78.2 74.4 88.6 68.7 77.4
2012-13 36.3 38.0 26.5 57.5 20.3 31.9
2013-14 60.0 60.0 47.5 77.8 42.3 50.8
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 80.1 83.7 92.8 69.6 76.0
2012-13 45.6 48.2 25.0 69.4 29.2 34.0
2013-14 53.9 56.3 50.0 75.9 38.3 51.5
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 80.8 75.6 92.7 70.5 77.0
2012-13 51.2 51.6 50.0 69.7 34.3 44.4
2013-14 61.2 61.8 55.6 79.5 46.9 52.7
4-Year Cohort Graduation Rate
2011-12 80.4> 84.5 63.2 90.4 81.2 78.1
2012-13 82.5 86.2 78.9 91.2 83.5 81.2
2013-14 83.9 88.5 83.3 91.8 86.9 82.5
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.71 1.38 1.78 3.46 5.10
2011-12 3.01 2.15 3.57 1.55 2.47 3.01
2012-13 2.45 2.07 n/a 1.49 2.41 2.95
REGION 5
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
25
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
% at/above Level 3 % at/above Level 3 % at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
26
HALIFAX COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Halifax County Schools enroll 3,250
students, of whom 193 (6%) are
American Indian, mostly of the Haliwa-
Saponi Indian Tribe. Across the district
are 11 campuses, including two high
schools. For the EOG/EOC subjects, the
district proficiency rates fall behind the
state rates. The district cohort graduation
rate also lags behind the state rate. The
percentage of American Indian students
who are proficient on the EOG/EOC
areas exceeds the district, except in
Math I and English II. American Indians
exceed Black students in the EOG
reading and math assessments. Where
data are displayed, the percentages
reveal that American Indian students in
this district are not keeping up with their
White peers in the EOG-tested areas.
Sufficient data are not available for
comparison of the dropout rate and the
four-year graduation rate for American
Indian students.
DISTRICT CONTACT: DOTTIE UMSTEAD
http://www.halifax.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 38.6 48.4 58.8 36.1 55.3
2012-13 43.9 16.2 21.7 34.7 14.4 21.7
2013-14 56.3 26.6 26.9 50.8 25.1 32.7
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 51.8 61.3 67.5 50.1 58.7
2012-13 42.3 16.2 25.3 29.7 14.3 26.1
2013-14 51.0 23.3 33.3 44.4 21.2 26.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 61.1 80.0 * 59.2 >95
2012-13 36.3 9.4 12.5 28.6 8.2 14.3
2013-14 60.0 37.1 36.4 60.0 36.7 30.0
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 82.1 92.3 * 81.6 *
2012-13 45.6 25.3 42.9 33.3 24.1 20.0
2013-14 53.9 37.4 70.0 * 36.0 30.0
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 56.7 55.6 40.0 56.8 *
2012-13 51.2 22.7 30.0 * 22.6 *
2013-14 61.2 25.1 20.0 * 24.9 33.3
4-Year Cohort Graduation Rate
2011-12 80.4> 75.5 60.0 * 77.5 83.3
2012-13 82.5 74.8 92.9 * 75.2 n/a
2013-14 83.9 74.6 n/a * 76.7 n/a
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.68 n/a n/a 3.77 n/a
2011-12 3.01 5.54 n/a n/a 5.56 n/a
2012-13 2.45 3.11 n/a n/a 2.96 n/a
REGION 3
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
27
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
* * n/a n/a * n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
% at/above Level 3 % at/above Level 3 % at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * *
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
28
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
* * * * * * 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
* * * * * *
HALIWA-SAPONI TRIBAL SCHOOL
Approved as a charter school by the
State Board of Education in 2000, the
Haliwa-Saponi Tribal School enrolls
184 students, of whom many are
members of the Haliwa-Saponi Tribe.
The school is committed to the
preservation of the Haliwa-Saponi
traditions and integrates the customs
and values across the curriculum. The
school serves students in grades K-12
and is located in Warren County. The
percent of proficient students in all EOG
and EOC subjects is markedly lower than
that for the state. However, the percent
of proficient American Indian students
in all EOCs is higher than the percent for
the school. The school’s four-year cohort
graduation rate for American Indian
students is lower than the school’s
average rate; however, sufficient data
are not available for comparison of the
dropout rate.
DISTRICT CONTACT: GWEN RICHARDSON
http://hstsedu.org
Year State
Charter
School
American
Indian
White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 61.6 62.2 * 42.9 *
2012-13 43.9 21.1 20.0 * 23.1 *
2013-14 56.3 26.7 26.4 * 10.0 *
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 70.9 70.3 * 71.4 *
2012-13 42.3 8.4 9.3 * 7.7 *
2013-14 51.0 7.0 6.9 * 10.0 *
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 78.3 73.7 * * *
2012-13 36.3 <5 <5 * * *
2013-14 60.0 22.2 23.1 * * *
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 66.7 66.7 * * *
2012-13 45.6 9.1 5.3 * * *
2013-14 53.9 35.3 38.5 * * *
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 87.5 85.7 * * *
2012-13 51.2 16.7 20.0 * * *
2013-14 61.2 35.3 42.9 * * *
4-Year Cohort Graduation Rate
2011-12 80.4> 72.7 77.8 n/a n/a n/a
2012-13 82.5 * * n/a n/a n/a
2013-14 83.9 83.3 80.0 n/a n/a n/a
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.89 n/a n/a n/a n/a
2011-12 3.01 * n/a n/a n/a n/a
2012-13 2.45 * n/a n/a n/a n/a
REGION 3
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
29
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a * * n/a n/a n/a n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a * n/a n/a n/a n/a * n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* *
<5 <5
* * * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * * * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * * * * * * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
30
HERTFORD COUNTY
Hertford County Schools enroll
approximately 3,060 students, of whom
20 (0.7%) identify as American Indian,
mainly of the Meherrin Tribe, a native
culture indigenous to Hertford, Bertie,
Gates, and Northampton counties.
The district operates seven schools,
including two high schools and one early
college. The district proficiency rates lag
behind the state rates in all EOG/EOC
subjects, except Biology. The cohort
graduation rate for the state is slightly
ahead of the district rate; however, the
dropout rates for the district and the
state are about the same. For the EOG
math, the proficiency rate for American
Indian students exceeds the rates for
White, Black and Hispanic subgroups,
but White students are slightly ahead in
EOG reading.
http://www.hertford.k12.nc.us
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 51.3 71.4 71.2 45.9 68.4
2012-13 43.9 23.2 41.7 39.6 19.0 20.0
2013-14 56.3 35.0 53.8 54.3 30.2 42.4
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 71.0 85.7 83.7 67.4 92.1
2012-13 42.3 21.9 41.7 38.7 17.0 35.0
2013-14 51.0 27.7 46.2 45.3 23.0 44.1
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 76.6 * 86.7 74.0 *
2012-13 36.3 11.0 * 16.3 8.8 28.6
2013-14 60.0 31.0 * 36.4 27.9 50.0
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 92.2 * 86.8 93.4 *
2012-13 45.6 28.9 * 39.0 25.9 *
2013-14 53.9 56.0 * 67.9 52.4 >95
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 85.3 * 91.4 83.8 *
2012-13 51.2 26.7 * 51.3 20.8 *
2013-14 61.2 39.3 * 41.7 39.0 33.3
4-Year Cohort Graduation Rate
2011-12 80.4> 79.9 n/a 61.9> 82.2> n/a
2012-13 82.5 82.6 n/a 80.5 82.7 n/a
2013-14 83.9 76.0 n/a 58.5 81.4 62.5
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.32 n/a 3.47 2.19 n/a
2011-12 3.01 1.40 n/a 3.60 1.04 n/a
2012-13 2.45 2.43 n/a 5.59 1.72 n/a
REGION 1
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
31
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
* * * *
*
>95
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
* * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * * * *
ANNUAL DROPOUT RATES (GRADES 9-13)
4-YEAR COHORT GRADUATION RATES
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
32
HOKE COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
The Hoke County Schools enroll 8,240
students, which includes 855 (10%)
American Indians. The students attend
one of 14 schools, which include one
high school, one alternative school, and
an early college. In all EOG/EOC subjects
and the cohort graduation rate, the district
proficiency rate is lower than the state
rate. The dropout rate is lower for the
district than the state; however, the cohort
graduation rate for the district lags behind
the state rate. In the EOG/EOC subjects,
the proficiency rates for American Indians
trailed the district rates. For American
Indian students, deficits are noted in each
EOG/EOC subject. American Indians lag
behind the district and the state in the
cohort graduation rate, while the American
Indian dropout rate exceeds the rates for
the district and state. The proficiency rates
for American Indians in all EOG and EOC
subjects, except Math I and Biology, are
lower than other subgroups. In Math I, the
proficiency rates for American Indians and
Black students are about the same.
DISTRICT CONTACT: ELIZABETH MITCHELL
http://www.hcs.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 61.4 45.4 78.5 53.5 60.2
2012-13 43.9 30.8 17.8 48.7 22.2 29.2
2013-14 56.3 43.6 29.6 61.4 35.3 40.2
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 80.3 69.3 90.4 73.3 85.8
2012-13 42.3 30.0 17.6 45.9 20.5 31.6
2013-14 51.0 37.2 24.9 50.7 27.9 40.5
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 76.1 69.6 83.1 73.1 76.5
2012-13 36.3 21.6 13.4 34.5 18.1 13.3
2013-14 60.0 44.1 35.3 64.2 35.0 39.4
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 86.3 77.8 >95 81.5 81.0
2012-13 45.6 26.6 14.1 46.2 21.6 17.2
2013-14 53.9 42.3 37.3 59.4 31.6 45.8
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 75.1 69.4 85.6 70.0 73.0
2012-13 51.2 39.3 29.4 56.3 31.1 36.6
2013-14 61.2 54.9 42.3 76.4 44.2 55.4
4-Year Cohort Graduation Rate
2011-12 80.4> 73.7 54.0 75.4 77.6 70.4
2012-13 82.5 70.5 41.0 73.5 76.5 70.4
2013-14 83.9 70.7 62.0 68.0 78.4 54.8
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.31 7.09 1.64 3.15 3.75
2011-12 3.01 3.60 7.43 4.71 2.68 1.89
2012-13 2.45 2.32 3.99 2.53 2.03 2.59
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
33
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
34
JACKSON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Located on land contiguous with the Qualla
Boundary, Jackson County Schools enroll
3,677 students, of whom 326 (9%) are
American Indian, mainly the Eastern Band
of Cherokee. Jackson County operates
nine campuses, including one high school
and two early college. The percentage of
students who are proficient in Biology and
English II exceeds the state. The district
leads the state in the cohort graduation
and dropout rates. The American Indian
proficiency rates are lower than the district
in EOG reading and math and EOC Math I
and English II. The cohort graduation rate for
American Indians is markedly lower than the
district rate; however, sufficient data are not
available for comparison of the dropout rate
for American Indian students. The proficiency
rates for American Indians are lower than the
district rates in EOG reading and math, and
EOC Math I and English II, but higher than
the state and district in EOC Biology. Fewer
American Indians than Whites and Blacks
are proficient in EOG reading and math.
American Indians are performing higher than
their White peers in Biology.
DISTRICT CONTACT: ANGELA LOVEDAHL
http://www.jcps.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 72.5 61.9 75.4 69.0 57.0
2012-13 43.9 43.4 29.1 47.2 32.1 25.3
2013-14 56.3 56.2 43.8 59.4 61.5 38.3
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 83.9 72.9 85.8 72.4 80.3
2012-13 42.3 36.5 29.7 38.6 35.7 24.1
2013-14 51.0 46.0 29.4 48.5 38.5 40.6
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 74.8 80.0 74.9 * 61.5
2012-13 36.3 39.6 40.6 39.4 * 35.0
2013-14 60.0 56.5 50.0 57.7 * 52.9
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 86.6 70.0 91.7 * 42.9
2012-13 45.6 36.7 17.6 39.6 * 15.4
2013-14 53.9 57.4 59.1 58.1 * 47.4
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 87.5 88.0 87.2 * 88.9
2012-13 51.2 53.9 58.6 54.8 * 35.3
2013-14 61.2 62.4 44.4 65.7 * 48.0
4-Year Cohort Graduation Rate
2011-12 80.4> 86.4> 87.5 86.6> n/a 80.0>
2012-13 82.5 83.7 55.0 88.0 n/a 57.1
2013-14 83.9 88.0 78.9 88.9 n/a 87.5
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 2.11 7.59 1.72 n/a n/a
2011-12 3.01 3.75 7.95 3.30 n/a n/a
2012-13 2.45 1.73 n/a 1.83 n/a n/a
REGION 8
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
35
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
36
JOHNSTON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Johnston County Schools enroll over
33,884 students, of whom 149 (0.4%) are
American Indians of various tribes. The
district operates 44 schools, including
nine high schools and one early college.
Compared with the state, the district
proficiency rates are higher in all EOG/
EOC subjects, except EOG math. The
cohort graduation rate for the district is
slightly higher than the state; however, the
dropout rate for the district lags behind
the state. The percent of proficient
American Indians is lower than the
percent for the district in all EOG/EOC
subjects, except Biology and English II.
American Indian proficiency rates in EOG
reading and math exceed that of Black and
Hispanic students. More White students
are proficient than American Indian
students in all EOG/EOC subjects, except
Biology. The American Indian cohort
graduation rate lags behind rates for the
district, the state, and other subgroups.
DISTRICT CONTACT: ANA MILAZZOTTO
http://www.johnston.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 77.9 69.4 86.0 64.2 63.2
2012-13 43.9 45.3 35.2 55.8 26.8 27.7
2013-14 56.3 59.5 58.8 70.9 40.0 41.2
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 88.7 81.2 92.8 77.4 85.1
2012-13 42.3 40.0 31.9 49.4 19.8 27.7
2013-14 51.0 50.9 48.8 61.5 28.6 37.4
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 83.1 88.2 89.5 65.6 77.5
2012-13 36.3 21.8 16.7 28.2 10.6 15.5
2013-14 60.0 62.3 44.4 70.8 38.0 50.5
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 88.0 80.0 >95 70.8 80.7
2012-13 45.6 42.1 20.0 54.3 17.7 25.8
2013-14 53.9 54.6 66.7 65.5 33.9 36.9
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 85.3 81.8 92.2 69.9 74.5
2012-13 51.2 51.2 56.5 61.7 31.1 31.8
2013-14 61.2 62.7 66.7 71.5 47.4 43.7
4-Year Cohort Graduation Rate
2011-12 80.4> 82.4 55.6 86.8 75.7 73.9
2012-13 82.5 82.5 87.5 84.9 78.2 77.8
2013-14 83.9 85.4 75.0 90.3 78.0 76.5
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.28 n/a 2.51 4.50 5.39
2011-12 3.01 2.65 n/a 2.22 3.55 3.32
2012-13 2.45 1.95 n/a 1.56 2.93 2.43
REGION 3
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
37
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
38
PERSON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
>95
Person County Schools enroll 4,596
students, of whom 28 (0.6%) are
American Indians mainly of the Sappony
Tribe. The students attend one of the
10 schools, including one high school.
Other campuses include a pre-school
center and a program that focuses on
early intervention and family services.
The data show that district proficiency
rates are lower than state rates in all
EOG/EOC subjects. In EOG reading
and math, the proficiency rates for
American Indian students are higher
than the district and state rates. The
sparse enrollment of American Indian
students above the eighth grade restricts
meaningful data analyses.
DISTRICT CONTACT: MELANIE HESTER
http://www.person.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 71.7 50.0 80.0 59.5 67.2
2012-13 43.9 39.6 50.0 50.1 26.7 26.8
2013-14 56.3 53.5 66.7 64.4 39.3 40.7
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 83.7 87.5 88.3 75.8 85.2
2012-13 42.3 38.2 50.0 48.1 22.9 37.6
2013-14 51.0 50.4 73.3 61.4 34.2 49.2
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 79.7 * 83.4 69.1 93.9
2012-13 36.3 18.8 * 24.1 8.5 22.6
2013-14 60.0 42.0 * 49.2 30.1 40.6
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 90.1 * 92.3 86.5 91.7
2012-13 45.6 37.6 * 50.0 21.1 37.0
2013-14 53.9 50.8 * 61.9 33.6 50.0
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 81.4 * 87.6 70.5 83.3
2012-13 51.2 47.1 * 54.2 37.1 40.7
2013-14 61.2 51.1 * 58.5 35.3 56.0
4-Year Cohort Graduation Rate
2011-12 80.4> 68.4 n/a 70.3 62.9 82.4
2012-13 82.5 77.5 n/a 81.7 72.3 71.4
2013-14 83.9 76.0 n/a 72.5 79.9 81.5
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 5.47 n/a 5.03 6.37 n/a
2011-12 3.01 6.10 n/a 6.30 6.35 n/a
2012-13 2.45 4.19 n/a 3.57 5.28 5.77
REGION 5
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
39
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
40
RICHMOND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Richmond County Schools enroll
7,627 students, of whom 305 (4%)
are American Indians representing the
Lumbee, Eastern Band of Cherokee,
Tuscarora, Sioux, and the Pee Dee
Indians of South Carolina. The district
operates 16 schools, including one high
school, one early college, and several
special-focus schools. The district
proficiency rates are lower than the state
rates in all EOG/EOC subjects. American
Indian students fall behind the district in
all EOG/EOC subjects, except Biology and
English II. However, American Indians are
performing better than Black and Hispanic
subgroups in EOC Biology and English II.
In all EOG/EOC areas, fewer American
Indians are proficient when compared
with their White peers. The cohort
graduation rate for American Indians is
the lowest among all subgroups, except
for Hispanics. However, the American
Indian dropout rate is the highest among
all subgroup rates.
DISTRICT CONTACT: MARCIA PORTER
http://www.richmond.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 60.0 58.1 71.3 46.8 54.2
2012-13 43.9 30.4 27.8 41.7 17.9 22.1
2013-14 56.3 45.9 37.9 58.9 30.8 38.1
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 76.7 72.7 84.0 66.3 80.7
2012-13 42.3 32.8 27.0 43.2 20.1 29.3
2013-14 51.0 42.4 40.0 52.7 27.7 45.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 77.3 77.1 86.9 67.8 75.6
2012-13 36.3 15.6 5.7 25.2 6.8 10.9
2013-14 60.0 47.5 30.0 59.3 33.3 54.2
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 83.4 73.3 94.9 69.5 94.1
2012-13 45.6 37.6 28.6 56.4 18.4 34.5
2013-14 53.9 31.7 36.2 41.8 20.0 27.7
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 77.8 74.2 87.0 69.4 69.7
2012-13 51.2 26.6 28.1 36.3 15.8 24.4
2013-14 61.2 39.1 44.8 49.8 26.9 34.1
4-Year Cohort Graduation Rate
2011-12 80.4> 73.5 54.1 72.8 77.6 71.9
2012-13 82.5 74.1 60.0 75.0 76.5 61.0
2013-14 83.9 79.2 72.7 79.7 81.5 67.4
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 4.32 6.36 4.01 4.03 7.14
2011-12 3.01 3.59 6.09 3.66 3.59 n/a
2012-13 2.45 2.47 6.15 2.73 1.28 5.56
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
41
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
42
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
ROBESON COUNTY
The Public Schools of Robeson County
enroll 23,586 students, of whom 10,036
(43%) identify as American Indian, mainly
of the Lumbee Tribe. Geographically
expansive and rural, the district operates
41 schools, including six high schools,
an early college, a career and technical
education campus, and a pre-school
center. The district proficiency rates are
lower than the state rates in the EOG/
EOC subjects. However, the district
cohort graduation rate is higher and the
dropout rate is lower than the state rates.
For American Indian students, these data
show incremental improvements in the
cohort graduation rate and the dropout
rate since 2011-12. American Indian
students lag behind the state, district,
and White subgroups in all EOG/EOC
assessments. They exceed Black students
but lag behind their Hispanic peers in all
subjects, except in EOG reading.
DISTRICT CONTACT: CONNIE LOCKLEAR
http://www.robeson.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 56.1 55.2 72.6 48.1 53.8
2012-13 43.9 24.9 23.6 41.0 19.0 19.3
2013-14 56.3 35.4 33.8 52.5 29.3 30.3
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 74.0 74.1 82.5 66.9 77.2
2012-13 42.3 23.7 22.5 37.3 15.5 25.8
2013-14 51.0 30.8 28.8 45.7 22.1 34.0
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 75.6 74.9 84.7 69.6 82.7
2012-13 36.3 17.8 17.1 27.6 10.0 22.7
2013-14 60.0 42.1 40.6 57.7 31.1 47.8
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 81.7 74.3 92.9 84.1 90.2
2012-13 45.6 27.0 23.4 43.2 18.9 35.8
2013-14 53.9 37.0 36.6 49.6 24.4 49.6
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 70.6 70.7 87.3 61.4 69.5
2012-13 51.2 30.5 29.0 50.3 20.0 33.1
2013-14 61.2 37.8 34.4 54.0 31.2 42.9
4-Year Cohort Graduation Rate
2011-12 80.4> 82.6 80.6 83.1 82.5 90.7
2012-13 82.5 85.1 82.6 83.7 87.4 93.5
2013-14 83.9 85.0 84.6 83.6 86.0 89.3
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.48 3.58 3.80 3.45 1.08
2011-12 3.01 2.71 3.25 3.89 1.87 n/a
2012-13 2.45 2.34 2.61 2.97 1.83 n/a
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
43
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
44
SCOTLAND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Scotland County Schools enroll 6,068
students, including 928 American Indians
(15%) mainly of the Lumbee Tribe.
The district operates 14 campuses,
including one high school and one early
college. The district proficiency rates are
below the state rates in all EOG/EOC
subjects. For the district, the graduation
rate falls below the state rate, and the
district dropout rate exceeds the state,
meaning that in both categories of school
completion, the district is falling behind.
The American Indian proficiency rates
are lower than the district in all EOG/EOC
subjects. In grades 3-8 reading and math,
as well as all EOC subjects, American
Indians lag behind their Hispanic peers.
Compared with their White peers,
American Indian students fall behind in
all EOG/EOC-tested areas. The American
Indian graduation rate falls below the
rates for the district, state, and two
subgroups, White and Black students;
however, sufficient data are not available
for comparison with their Hispanic peers.
DISTRICT CONTACT: LYLE SHAW
http://www.scotland.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 66.7 63.0 81.9 56.4 64.3
2012-13 43.9 35.3 30.4 51.2 24.3 40.0
2013-14 56.3 49.7 45.9 67.0 36.2 57.9
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 85.7 85.6 92.8 80.4 75.7
2012-13 42.3 37.2 29.9 53.3 26.6 42.9
2013-14 51.0 48.1 45.6 64.9 35.0 55.3
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 62.5 57.1 68.8 50.0 *
2012-13 36.3 35.5 29.1 49.8 26.6 45.0
2013-14 60.0 52.2 43.2 67.1 43.5 46.7
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 75.8 78.6 85.9 64.7 83.3
2012-13 45.6 23.9 11.8 30.3 20.6 28.6
2013-14 53.9 37.1 34.0 52.2 27.0 50.0
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 74.6 57.1 86.1 70.3 87.5
2012-13 51.2 37.5 32.1 48.8 28.4 53.8
2013-14 61.2 43.4 33.3 59.8 35.8 50.0
4-Year Cohort Graduation Rate
2011-12 80.4> 76.2 77.1 80.0 73.8 n/a
2012-13 82.5 72.8 70.2 72.7 74.4 *
2013-14 83.9 78.3 73.8 80.4 77.3 n/a
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 5.37 5.69 2.83 7.06 n/a
2011-12 3.01 4.15 3.66 3.37 4.75 n/a
2012-13 2.45 4.22 8.13 3.64 3.57 n/a
REGION 4
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
45
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a * n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
46
SWAIN COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
* 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
<5
*
Swain County Schools enroll 2,016 students,
of whom 475 (24%) are members of the
Eastern Band of Cherokee. Located on
land contiguous with the Qualla Boundary,
the district operates five schools, including
two early colleges, and one high school.
The district proficiency rates lag behind
the state in all EOG/EOC assessments.
The district cohort graduation rate and
the dropout rate are higher than the state
rates. The EOG/EOC proficiency rates
for American Indians are lower than the
district rates. American Indian students
perform better than Hispanics in all EOG/
EOC subjects where data are available.
White students outperform American
Indians in all EOG/EOC subjects. The
cohort graduation rate for American
Indians is higher than the district rate and
their White peers; however, sufficient
data are not available for comparison to
two other subgroups, Black and Hispanic
students. The American Indian dropout
rate exceeds that of the district, the state,
and the White subgroup.
DISTRICT CONTACT: MICHAEL TREADWAY
http://www.swain.k12.nc.us
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 70.8 62.6 75.4 * 27.6
2012-13 43.9 40.9 34.3 45.1 40.0 12.1
2013-14 56.3 51.0 41.9 55.2 25.0 26.5
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 83.1 74.2 86.5 * 65.5
2012-13 42.3 38.0 30.4 41.1 <5 26.5
2013-14 51.0 50.0 42.3 53.8 8.3 32.4
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 72.4 70.5 74.1 * 80.0
2012-13 36.3 21.0 12.2 25.3 * <5
2013-14 60.0 46.4 45.5 48.2 * <5
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 75.2 75.0 75.3 * *
2012-13 45.6 30.9 19.4 36.4 * *
2013-14 53.9 42.3 39.5 46.7 * <5
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 72.8 65.0 75.7 * 60.0
2012-13 51.2 33.3 25.0 37.6 * 20.0
2013-14 61.2 52.1 51.2 57.3 * 14.3
4-Year Cohort Graduation Rate
2011-12 80.4> 79.9 78.4 80.0 n/a 83.3
2012-13 82.5 80.8 78.2 81.6 n/a 85.7
2013-14 83.9 84.2 86.4 80.5 n/a n/a
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 6.81 7.46 6.74 n/a n/a
2011-12 3.01 3.59 4.35 3.35 n/a n/a
2012-13 2.45 3.04 4.55 2.44 n/a n/a
REGION 8
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
47
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
n/a n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
<5 <5
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
<5
* * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
* * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
48
WAKE COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Wake County Schools enroll 153,545
students and operates 170 schools,
including 25 high schools, and a cadre of
special-focus schools. Richly diverse in
countries of origin, Wake County enrolls
524 (0.3%) American Indian students
representing 78 tribal affiliations. In the
five EOG/EOC subjects, the district
proficiency rates are higher than the state
rates. The proficiency rates for American
Indian students are lower than the district
rates in all tested areas of the EOG and
EOC. American Indian students perform
better than the other minority subgroups
in each EOG/EOC subject, except EOC
English II; however, they lag behind their
White peers in these same tested areas.
These data show that the graduation rate
for American Indians is declining. When
compared with minority subgroups, the
American Indian cohort graduation rate
lags behind rates for the state, district,
and White students.
DISTRICT CONTACT: JOHN WILLIAMS
http://www.wcpss.net
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 77.4 69.6 90.0 59.2 60.2
2012-13 43.9 54.1 36.8 70.5 29.5 31.8
2013-14 56.3 65.8 56.6 81.2 42.8 44.3
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 86.4 85.3 94.8 72.0 78.8
2012-13 42.3 54.3 41.3 70.7 25.8 35.4
2013-14 51.0 62.4 50.0 78.1 34.9 44.7
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 86.1 74.2 93.8 72.0 80.6
2012-13 36.3 48.5 34.6 64.4 20.9 32.1
2013-14 60.0 71.4 61.0 83.3 45.0 56.1
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 87.2 86.0 >95 71.9 79.4
2012-13 45.6 58.7 49.2 75.5 30.8 43.8
2013-14 53.9 64.8 46.3 81.8 39.5 45.7
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 87.0 78.3 >95 74.5 77.1
2012-13 51.2 63.2 49.1 78.1 40.2 47.1
2013-14 61.2 72.6 57.1 85.4 52.5 57.6
4-Year Cohort Graduation Rate
2011-12 80.4> 80.6> 74.5> 90.3 69.6> 65.3>
2012-13 82.5 81.0 69.6 90.6 68.9 65.7
2013-14 83.9 82.2 60.0 91.2 74.0 67.8
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.25 2.54 1.66 5.43 5.78
2011-12 3.01 2.83 6.16 1.49 4.59 4.97
2012-13 2.45 1.95 n/a 1.10 2.90 4.18
REGION 3
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
49
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
50
WARREN COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
Warren County Schools enroll 2,383
students, including 158 American Indian
students (7%), mainly of the Haliwa-
Saponi Tribe, who reside in Warren County
and surrounding areas. Warren County
operates six schools, including one high
school and several special-focus schools.
The district’s proficiency rates in all EOG/
EOC subjects trail the state rates. The
district cohort graduation rate is lower, but
the dropout rate is higher than the state
rates. The proficiency rates for American
Indians exceed the district rates in all
EOG/EOC subjects, except EOC English II.
American Indians outperform their Black
and Hispanic peers in EOG reading and
math, and EOC Biology. The American
Indian cohort graduation rate is lower than
the district rate, as well as the rates for
White and Black subgroups. More White
students than American Indian students
are proficient in EOC Biology and English
II; however, both subgroups perform
equally in EOC Math I.
DISTRICT CONTACT: PATRICIA RICHARDSON
http://www.warrenk12nc.org
Year State District American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 71.2 56.2 61.0 73.6 51.0 60.6
2012-13 43.9 27.5 34.4 45.3 22.1 30.7
2013-14 56.3 37.5 57.4 53.5 32.3 35.1
End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3
2011-12 82.8 68.3 72.7 78.4 64.1 78.8
2012-13 42.3 21.0 35.9 30.2 16.3 33.3
2013-14 51.0 26.1 39.3 39.6 20.8 36.5
Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3
2011-12 78.7 72.6 82.4 88.0 66.9 50.0
2012-13 36.3 13.7 9.1 18.8 12.1 25.0
2013-14 60.0 42.2 50.0 50.0 38.8 54.5
Biology: End-of-Course** – Percent at/above Level 3
2011-12 83.0 67.6 80.0 87.5 62.0 66.7
2012-13 45.6 29.5 33.3 54.1 23.7 28.6
2013-14 53.9 38.5 44.0 61.8 31.0 12.5
English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3
2011-12 82.9 74.7 87.5 74.3 72.4 66.7
2012-13 51.2 42.9 42.1 60.0 42.6 12.5
2013-14 61.2 51.1 41.7 66.7 48.8 42.9
4-Year Cohort Graduation Rate
2011-12 80.4> 83.9> 89.5> 84.8> 83.2 85.7
2012-13 82.5 75.3 78.6 70.2 75.4 85.7
2013-14 83.9 71.7 70.6 86.7 71.9 *
Annual Dropout Rate (Grades 9-13)
2010-11 3.43 3.90 n/a n/a 4.61 n/a
2011-12 3.01 2.92 n/a 4.24 1.98 n/a
2012-13 2.45 4.10 n/a 4.94 4.62 n/a
REGION 3
% at/above Level 3
% at/above Level 3
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING** MATH**
51
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2011-12 2012-13 2013-14
*
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
Percentage of Students
% at/above Level 3 % at/above Level 3
Percentage of Students
% at/above Level 3
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2011-12 2012-13 2013-14
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY**
> = Scores changed due to data corrections.
* = Indicates that the student population in the subgroup is too small
to report the value (Fewer than five students in the cohort)
n/a = Current year data are unavailable or contain no scores for
the selected test.
<5 or >95 = The percentage and number of students are not shown if the
percentage is greater than 95 percent or less than five percent.
Cautionary Note Regarding Comparisons:
** = Standards and assessments used in years after 2011-12 reflect higher
standards and more rigorous expectations. Therefore, comparisons
between 2011-12 and later years cannot be made with precision.
Beginning in 2013-14, five achievement levels were reported as opposed
to four the previous year. The new Achievement Level 3 identifies
students who are prepared for the next grade but need additional
academic support to meet the college- and career- readiness standard.
State American
LEA Indian White Black Hispanic
ANNUAL DROPOUT RATES (GRADES 9-13)
Graduation Year
4-YEAR COHORT GRADUATION RATES
52
Year State District American
Indian White Black His-panic
Charlotte/Mecklenburg
2011-12 11.3 11.1 9.7 19.2 3.6 6.2
2012-13 11.8 11.9 8.6 21.1 4.2 7.2
2013-14 12.9 19.2 17.5 30.7 9.3 13.2
Clinton City
2011-12 11.3 8.0 13.8 14.6 2.3 6.0
2012-13 11.8 12.1 9.4 22.2 3.6 10.0
2013-14 12.9 7.6 15.4 14.8 2.2 0.7
Columbus
2011-12 11.3 3.5 0.8 5.5 1.2 n/a
2012-13 11.8 3.7 2.5 5.1 1.6 1.8
2013-14 12.9 3.6 n/a 4.8 2.6 0.8
Cumberland
2011-12 11.3 9.9 10.7 12.9 4.8 8.2
2012-13 11.8 6.0 2.4 8.6 2.6 5.2
2013-14 12.9 11.3 10.9 16.5 5.9 8.7
Graham
2011-12 11.3 7.0 4.2 7.5 n/a n/a
2012-13 11.8 8.1 2.1 9.1 n/a n/a
2013-14 12.9 9.0 7.1 9.1 n/a 20.0
Guilford
2011-12 11.3 21.2 17.0 30.1 9.6 14.9
2012-13 11.8 23.5 20.0 32.7 11.3 16.2
2013-14 12.9 23.9 22.9 33.7 12.2 17.6
Halifax
2011-12 11.3 6.7 7.1 8.1 6.3 9.5
2012-13 11.8 5.4 8.6 10.0 5.0 6.3
2013-14 12.9 5.5 3.6 4.3 5.7 n/a
Haliwa-Saponi Tribal School
2011-12 11.3 n/a n/a n/a n/a n/a
2012-13 11.8 n/a n/a n/a n/a n/a
2013-14 12.9 n/a n/a n/a n/a n/a
Hertford
2011-12 11.3 6.5 25.0 11.2 5.0 7.7
2012-13 11.8 5.6 n/a 5.9 4.6 5.6
2013-14 12.9 2.5 n/a 3.0 2.4 4.5
Hoke
2011-12 11.3 6.1 2.4 8.9 5.1 1.9
2012-13 11.8 7.0 2.6 8.4 5.9 4.6
2013-14 12.9 13.0 5.9 17.8 10.8 10.8
Jackson
2011-12 11.3 6.8 4.9 6.9 n/a 1.6
2012-13 11.8 4.7 1.2 4.7 n/a 1.8
2013-14 12.9 2.7 4.5 2.7 n/a n/a
Johnston
2011-12 11.3 9.9 18.6 11.8 3.5 5.4
2012-13 11.8 9.0 16.3 10.9 3.8 4.0
2013-14 12.9 8.5 5.4 9.6 2.9 3.9
Year State District American
Indian White Black His-panic
Person
2011-12 11.3 10.0 40.0 12.9 4.0 9.6
2012-13 11.8 12.5 40.0 15.2 6.6 13.3
2013-14 12.9 8.7 12.5 10.4 4.8 14.7
Richmond
2011-12 11.3 8.2 5.6 12.7 3.3 5.3
2012-13 11.8 8.7 6.6 12.9 3.7 5.9
2013-14 12.9 8.1 6.0 11.3 4.4 6.2
Robeson
2011-12 11.3 2.9 2.9 3.5 1.8 1.8
2012-13 11.8 3.2 3.1 4.2 2.3 1.6
2013-14 12.9 4.2 3.3 9.5 2.0 2.7
Scotland
2011-12 11.3 3.7 2.7 5.9 1.5 n/a
2012-13 11.8 3.1 1.7 5.1 1.7 n/a
2013-14 12.9 2.9 2.5 4.9 1.7 n/a
Swain
2011-12 11.3 8.8 3.4 9.2 n/a 16.7
2012-13 11.8 7.8 1.7 7.0 n/a 5.3
2013-14 12.9 6.4 5.3 7.1 20.0 n/a
Wake
2011-12 11.3 13.5 5.6 17.7 2.9 5.7
2012-13 11.8 14.4 13.3 18.9 3.3 6.5
2013-14 12.9 15.7 14.2 21.0 3.7 7.4
Warren
2011-12 11.3 n/a n/a n/a n/a n/a
2012-13 11.8 2.4 2.8 2.6 2.4 n/a
2013-14 12.9 3.4 3.9 4.4 3.2 n/a
Students Taking an AP Exam by District (Percent of Students)
Students Taking AP Exams by District
Although the 10th Annual A