Report to the North Carolina State Board of Education

              In Pursuit of Educational Excellence for All Native American Students in North Carolina
FOR NATIVE STUDENTS
A New Vision
FEBRUARY 2014
REPORT TO THE NORTH CAROLINA
STATE BOARD OF EDUCATION
State Advisory Council on Indian 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, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
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
M0713
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
BRANDI BROOKS
Chapel Hill
KATHERINE CHAVIS
Maxton
DOROTHY CROWE
Roxboro
JIM DAVIS
State Senator
District 50-Franklin
CHARLES GRAHAM
House Representative
District 87 – Lumberton
VERONICA GRAHAM
Lake Waccamaw
MARGO HOWARD
Ahoskie
ALISA HUNT-LOWERY
Clayton
KAREN GOINS KUENY
Fayetteville
KAMIYO LANNING
Weaverville
MARCE SAVAGE
Waxhaw
PATRICIA N. WILLOUGHBY
Raleigh
ANGELA LYNCH
Burlington
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 LEA 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)
• Cohort Graduation and Annual Dropout Rates
• Advanced Placement (AP) Testing
• SAT Testing
Local Education Agency (LEA): American Indian Student Performance
American Indian Student Performance by LEA or Charter School (alphabetically listed) ....................14
• End-of-Grade Results
• End-of-Course Results
• High School Completion
• Advanced Placement (AP) and SAT Testing
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: Data Notes ....................................................................................................................67
North Carolina Tribes and Title VII Grantee Counties .............................................................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 Trina Bennett Brandi Brooks
Margo Howard Alisa Hunt-Lowery Kara Stewart
Photos
Billie Allen, Title VII Coordinator, Richmond County Schools
Elaine Darby, Web Marketing Specialist, Communications and Information, NC Department of Public Instruction
Angie Lovedahl, Elementary Curriculum Director, Jackson County Public Schools
Terrence McAllister, Director, Secondary Schools, Scotland County
Elizabeth Mitchell, Director, Indian Education Programs, Hoke County Schools
Darlene Ransom, Title VII Coordinator, Cumberland County Schools
Gwen Richardson, Title VII Coordinator, Haliwa-Saponi Tribal School
Higher Education
Jean Marie Coleman, Graduate Research Assistant, UNC Pembroke
Jeremy Dimery, School Executive Intern, UNC Pembroke
Torri Ellis, School Executive Intern, UNC Pembroke
Sadie Freeman, Graduate Research Assistant, UNC Pembroke
Alisa Hunt-Lowery, Associate Director, Textiles Extension Education for Economic Development,
North Carolina State University
Nakecia Locklear, School Executive Intern, UNC Pembroke
Dr. Olivia Oxendine, Assistant Professor, School Administration and Counseling, UNC Pembroke
Russell Scott, School Executive Intern, UNC Pembroke
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
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
Dr. Johnny Wilson, Consultant, Educational Testing/Accountability
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. 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 the public schools.
The results of the 2012-2013 EOG/EOC test scores are not comparable to previous years, although previous
test scores are included in this report as a form of reference. In the months ahead, the Council will focus on
key indicators that often shape and influence the academic performance of American Indian students.
For the past several years, the Council has focused on achievement gaps in critical areas of performance,
namely in reading and mathematics. We have recommended improvements in parental involvement,
cultural awareness and education, and increasing the graduation rate. Recently, the Council has begun to
examine an alarming trend in grades 3-8 literacy/reading. With that noted, we are determined to give
sustained attention to deficiencies in reading performance. In fact, the report makes it apparent that
literacy/reading in the elementary grades must become a priority of this Council.
I am proud to report that last November, the Council successfully hosted an American Indian Education
summit titled Literacy Matters which brought educators, parents, and tribal leaders together to examine
issues facing our students and to begin a discussion with audience members about solutions.
We anticipate hosting a similar event next fall.
By the end of the year, five individuals representing higher education and American Indian parents will
have been sworn in as Council members. The collective commitment and perspectives reflected in the
15-member Council is impressive.
On behalf of the State Advisory Council on Indian Education, I would like to thank the State Board of
Education for its interest in the work of the Council. Additionally, I am 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. The future of our students depends
on this example of good will.
Kamiyo Sawyer Lanning
Chairperson
State Advisory Council on Indian Education
LETTER FROM THE CHAIRPERSON
4
In 1988, the State Board of Education (SBE) adopted an Indian education policy as a way to provide a process
for identifying issues pertaining to the education of American Indian students in grades K-12. In the same year,
the North Carolina General Assembly enacted Article 13A (NCGS § 115C-210 et seq.) to establish a 15 member
State Advisory Council on Indian Education (SACIE) to serve as the mechanism for advocating on the behalf of
American Indian students. The Council consists of American Indian parents and educators, legislative members
from the North Carolina Senate and House of Representatives, representatives from the UNC Board of
Governors, and the North Carolina Commission of Indian Affairs.
The SACIE plays a vital advisory role by examining various indicators of student success, identifying
deficiencies and recommending to the State Board of Education formal steps to turn around low performance
and/or school failure. Consistent with this role, the Council reports annually on the achievement of American
Indian students and presents the findings to the State Board of Education. Presented in this report is an
abundance of information that clearly indicates the need for unified efforts to change the trajectory of low
student performance. Any turn around steps must be strategic, timely and well coordinated.
Below are several findings derived from this report. For each one, the grade-level proficiency rates of American
Indian students are compared with the rate for White students. Among the designated subgroups (American
Indian, White, Black, and Hispanic) presented in this report, the White subgroup has the highest proficiency rates.
A proficient student is achieving at or above grade level. These findings are based on the 2012-13 End-of Grade/
End-of-Course state tests.
Major Findings
• The EOG reading proficiency rate (29.0%) for American Indian
students is about 28 percentage points below the rate (56.6%)
for White students.
• The EOG mathematics proficiency rate (27.0%) for American Indian
students is about 27 percentage points below the rate (53.8%)
for White students.
• The EOC Math I proficiency rate (20.5%) for American Indian
students is about 27 percentage points below the rate (47.6%)
for White students.
• The EOC English II proficiency rate (35.5%) for American Indian
students is about 27 percentage points below the rate (62.7%)
for White students.
• The EOC Biology proficiency rate (27.5%) for
American Indians is about 30 percentage points
below the rate (57.9%) for White students.
• From 2010-11 to 2012-13, the American Indian
cohort graduation rate improved by nearly eight
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.
PART I: Executive Summary
5
Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description
Envisioning a comprehensive model for meeting the unique needs of American Indian and Alaska Native
students, the authors of the Act adopted four 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 Act 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 early 1970s, several school systems across North Carolina have benefitted from the Act. Whether
through direct classroom support, college-career planning, after-school programs, cultural enrichment, or a
mixture of services, Title VII funding has strengthened school districts’ efforts to close achievement gaps and to
expand awareness of the American Indian culture in North Carolina. Program directors are responsible for project
development, budget management, resource planning, and numerous activities aimed at one fundamental goal:
to raise the achievement of every American Indian student one day and one year at a time.
In order for students to receive support/enrichment services under the Title VII-Indian Education Act, the parents/legal
guardians must complete a formal application (see Appendix E), which is reviewed by a district-level administrator
responsible for Indian Education services. Because Title VII funding to local school systems is driven by verifiable 506
applications, informing parents/legal guardians about the eligibility process must be viewed as an ongoing process.
The SACIE has analyzed a three-year collection of End-of Grade and End-of Course achievement data compiled
on American Indian students enrolled in selected school systems across the state. In this cohort, 18 districts
receive Title VII fiscal support (see Appendix B). One district, Hertford County, is not a Title VII grantee, but
does enroll students of the Meherrin Tribe.
The findings in this report point to low proficiency rates on End-of-Grade and End-of-Course achievement data
for American Indian students. Therefore, the Council recommends that further investigation of underachievement
in grades 6-12 occur in the form of a study.
Population of Focus
The total enrollment of American Indians/Alaskan Native students in North Carolina’s public schools (K-12) is
20,597 for 2012-13, of which 82 percent are enrolled in school districts receiving federal dollars through the
Indian Education Act (IEA) 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 school systems.
FIGURE 1 Percentage of North Carolina American Indian Students
Enrolled in the IEA Cohort vs. the Non-IEA Cohort
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
16,956. This report, however, makes no distinction between student participants and non-participants.
Non-IEA Cohort
3,641 or 18%
IEA Cohort
16,956 or 82%
6
Interpreting the Profiles
The 2012-13 edition of the State Advisory Council on Indian Education (SACIE) Report consists of state-level and
LEA-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 9-12
8) SAT
9) Advanced Placement (AP)
Where possible, three years of data have been provided for each assessment. However, for the EOG and EOC
assessments, only one year of data is provided 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 2012-13 and EOG and EOC assessment data for the years prior to 2012-13 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, Dropout Rate, SAT, and AP data in the state and LEA profiles are provided for
three years: 2010-11, 2011-12, and 2012-13. Using a three-year trend aligns with critical transitions in the
physical, emotional, and the cognitive development of students in the upper-elementary grades (grades 3-5)
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).
PART II: The State and LEA Profiles
7
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 or Level 4 on the EOG and EOC assessments.
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, Biology, and
English II indicate the percentage of students who perform at or above Level 3 in 2012-13. The achievement level
descriptors for 2012-13 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 solid 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 superior command of the knowledge and skills
contained in the CCSS for ELA, CCSS for Math and/or the ES for Science.
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/.
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.
Cohort Graduation Rate Data
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 Local Educational Agency (LEA) and charter school in the state,
and “event dropout rates” are computed. The three years of dropout data in the state and LEA profiles show the
percentage of students in grades 9-13 by race, and by race and gender, that dropped out from 2010 to 2012.
8
SAT Data
The three-year trend of SAT data and LEA profiles show
the participation rates and the mean total SAT scores of
graduating seniors from 2011 to 2013. SAT performances
are compared at the state, the LEA and subgroup levels.
Advanced Placement (AP) Data
The three-year trend of AP data and LEA profiles show
the participation rates and the percentages of AP
test-takers in grades 9-13 that scored a 3 or higher
from 2011 to 2013.
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 (8) 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 state-wide 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 school
systems, 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
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
EOG Reading and Math
Since EOG and EOC trend data on the academic achievement
of American Indian students are not available in 2012-13 due
to the implementation of new achievement level standards,
2012-13 data are provided as baseline indicators for monitoring
future progress. As evidence of the increased rigor in 2012-13,
the average drop in proficiency on the EOG assessments for
the state and subgroups from 2011-12 to 2012-13 was
approximately 30 percentage points in reading and 40
percentage points in mathematics.
The reading data show that 15 percent fewer American Indian
students were proficient in 2012-13 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 (29.0%) and Hispanic
students (28.8%) who were proficient were about the same.
Compared with White students, 28 percent fewer American
Indian students were proficient. Similar patterns were observed
in EOG mathematics, with the exception that about six 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 III
2010-11 70.7 59.1 81.9 54.2 57.7
2011-12 71.2 59.9 82.2 55.3 58.5
2012-13 43.9 29.0 56.6 25.6 28.8
End-of-Grade Math (Grades 3-8 Combined)**
Percent at/above Level III
2010-11 82.4 76.3 89.6 69.0 78.5
2011-12 82.8 76.2 89.7 70.0 79.3
2012-13 42.3 27.0 53.8 22.2 32.7
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
READING**
MATH**
% at/above Level III % at/above Level III
* = Indicates that the student population in the subgroup is too small
to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college and
career readiness.
State American
LEA Indian White Black Hispanic
10
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
ENGLISH I ENGLISH II**
% at/above Level III
EOCs: Math I, Biology and English II**
For the reason stated for the EOGs, trend data also are also
not available for the Math I, Biology, and English II EOCs.
The increase in rigor for the 2012-13 EOCs was as dramatic
as it was for the EOGs. The average drop in proficiency for
the state and subgroups in Math I, Biology, and English II
from 2011-12 to 2012-13 was approximately 50, 40, and 30
percentage points, respectively.
In 2012-13, about 16 percent fewer American Indian students
(20.5%) were proficient in Math I than the average of all students
(36.3%) in the state. About 30 percent fewer American Indian
students (20.5%) were proficient in Math I than White students
(47.6%) and about seven percent fewer than Hispanic students
(27.0%). American Indian students had three percent more
students proficient than Black students (17.5%).
The pattern of achievement for American Indians in the
Biology and English II EOCs was similar to that in Math I.
However, more American Indian students (35.5%) were
proficient in English II than in the Math I (20.5%) and Biology
(27.5%) EOCs.
Year State American
Indian White Black Hispanic
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
Percent at/above Level III
2010-11 76.7 69.0 84.8 61.8 73.3
2011-12 78.7 75.7 86.2 65.2 74.8
2012-13 36.3 20.5 47.6 17.5 27.0
Biology: End-of-Course** – Percent at/above Level III
2010-11 79.9 71.0 88.8 64.6 73.4
2011-12 83.0 78.1 90.8 69.6 76.5
2012-13 45.6 27.5 57.9 24.2 34.9
English II: End-of-Course (English I in 2010-11 & 2011-12)**
Percent at/above Level III
2010-11 80.6 67.8 88.8 68.3 71.9
2011-12 82.9 74.1 90.4 71.6 74.4
2012-13 51.2 35.5 62.7 32.5 39.6
HIGH SCHOOL END-OF-COURSE TESTS
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
ALGEBRA I MATH I**
% at/above Level III
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
BIOLOGY**
% at/above Level III
BIOLOGY
* = Indicates that the student population in the subgroup is too small
to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college and
career readiness.
State American
LEA Indian White Black Hispanic
STATE PROFILE
11
* = Indicates that the student population in the subgroup is too small
to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college and
career readiness.
State American
LEA Indian White Black Hispanic
Four-year Cohort Graduation Rate (CGR)
While the four-year graduation rate of American Indian students
(77.3%) trails that of all students in the state (82.5%) by five percentage
points in 2012-13, American Indian students have improved their four-year
graduation rate by about eight percentage points from 2010-11
to 2012-13. The increase represents the largest among all designated
subgroups. The four-year graduation rate of American Indian students
(77.3%) exceeds that of Hispanic students (75.2%) by two percentage
points, but lags behind White students (86.2%) by about nine
percentage points. Clearly, the graduation rate among American Indian
students is 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 2009-10 to 2011-12,
fewer students dropped out, while more graduated. According to the
2011-2012 Consolidated Data Report, the dropout rate for American
Indian students declined for the eighth consecutive year. American Indian
students (4.11%) had the largest dropout rate in 2012-13, followed by
Hispanic students (3.88%), Black students (3.65%), and White students
(2.57%). The data also shows that male students in all racial/ethnic groups
tend to drop out at a higher rate than female students.
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>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
2009-10 2010-11 2011-12
>95
GRADES 9-13 ANNUAL DROPOUT RATES
GRADES 9-13 ANNUAL DROPOUT RATES
Male and Female Students
Year State American
Indian White Black Hispanic
NC 4-Year Cohort Graduation Rates
2010-11 77.9 69.7 82.6 71.5 68.8
2011-12 80.4 73.7 84.7 74.7 73.0
2012-13 82.5 77.3 86.2 77.5 75.2
Grades 9-12 Dropout Rates
2009-10 3.75 4.86 3.11 4.78 4.79
2010-11 3.43 4.12 2.86 4.27 4.66
2011-12 3.01 4.11 2.57 3.65 3.88
Grades 9-13 Dropout Rates, Male & Female Students
F M F M F M F M
2009-10 3.75 4.00 5.65 2.68 3.53 3.75 5.79 4.20 5.34
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
Percentage of Students Percentage of Students Percentage of Students
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
M
F
0
1
2
3
4
5
6
2009-10 2010-11 2011-12
STATE PROFILE
12
Advanced Placement (AP)
From 2010-11 to 2012-13, the percentage of AP test-takers increased
for all students in the state (1.2%), American Indian students (2.5)%,
White students (1.7%), Black students (0.8%) and Hispanic students
(1.1%), with the largest increase for American Indian students. The
only racial/ethnic group with a participation rate higher than the state
(11.78%) was the White (14.76%) subgroup. The AP participation rates
for American Indians (6.45%), Blacks (4.62%), and Hispanics (6.65%)
all were lower than the state participation rate.
The College Board considers students who score 3 or higher on
AP Exams as “passing.” Only the subgroup of White students
(65.71%) had a higher percentage of students scoring 3 or higher on
AP Exams than all students (61.44%) in the state. The percentage
of students who passed AP Exams declined for the state and all
subgroups from 2010-11 to 2012-13. The highest passing rate on
AP Exams in 2012-13 was attained by the White subgroup (65.71%),
followed by the state average (61.44%), Hispanics (51.73%),
American Indians (41.08%) and Blacks (33.72%).
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>95
Year State American Indian White Black Hispanic
Students Taking Advanced Placement Exams
2010-11 10.62 3.93 13.06 3.85 5.59
2011-12 11.26 5.61 14.00 4.25 6.08
2012-13 11.78 6.45 14.76 4.62 6.65
AP Performance: Percent of Students Scoring 3, 4, or 5
2010-11 61.85 45.50 65.90 34.22 54.16
2011-12 61.75 41.31 65.80 35.00 53.00
2012-13 61.44 41.08 65.71 33.72 51.73
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
* = Indicates that the student population in the subgroup is too small
to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college and
career readiness.
State 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. Presumably, fewer
students elected to take the SAT as a college admissions requirement in
2012-13, but used the ACT score instead. The number of North Carolina
public school student test-takers (50,699) in 2012-13 was 9.0% fewer
than the number test-takers (55,720) in 2011-12. The number of American
Indian students taking the test (620) in 2012-13 was about 7.0% fewer
than the number (664) in 2011-12 (College Board, 2012-13).
The SAT data table shows that the largest reduction in the participation rate
from 2010-11 to 2012-13 was for American Indian students (15%), followed
by White students (9.4%), Hispanic students (1.3%) and Black students
(0.32%). The participation rate of neither racial/ethnic subgroups (American
Indian: 50.20%; Whites: 56.60%; Blacks: 55.78%, and Hispanics: 43.13%)
was as high as that for the state (57.9%). 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 were down in
2012-13 from 2010-11. American Indian students scored 19 points lower,
followed by Hispanic students (7 points), Black students (4 points) and white
students (3 points). The 2012-13 average score for American Indians (908)
was 85 points below the state average (993) and 146 points lower than the
score for White students (1054).
SAT TESTING
Year State American Indian White Black Hispanic
Students Taking the SAT
2010-11 64.56 65.37 66.00 56.10 44.46
2011-12 64.99 68.88 66.11 56.44 43.83
2012-13 57.39 50.20 56.60 55.78 43.13
NC SAT Scores
2010-11 995 927 1057 857 957
2011-12 992 912 1057 848 945
2012-13 993 908 1054 853 950
STATE PROFILE
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
State
2010-11 2011-12 2012-13
>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
2010-11 2011-12 2012-13
>95
NC SAT SCORES
Average SAT Score
* = Indicates that the student population in the subgroup is too small to report the
value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college and career readiness.
State 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
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Charlotte-Mecklenburg Schools enroll
140,161 students in 160 schools, including
a variety of theme-specific campuses. The
student enrollment reflects 160 countries
and 660 (0.47%) 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.
The district graduation rate is slightly lower
than the state, but the dropout rate is slightly
higher. American Indians are below the district
in all but one EOG/EOC subject (Biology).
These data show a slight lead for American
Indians in EOG reading and math, when
compared with Blacks and Hispanics. 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, and the dropout rate for
American Indian students is higher than any
of the other subgroups. 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 LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 70.1 65.6 89.9 57.9 59.4
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 81.7 78.3 94.7 71.5 78.5
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 79.1 79.2 93.6 69.1 76.9
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
Biology: End-of-Course**
2010-11 79.9 83.1 70.8 >95 74.9 78.8
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 81.2 81.7 94.5 73.3 73.8
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
4-Year Cohort Graduation Rate
2010-11 77.9 73.5 78.7 86.6 66.8 58.0
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 4.15 n/a 2.13 5.25 6.02
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
REGION 6
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
15
END-OF-COURSE TESTS
% at/above Level III % at/above Level III % at/above Level III
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a
HIGH SCHOOL COMPLETION
DROPOUT RATES
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
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95 >95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
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
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
Clinton City Schools enroll 2,997 students,
including 93 (3.1%) 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, but the district
graduation rate is slightly higher. American
Indians are below the district average in
EOG reading and math. American Indian
students are lagging behind White and
Hispanic students in Biology and Math I;
however, they are outperforming Black
students in these subject areas, as well as
in English II. The same cohort graduation
rate applies to American Indian students
and to their Hispanic peers; however, the
White and Black subgroups exceed
American Indians in the 2012-13 cohort
graduation rate.
DISTRICT CONTACT: TERRACE MILLER
http://www.clinton.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 68.1 57.7 84.7 56.5 64.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 84.5 78.8 91.0 78.2 85.6
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 76.3 80.0 91.9 62.9 74.4
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
Biology: End-of-Course**
2010-11 79.9 66.1 80.0 91.7 44.6 62.5
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 74.0 57.1 90.8 62.2 59.5
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
4-Year Cohort Graduation Rate
2010-11 77.9 78.1 >95 83.6 73.2 80.0
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.14 n/a n/a 3.84 5.71
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
REGION 2
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
17
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
>95
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
% at/above Level III % at/above Level III % at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
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
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Columbus County Schools enroll 6,259
students, of whom 363 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 and math exceeds that for Black
and Hispanic subgroups but trails that
for White students. The American Indian
proficiency rate in Math I exceeds the
rates for Whites, Blacks and Hispanics.
American Indians show an increase in
the 2012-13 cohort graduation rate. In
Biology, American Indians lead Blacks,
but lag behind Whites and Hispanics.
More American Indians are proficient in
English II than Hispanics, but more Whites
and Blacks are proficient 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 LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 65.8 66.5 75.7 51.7 56.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 77.0 78.4 84.4 64.6 76.8
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 67.8 70.0 77.6 53.5 58.8
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
Biology: End-of-Course**
2010-11 79.9 80.4 81.3 86.2 70.9 80.0
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 70.3 71.4 78.8 60.8 65.6
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
4-Year Cohort Graduation Rate
2010-11 77.9 81.6 82.6 80.7 86.5 45.5
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.22 4.88 3.39 2.77 n/a
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
19
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
% at/above Level III % at/above Level III % at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95 >95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
20
CUMBERLAND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
2010-11 2011-12 2012-13
Cumberland County Schools serve an
expansive military community, which adds
to diversity profile of the school system.
The enrollment is 51,817, including 998
American Indian students (1.9%) mainly
of the Lumbee Tribe. The district operates
87 school campuses, including 15 high
schools and two early college campuses.
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,
except Biology, 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 each EOG/EOC subject,
except in Math I. Compared with the other
subgroups, American Indians have the
lowest graduation rate and highest rate of
dropouts. American Indian students lag
behind their White peers in each EOG/
EOC category.
DISTRICT CONTACT: DARLENE HOLMES RANSOM
http://ccs.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 68.5 65.5 80.5 57.4 71.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 77.4 76.7 86.7 68.4 80.4
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 70.0 66.1 81.4 60.6 73.6
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
Biology: End-of-Course**
2010-11 79.9 78.5 69.6 89.5 69.4 83.5
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 80.6 76.6 90.2 72.0 82.6
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
4-Year Cohort Graduation Rate
2010-11 77.9 78.1 62.0 80.5 75.3 81.0
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.12 5.97 3.08 3.34 1.84
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
21
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
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
2010-11 2011-12 2012-13
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
% at/above Level III % at/above Level III % at/above Level III
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
22
GRAHAM COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
* * * 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
* * * Located near the Qualla Boundary
(Reservation of the Eastern Band of
Cherokee), Graham County Schools enroll
1,193 students, including 179 American
Indians (15.0%) 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 the five EOG/EOC assessments,
but shows a commendable trend 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 and English II.
The three-year data reveal a commendable
trend in the percentage of American
Indians completing high school.
DISTRICT CONTACT: MARCIA HOLLIFIELD
http://www.grahamcountyschools.org
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 74.5 65.4 76.3 * 57.1
2011-12 71.2 76.7 62.8 78.9 * 80.0
2012-13 43.9 42.9 26.3 47.4 * 10.0
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 83.0 79.0 83.8 * 85.7
2011-12 82.8 86.1 79.5 87.7 * 60.0
2012-13 42.3 36.1 35.0 37.2 * 15.0
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 72.2 57.1 74.7 * *
2011-12 78.7 76.7 70.6 79.7 * *
2012-13 36.3 27.8 45.5 25.5 * *
Biology: End-of-Course**
2010-11 79.9 87.4 69.2 89.9 * *
2011-12 83.0 81.2 75.0 83.8 * *
2012-13 45.6 40.5 35.7 42.2 * *
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 83.7 90.0 83.3 * *
2011-12 82.9 86.2 87.5 86.6 * *
2012-13 51.2 38.2 52.9 34.8 * *
4-Year Cohort Graduation Rate
2010-11 77.9 85.6 72.7 86.7 n/a n/a
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 2.70 n/a 2.52 n/a n/a
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
REGION 8
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
23
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
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
2009-10 2010-11 2011-12
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
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
% at/above Level III % at/above Level III % at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
* * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * * *
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
24
GUILFORD COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Guilford County Schools enroll 72,406
students, of whom 414 (.57%) are American
Indians representing both federal and state
tribes. Guilford County operates 124 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 EOG math. However, district
proficiency rates exceed the state in the three
EOCs. 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 falls short of
the state, the LEA, and the other subgroups
in 2011-12 and 2012-13 . Conversely, the
American Indian dropout rate for 2012-13
exceeds the state, the school system, and
the other subgroups. Academically, American
Indian students are more proficient than their
Black peers in EOG reading and math, EOC
mathematics, and English II, but behind their
White peers in all tested areas.
DISTRICT CONTACT: S. JEAN CONLEY
http://www.gcsnc.com
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 68.4 61.6 84.9 55.4 58.4
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 81.9 76.3 91.9 72.5 79.5
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 72.6 56.5 86.5 59.6 71.9
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
Biology: End-of-Course**
2010-11 79.9 75.8 80.0 90.7 63.4 68.8
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 79.3 72.5 92.2 69.6 71.7
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
4-Year Cohort Graduation Rate
2010-11 77.9 83.1 78.4 90.4 78.0 75.1
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 2.81 2.59 1.61 3.55 4.89
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
REGION 5
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
25
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
% at/above Level III % at/above Level III % at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
26
HALIFAX COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Halifax County Schools enroll 3,423
students, of whom 206 are 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. The
percentage of American Indian students
who are proficient in the EOG/EOC areas
exceeds the district. American Indians
exceed Black students in the EOG reading
and math assessments. In the four-year
graduation rate, American Indians show
commendable improvement. Where data
are displayed, the percentages reveal that
American Indian students are not keeping
up their White peers in the EOG/EOC
tested areas, except in the EOC Biology.
DISTRICT CONTACT: DOTTIE UMSTEAD
http://www.halifax.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 35.0 43.2 54.3 32.8 46.2
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 48.3 56.8 66.7 46.2 66.7
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 26.1 36.4 50.0 24.4 33.3
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
Biology: End-of-Course**
2010-11 79.9 58.0 55.0 80.0 57.6 80.0
2011-12 83.0 82.1 92.3 * 81.6 *
2012-13 45.6 25.3 42.9 33.3 24.1 20.0
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 47.1 71.4 77.8 45.7 20.0
2011-12 82.9 56.7 55.6 40.0 56.8 *
2012-13 51.2 22.7 30 * 22.6 *
4-Year Cohort Graduation Rate
2010-11 77.9 71.9 66.7 * 72.9 n/a
2011-12 80.4 75.5 60.0 * 77.5 83.3
2012-13 82.5 74.8 92.9 * 75.2 n/a
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.99 n/a n/a 3.88 n/a
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
REGION 3
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
27
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
* n/a * * n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
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
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
% at/above Level III % at/above Level III % at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
**
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
Percentage of Students Percentage of Students
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
28
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
* * * * * * 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
* * * * * *
HALIWA-SAPONI TRIBAL SCHOOL
Approved as a charter school by the
State Board of Education in 2000, the
Haliwa-Saponi Tribal School enrolls
170 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 is higher than
the percent for the school in EOG math
and EOC English II. Insufficient data does
not allow comparisons in the dropout and
cohort graduation rates.
DISTRICT CONTACT: GWEN RICHARDSON
http://hstsedu.org
Year State
Charter
School
American
Indian
White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 65.8 70.1 * 42.9 *
2011-12 71.2 61.6 62.2 * 42.9 *
2012-13 43.9 21.1 20.0 * 23.1 *
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 74.7 76.1 * 57.1 *
2011-12 82.8 70.9 70.3 * 71.4 *
2012-13 42.3 8.4 9.3 * 7.7 *
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 57.1 58.3 * * *
2011-12 78.7 78.3 73.7 * * *
2012-13 36.3 <5 <5 * * *
Biology: End-of-Course**
2010-11 79.9 n/a n/a n/a n/a n/a
2011-12 83.0 66.7 66.7 * * *
2012-13 45.6 9.1 5.3 * * *
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 58.3 54.5 * * *
2011-12 82.9 87.5 85.7 * * *
2012-13 51.2 16.7 20.0 * * *
4-Year Cohort Graduation Rate
2010-11 77.9 70.0 70.0 n/a n/a n/a
2011-12 80.4 72.7 77.8 n/a n/a n/a
2012-13 82.5 * * n/a n/a n/a
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 2.50 n/a n/a n/a n/a
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 n/a
REGION 3
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
29
40
50
60
70
80
90
100
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
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a 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
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * * * <5 <5 * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
n/a n/a n/a n/a n/a * * * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * * * * * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
30
HERTFORD COUNTY
Hertford County Schools enroll
approximately 3,032 students, of whom
21 (0.69%) identify as American Indian,
mainly of the Meherrin Tribe, a native
culture indigenous to Hertford, Bertie,
Gates, and Northampton counties.
The district operates seven campuses,
including two high schools and one
early college high school. The district
proficiency rate lags behind the state
rate in all EOG/EOC subjects. The
cohort graduation rates for the district
and the state are about the same. The
dropout rate for the state is more than
double that for the district. For the EOG
reading and math, the proficiency rate
for American Indian students exceeds
the other subgroups.
http://www.hertford.k12.nc.us
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 51.7 70.0 68.8 47.8 55.9
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 69.5 70.0 80.7 66.3 94.1
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 69.2 * 74.1 68.8 *
2011-12 78.7 76.6 * 86.7 74.0 *
2012-13 36.3 11.0 * 16.3 8.8 28.6
Biology: End-of-Course**
2010-11 79.9 84.4 * 83.8 84.2 *
2011-12 83.0 92.2 * 86.8 93.4 *
2012-13 45.6 28.9 * 39.0 25.9 *
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 69.6 * 83.3 66.8 *
2011-12 82.9 85.3 * 91.4 83.8 *
2012-13 51.2 26.7 * 51.3 20.8 *
4-Year Cohort Graduation Rate
2010-11 77.9 83.9 n/a 74.4 86.1 *
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.29 n/a n/a 3.76 n/a
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
REGION 1
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
31
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a * n/a n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
** * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* ** * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
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
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
The Hoke County Schools enroll 8,127
students, which includes 909 (11.2%)
American Indians. The students attend
one of 14 schools, which include one high
school and an early college high school.
In all EOG/EOC subjects and the cohort
graduation rate, the district performance
is lower than the state; however, the
dropout rate and the cohort graduation
rates for the district exceed the state
rates. 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 is more than
double the rates for the district and state.
The proficiency rates for American Indians
in all EOG and EOC subjects, except
Math I, are lower than other subgroups.
In Math I, the proficiency rates for
American Indians and Hispanic students
are about the same.
DISTRICT CONTACT: ELIZABETH MITCHELL
http://www.hcs.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 61.6 45.4 79.2 53.0 61.1
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 81.5 70.9 90.3 75.8 87.7
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 78.0 66.3 86.4 73.6 83.7
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
Biology: End-of-Course**
2010-11 79.9 87.7 88.6 >95 82.9 87.9
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 70.7 56.0 82.2 69.1 64.4
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
4-Year Cohort Graduation Rate
2010-11 77.9 69.9 58.3 66.9 72.2 74.6
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.67 3.98 4.11 2.84 6.26
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
33
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95 >95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
34
JACKSON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Located on land contiguous with the
Qualla Boundary, Jackson County Schools
enroll 3,598 students, of whom 335 are
American Indian, mainly the Eastern Band
of Cherokee. Jackson County operates
nine campuses, including one high school
and two early college high schools. The
percentage of students who are proficient
in math and English II exceeds the state.
The district leads the state in the cohort
graduation rate and dropout rates. The
American Indian proficiency rates are
lower than the district in EOG reading
and math and EOC Biology. The cohort
graduation rate for American Indians is
markedly lower than the district rate, and
the dropout rate for American Indians
exceeds the district. The proficiency
rates for American Indians are lower
than the district rates in EOG reading
and math, and EOC Biology, but higher
in EOC Math I and EOC English II. Fewer
American Indians than Whites and Blacks
are proficient in EOG reading and math.
American Indians are performing below
their White peers in Biology.
DISTRICT CONTACT: ANGELA LOVEDAHL
http://www.jcps.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 72.2 60.0 75.3 65.2 56.9
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 82.4 70.3 84.4 87.0 79.2
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 74.9 60.0 77.0 * 66.7
2011-12 78.7 74.8 80.0 74.9 * 61.5
2012-13 36.3 39.6 40.6 39.4 * 35.0
Biology: End-of-Course**
2010-11 79.9 87.5 66.7 89.5 * 76.9
2011-12 83.0 86.6 70.0 91.7 * 42.9
2012-13 45.6 36.7 17.6 39.6 * 15.4
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 82.2 66.7 86.2 * 56.5
2011-12 82.9 87.5 88.0 87.2 * 88.9
2012-13 51.2 53.9 58.6 54.8 * 35.3
4-Year Cohort Graduation Rate
2010-11 77.9 77.2 51.7 81.4 n/a 63.6
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.04 5.95 2.79 n/a n/a
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
REGION 8
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
35
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
36
JOHNSTON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Johnston County Schools enroll over
33,361 students, of whom 163 (0.48%)
are American Indians of various tribes. The
district operates 44 campuses, including
nine high schools and one early college
high school. Compared with the state, the
district proficiency rates are lower in all
EOG/EOC subjects, except EOG reading.
The percentage of students proficient in
EOC English II is the same for the district
and the state. The district cohort graduation
rate is equal to 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
English II. Of all the EOG/EOC assessments,
American Indians excel most in reading.
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. The
American Indian cohort graduation rate
surpasses that of the district, the state,
and other subgroups.
DISTRICT CONTACT: ANA MILAZZOTTO
http://www.johnston.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 77.3 72.8 85.4 63.1 62.6
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 88.1 85.2 92.7 76.3 83.5
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 86.2 83.3 91.0 71.2 82.1
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
Biology: End-of-Course**
2010-11 79.9 87.6 90.9 92.6 74.2 78.2
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 87.3 77.8 92.5 76.3 79.4
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
4-Year Cohort Graduation Rate
2010-11 77.9 78.7 85.7 83.4 72.3 60.2
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.71 n/a 2.92 4.11 6.81
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
REGION 3
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
37
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
38
PERSON COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
>95
Person County Schools enroll 4,725
students, of whom 24 (0.50%) 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 LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 71.5 88.9 80.7 57.2 65.9
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 84.6 >95 89.1 76.2 85.2
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 69.4 * 74.8 59.9 69.4
2011-12 78.7 79.7 * 83.4 69.1 93.9
2012-13 36.3 18.8 * 24.1 8.5 22.6
Biology: End-of-Course**
2010-11 79.9 81.2 * 88.3 70.3 64.3
2011-12 83.0 90.1 * 92.3 86.5 91.7
2012-13 45.6 37.6 * 50.0 21.1 37.0
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 80.0 * 83.0 74.4 84.4
2011-12 82.9 81.4 * 87.6 70.5 83.3
2012-13 51.2 47.1 * 54.2 37.1 40.7
4-Year Cohort Graduation Rate
2010-11 77.9 72.7 n/a 81.2 60.6 76.9
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 5.96 n/a 4.96 7.64 n/a
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
REGION 5
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
39
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
40
RICHMOND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Richmond County Schools enroll 7,625
students, of whom 312 (4.1%) are
American Indians representing the
Lumbee, Eastern Band of Cherokee,
Tuscarora, Sioux, and the Pee Dee
Indians of South Carolina. The district
operates 17 schools, including one high
school, one early college high school,
and several special-focus campuses. 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
English II. However, American Indians
are performing better than Black and
Hispanic subgroups in EOG reading 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
and the dropout rate is the highest.
DISTRICT CONTACT: MARCIA PORTER
http://www.richmond.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 57.8 54.5 70.8 43.2 53.4
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 74.9 73.4 83.8 63.7 77.7
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 75.0 68.8 84.2 65.4 73.2
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
Biology: End-of-Course**
2010-11 79.9 69.3 60.9 81.0 54.1 80.6
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 72.1 76.5 87.9 57.3 61.9
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
4-Year Cohort Graduation Rate
2010-11 77.9 73.6 58.6 67.1 81.2 80.8
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.44 6.87 3.68 2.92 n/a
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
41
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
42
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
ROBESON COUNTY
The Public Schools of Robeson County
enroll 23,697 students, of whom
10,109 (43.0%) identify as American
Indian, mainly of the Lumbee Tribe.
Geographically expansive and rural, the
district operates 42 schools, including
six high schools, an early college high
school, a career technical 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. These data show incremental
improvements in the cohort graduation
rate and the dropout rate since 2010-11.
American Indian students lag behind
the state, school system, and White
subgroups in EOG reading and math and
the three EOCs; however, they exceed
Black students and perform similarly to
their Hispanic peers.
DISTRICT CONTACT: RITA LOCKLEAR
http://www.robeson.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 56.0 55.0 72.0 47.6 53.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 74.4 74.4 84.8 66.2 78.0
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 73.0 69.3 83.4 70.6 82.7
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
Biology: End-of-Course**
2010-11 79.9 70.4 66.0 84.0 65.1 80.2
2011-12 83.0 81.7 74.3 92.9 84.1 90.2
2012-13 45.6 27 23.4 43.2 18.9 35.8
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 62.7 59.3 75.2 60.7 63.1
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
4-Year Cohort Graduation Rate
2010-11 77.9 78.8 76.1 80.0 80.4 84.5
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 4.42 4.83 5.31 4.26 n/a
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
43
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
44
SCOTLAND COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Scotland County Schools enroll 6,129
students, including 928 American Indians
(15.1%) mainly of the Lumbee Tribe. The
district operates 14 campuses, including
one high school and one early college
high school. 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.
DISTRICT CONTACT: LYLE SHAW
http://www.scotland.k12.nc.us
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 66.6 65.3 80.3 56.9 64.6
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 85.4 83.7 92.5 80.1 84.6
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 62.9 56.9 78.4 51.0 *
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
Biology: End-of-Course**
2010-11 79.9 63.3 75.0 80.7 47.5 *
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 75.7 74.2 87.2 66.7 *
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
4-Year Cohort Graduation Rate
2010-11 77.9 65.6 63.9 68.5 62.9 n/a
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 *
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 4.07 6.43 4.64 3.21 n/a
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
REGION 4
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
45
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a n/a *
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
*
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
*
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
46
SWAIN COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
* * 0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
* * <5
Swain County Schools enroll 1,952 students,
of whom 465 (23.8%) are members of the
Eastern Band of Cherokee. Located on land
contiguous with the Qualla Boundary, the
district operates five schools, including two
early college high school campuses, and
one high school. The districts proficiency
rates lag behind the state in all EOG/EOC
assessments. The district cohort graduation
rate is lower and the dropout rate is higher
than the state rates. The EOG/EOC
proficiency rates for American Indians are
lower than the district rates. The American
Indian cohort graduation rate is lower and
the dropout rate is higher 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
lower than that of other subgroups where
data are available. 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 LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 69.3 63.2 73.4 * 32.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 83.0 78.4 86.0 * 56.0
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 80.8 67.3 84.9 * *
2011-12 78.7 72.4 70.5 74.1 * 80.0
2012-13 36.3 21.0 12.2 25.3 * <5
Biology: End-of-Course**
2010-11 79.9 77.6 72.7 81.0 * 80.0
2011-12 83.0 75.2 75.0 75.3 * *
2012-13 45.6 30.9 19.4 36.4 * *
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 77.5 78.0 75.5 * *
2011-12 82.9 72.8 65.0 75.7 * 60.0
2012-13 51.2 33.3 25.0 37.6 * 20.0
4-Year Cohort Graduation Rate
2010-11 77.9 73.3 58.1 79.0 n/a *
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 6.11 5.29 6.81 n/a n/a
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
REGION 8
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
47
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
n/a * n/a n/a
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * <5
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * * *
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
* * * *
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
48
WAKE COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Wake County Schools enroll 149,336
students and operates 170 schools,
including 25 high schools, and a cadre of
special-focus campuses. Richly diverse in
countries of origin, Wake County enrolls
509 (0.34%) American Indian students
representing 78 tribal affiliations. In the five
EOG/EOC subjects, the proficiency rates
are higher than the state rates, in all EOG/
EOC subjects. 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; however, they
lag behind their White peers in these same
tested areas. These data show that the
graduation rate for American Indians is
declining. Concurrently, the dropout rate is
climbing. When compared with minority
subgroups, the American Indian cohort
graduation rate lags behind rates for the
state, district, and White students. The
dropout rate for American Indian students is
higher than that of the state, the district, and
other racial/ethnic subgroups.
DISTRICT CONTACT: JOHN WILLIAMS
http://www.wcpss.net
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 76.2 65.0 89.7 56.6 59.0
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 85.2 80.4 94.3 69.0 77.7
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 85.0 81.7 94.2 68.4 78.9
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
Biology: End-of-Course**
2010-11 79.9 84.4 76.9 >95 65.1 76.0
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 84.6 76.3 95.0 70.2 73.2
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
4-Year Cohort Graduation Rate
2010-11 77.9 80.9 83.3 90.7 67.9 65.2
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 3.53 n/a 1.86 5.32 6.86
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
REGION 3
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
49
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95 >95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
50
WARREN COUNTY
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
Warren County Schools enroll 2,387
students, including 165 American Indian
students (6.8%), mainly of the Haliwa-
Saponi Tribe, which is indigenous to
Halifax County and the surrounding
communities. Warren County operates
six schools, including one high school and
several special-focus campuses. The
district proficiency rates in all EOG/EOC
subjects trail the state rates. The district
cohort graduation rate and the dropout
rate are lower than the state rates. The
proficiency rates for American Indians
exceed the district rates in all EOG/EOC
subjects, except EOC Math I and 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 higher than
the district, as well as the rates for White
and Black subgroups. More White
students than American Indian students
are proficient in all EOG/EOC subjects.
DISTRICT CONTACT: PATRICIA RICHARDSON
http://www.warrenk12nc.org
Year State LEA American
Indian White Black Hispanic
End-of-Grade Reading (Grades 3-8 Combined)**
2010-11 70.7 54.9 47.4 69.0 51.6 59.7
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
End-of-Grade Math (Grades 3-8 Combined)**
2010-11 82.4 71.0 79.5 79.5 66.7 79.0
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
Math I: End-of-Course (Algebra I in 2010-11 & 2011-12)**
2010-11 76.7 69.0 75.0 86.7 65.4 72.7
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
Biology: End-of-Course**
2010-11 79.9 76.3 69.2 91.3 70.2 >95
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
English II: End-of-Course (English I in 2010-11 & 2011-12)**
2010-11 80.6 70.6 92.3 92.1 62.3 63.6
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
4-Year Cohort Graduation Rate
2010-11 77.9 79.5 86.7 85.3 77.8 83.3
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
Annual Dropout Rate (Grades 9-13)
2009-10 3.75 4.16 n/a 3.73 4.56 n/a
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
REGION 3
MATH**
% at/above Level III
% at/above Level III
READING**
END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED)
51
40
50
60
70
80
90
100
Hispanic
Black
White
A.LEA
State
2010-11 2011-12 2012-13
0
2
4
6
8
10
12
Hispanic
Black
White
A.LEA
State
2009-10 2010-11 2011-12
n/a n/a n/a n/a n/a n/a n/a
END-OF-COURSE TESTS HIGH SCHOOL COMPLETION
DROPOUT RATES
4-YEAR COHORT GRADUATION RATES
Percentage of Students
% at/above Level III % at/above Level III
Percentage of Students
% at/above Level III
Graduation Year
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
>95
0
10
20
30
40
50
60
70
80
90
100
Hispanic
Black
White
A.Indian
LEA
State
2010-11 2011-12 2012-13
*
>95
ALGEBRA I MATH I**
ENGLISH I ENGLISH II**
BIOLOGY BIOLOGY**
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
** = Beginning in 2012-13, assessments are aligned to college
and career readiness.
State American
LEA Indian White Black Hispanic
52
Year State LEA American
Indian White Black His-panic
Charlotte/Mecklenburg
2010-11 10.6 12.3 8.8 20.7 4.5 7.0
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
Clinton City
2010-11 10.6 11.1 7.1 21.4 4.3 7.5
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
Columbus
2010-11 10.6 6.4 2.6 8.2 2.3 2.0
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
Cumberland
2010-11 10.6 7.5 6.3 8.9 4.2 5.8
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
Graham
2010-11 10.6 5.2 n/a 5.1 n/a 40.0
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
Guilford
2010-11 10.6 20.0 3.8 28.3 8.5 22.0
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
Halifax
2010-11 10.6 n/a n/a n/a 0.3 n/a
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
Haliwa-Saponi Tribal School
2010-11 10.6 n/a n/a n/a n/a n/a
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
Hertford
2010-11 10.6 5.9 20.0 7.2 5.1 6.7
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
Hoke
2010-11 10.6 2.6 0.04 4.6 2.0 0.4
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
Jackson
2010-11 10.6 6.4 2.5 6.7 n/a 3.3
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
Johnston
2010-11 10.6 7.9 15.9 8.9 2.0 5.3
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
Year State LEA American
Indian White Black His-panic
Person
2010-11 10.6 8.2 11.1 10.6 2.9 11.1
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
Richmond
2010-11 10.6 7.2 2.9 10.2 2.1 6.9
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
Robeson
2010-11 10.6 2.2 1.4 4.5 1.4 1.8
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
Scotland
2010-11 10.6 1.8 1.1 3.2 0.4 n/a
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
Swain
2010-11 10.6 6.8 4.3 6.3 n/a 11.8
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
Wake
2010-11 10.6 13.0 8.9 17.2 2.7 4.8
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
Warren
2010-11 10.6 3.9 1.8 7.3 3.0 n/a
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
Students Taking an AP Exam by LEA
Students Taking AP Exams by LEA
Although the 9th Annual AP Report to the Nation (Feb. 13,
2013) indicates that North Carolina’s American Indian students
reduced the equity gap in AP Exam participation and success
from 2011 to 2012, the AP data from 2011 to 2013 also
indicate that many American Indian students (as well as
other low-income minorities) remain underrepresented in AP
classrooms and in the population of students scoring 3 or
higher on AP Exams. The equity gap refers to the percentage
of AP Exam takers relative to the percentage of students in
the graduating class. The College Board (2013) states that “to
achieve equity, we must increase diversity and performance
at the same time, and ensure that the demographics of both
AP participation and success align with the demographics of
the overall student population,” (College Board, 2013).
Of the 19 school districts, 13 had fewer than ten American
Indian test-takers and only three had participation rates of
15% or higher in 2012-13.
*College Board (February 13, 2013) The 9th Annual AP Report to the Nation. The College Board.
53
AP Performance by LEA (Percent of Students Scoring 3, 4, or 5)
Year State LEA American
Indian White Black His-panic
Charlotte/Mecklenburg
2010-11 61.8 69.7 78.6 78.2 43.6 62.1
2011-12 61.8 75.8 83.3 84.7 48.1 64.8
2012-13 61.4 71.8 58.8 81.0 44.0 63.0
Clinton City
2010-11 61.8 24.4 * 29.1 0.0 22.2
2011-12 61.8 28.3 * 34.2 14.3 14.3
2012-13 61.4 18.6 * 23.8 0.0 8.3
Columbus
2010-11 61.8 4.1 * 4.5 0.0 *
2011-12 61.8 5.9 * 6.9 0.0 n/a
2012-13 61.4 8.5 * 9.1 0.0 *
Cumberland
2010-11 61.8 36.0 20.0 43.1 21.5 36.0
2011-12 61.8 32.4 20.6 38.2 20.4 29.8
2012-13 61.4 45.1 14.3 50.8 24.9 44.2
Graham
2010-11 61.8 72.2 n/a 68.8 n/a *
2011-12 61.8 54.2 * 54.5 n/a n/a
2012-13 61.4 55.6 * 57.7 n/a n/a
Guilford
2010-11 61.8 58.4 47.4 68.3 31.8 49.3
2011-12 61.8 58.2 34.8 69.4 32.8 45.0
2012-13 61.4 55.5 40.0 66.3 28.5 47.6
Halifax
2010-11 61.8 * n/a n/a * n/a
2011-12 61.8 9.0 * * 10.2 *
2012-13 61.4 4.2 * * 2.4 *
Haliwa-Saponi Tribal School
2010-11 61.8 * * * * *
2011-12 61.8 * * * * *
2012-13 61.4 * * * * *
Hertford
2010-11 61.8 10.7 * 30.0 7.3 *
2011-12 61.8 23.7 * 46.7 15.8 *
2012-13 61.4 16.0 n/a 22.2 11.8 *
Hoke
2010-11 61.8 47.1 * 72.7 22.2 *
2011-12 61.8 15.6 16.7 26.7 4.3 0.0
2012-13 61.4 13.5 14.3 16.7 13.0 25.0
Jackson
2010-11 61.8 72.6 * 74.1 n/a *
2011-12 61.8 69.0 * 66.7 n/a *
2012-13 61.4 72.0 * 72.1 n/a *
Johnston
2010-11 61.8 57.8 42.9 61.4 33.3 49.0
2011-12 61.8 56.9 50.0 59.9 30.0 38.1
2012-13 61.4 55.8 0.0 59.1 36.9 46.6
Year State LEA American
Indian White Black His-panic
Person
2010-11 61.8 35.3 * 35.6 18.8 77.8
2011-12 61.8 43.5 * 43.9 38.1 66.7
2012-13 61.4 46.4 * 47.7 30.3 61.5
Richmond
2010-11 61.8 19.6 * 22.4 14.3 22.2
2011-12 61.8 17.4 0.0 17.5 12.5 57.1
2012-13 61.4 18.4 0.0 18.9 5.9 33.3
Robeson
2010-11 61.8 38.3 35.9 50.0 11.1 37.5
2011-12 61.8 21.4 20.5 33.3 14.3 11.1
2012-13 61.4 21.8 25.8 32.7 2.3 22.2
Scotland
2010-11 61.8 67.7 * 61.9 * n/a
2011-12 61.8 54.5 28.6 56.8 53.8 n/a
2012-13 61.4 46.4 80.0 54.8 20.0 n/a
Swain
2010-11 61.8 71.8 75.0 69.2 n/a *
2011-12 61.8 51.9 66.7 48.6 n/a *
2012-13 61.4 47.8 28.6 53.6 * *
Wake
2010-11 61.8 80.8 88.2 81.8 58.7 73.8
2011-12 61.8 80.8 72.7 81.3 62.4 78.6
2012-13 61.4 79.3 73.1 80.0 55.0 73.7
Warren
2010-11 61.8 0.0 * 0.0 0.0 n/a
2011-12 61.8 * n/a n/a n/a n/a
2012-13 61.4 33.3 * * 25.0 n/a
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
54
Students Taking the SAT by LEA
SAT Participation
As stated previously, from 2010-11 to 2012-13, the SAT
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 expense of the state.
Even with this overall decline, in 2012-13, the participation
rate of American Indian students was higher than that of
White students in 12 of the 19 school districts.
SAT Performance
At the state level, American Indian students scored below
all other racial/ethnic subgroups, except Black students.
However, this pattern is not consistent when analyzing
student performance in the 19 school districts. In 2012-13,
American Indian students scored higher than Hispanic
students and Black students in five school districts.
American Indian (1068) students even scored above the
state average (993) and the LEA average (996) in one of the
19 school districts (Charlotte-Mecklenburg).
Year State LEA American
Indian White Black His-panic
Charlotte/Mecklenburg
2010-11 65.0 70.1 59.4 76.6 62.8 54.7
2011-12 65.0 67.5 80.6 72.5 58.1 53.2
2012-13 57.0 59.7 39.5 68.6 51.6 44.4
Clinton City
2010-11 65.0 52.8 33.3 75.0 45.9 63.2
2011-12 65.0 56.8 85.7 80.5 53.7 52.2
2012-13 57.0 57.0 71.4 60.7 62.0 56.5
Columbus
2010-11 65.0 45.3 33.3 36.1 33.3 15.4
2011-12 65.0 48.6 22.2 41.2 37.0 27.3
2012-13 57.0 48.3 36.0 37.6 48.3 35.3
Cumberland
2010-11 65.0 55.9 64.1 51.2 49.2 48.1
2011-12 65.0 56.2 53.3 50.4 50.8 45.3
2012-13 57.0 53.7 53.3 47.3 49.8 47.4
Graham
2010-11 65.0 55.1 44.4 43.8 n/a 100.0
2011-12 65.0 73.0 54.5 60.6 n/a n/a
2012-13 57.0 45.8 50.0 37.8 n/a n/a
Guilford
2010-11 65.0 71.4 20.6 71.1 64.1 n/a
2011-12 65.0 73.2 100.0 73.4 64.3 54.8
2012-13 57.0 67.6 69.0 68.3 59.7 49.0
Halifax
2010-11 65.0 44.3 50.0 40.0 51.1 50.0
2011-12 65.0 49.8 50.0 66.7 52.3 50.0
2012-13 57.0 38.2 38.5 20.0 41.1 66.7
Haliwa-Saponi Tribal School
2010-11 65.0 100.0 100.0 n/a n/a n/a
2011-12 65.0 54.5 50.0 n/a 100.0 n/a
2012-13 57.0 50.0 80.0 n/a n/a n/a
Hertford
2010-11 65.0 58.0 N/A 50.0 60.6 50.0
2011-12 65.0 61.6 100.0 45.0 58.7 100.0
2012-13 57.0 51.1 100.0 35.9 47.9 n/a
Hoke
2010-11 65.0 41.6 63.3 42.9 47.3 23.5
2011-12 65.0 50.7 62.5 35.1 53.7 40.5
2012-13 57.0 42.3 41.5 32.4 47.1 29.6
Jackson
2010-11 65.0 47.1 39.1 41.7 n/a 10.0
2011-12 65.0 46.4 26.1 46.2 100.0 35.7
2012-13 57.0 40.4 6.7 37.4 33.3 35.7
Johnston
2010-11 65.0 49.8 57.1 46.6 44.3 41.9
2011-12 65.0 50.2 85.7 47.3 47.2 36.5
2012-13 57.0 45.6 70.6 45.1 44.8 28.1
Year State LEA American
Indian White Black His-panic
Person
2010-11 65.0 55.1 * 60.0 38.5 30.8
2011-12 65.0 46.8 66.7 43.2 45.5 50.0
2012-13 57.0 51.5 80.0 42.6 41.3 78.6
Richmond
2010-11 65.0 33.5 23.8 37.6 23.2 26.9
2011-12 65.0 38.5 21.4 40.4 34.8 16.0
2012-13 57.0 36.5 23.8 41.9 28.8 27.6
Robeson
2010-11 65.0 37.9 38.2 48.3 40.3 32.8
2011-12 65.0 40.9 39.2 47.1 44.8 44.1
2012-13 57.0 35.7 38.7 35.2 42.6 24.0
Scotland
2010-11 65.0 63.9 48.9 61.2 71.9 100.0
2011-12 65.0 59.0 56.9 49.6 59.5 33.3
2012-13 57.0 60.6 47.7 55.7 64.7 100.0
Swain
2010-11 65.0 40.4 32.3 31.9 n/a 60.0
2011-12 65.0 45.9 37.5 44.7 n/a 33.3
2012-13 57.0 43.9 56.8 40.7 n/a 20.0
Wake
2010-11 65.0 75.9 72.7 81.6 58.8 41.5
2011-12 65.0 74.4 86.1 79.7 58.9 40.3
2012-13 57.0 69.0 100.0 73.8 53.5 35.5
Warren
2010-11 65.0 74.1 72.7 65.5 68.5 n/a
2011-12 65.0 73.2 82.4 59.5 68.8 80.0
2012-13 57.0 62.3 53.8 58.5 64.0 60.0
55
SAT Scores by LEA
Year State LEA American
Indian White Black His-panic
Charlotte/Mecklenburg
2010-11 995 1039 952 1107 881 969
2011-12 992 990 1022 1110 864 951
2012-13 993 996 1068 1108 880 946
Clinton City
2010-11 995 940 * 1032 819 916
2011-12 992 921 973 1014 824 901
2012-13 993 906 796 1002 818 958
Columbus
2010-11 995 907 885 981 838 *
2011-12 992 892 823 975 791 940
2012-13 993 853 840 917 791 748
Cumberland
2010-11 995 945 944 1024 870 954
2011-12 992 940 945 1025 857 971
2012-13 993 925 863 1009 857 925
Graham
2010-11 995 987 * 996 n/a *
2011-12 992 949 938 951 n/a n/a
2012-13 993 943 838 961 n/a n/a
Guilford
2010-11 995 977 994 1083 848 968
2011-12 992 964 869 1078 831 920
2012-13 993 969 969 1073 848 913
Halifax
2010-11 995 789 874 * 785 *
2011-12 992 794 830 * 792 *
2012-13 993 768 766 * 767 *
Haliwa-Saponi Tribal School
2010-11 995 874 874 n/a n/a n/a
2011-12 992 889 872 n/a * n/a
2012-13 993 * * n/a n/a n/a
Hertford
2010-11 995 805 n/a 941 789 *
2011-12 992 778 * 894 761 *
2012-13 993 820 * 909 801 n/a
Hoke
2010-11 995 892 893 989 827 917
2011-12 992 886 883 1008 828 929
2012-13 993 883 935 1007 817 923
Jackson
2010-11 995 1008 946 1016 n/a *
2011-12 992 1011 995 1022 * 918
2012-13 993 997 * 1007 * 870
Johnston
2010-11 995 1009 * 1045 864 973
2011-12 992 999 1025 1039 873 943
2012-13 993 1001 940 1041 864 972
Year State LEA American
Indian White Black His-panic
Person
2010-11 995 939 * 962 840 *
2011-12 992 961 * 1022 893 975
2012-13 993 963 * 1023 847 948
Richmond
2010-11 995 889 872 950 800 860
2011-12 992 881 823 961 783 *
2012-13 993 906 778 968 782 961
Robeson
2010-11 995 869 868 964 793 902
2011-12 992 849 844 944 792 828
2012-13 993 841 834 951 786 855
Scotland
2010-11 995 887 911 997 796 *
2011-12 992 844 881 946 772 *
2012-13 993 876 940 988 792 836
Swain
2010-11 995 960.0 909 968 n/a *
2011-12 992 956.0 907 967 n/a *
2012-13 993 939.0 884 959 n/a *
Wake
2010-11 995 1065 1008 1117 895 1018
2011-12 992 1063 1023 1119 888 1001
2012-13 993 1064 1012 1109 896 1027
Warren
2010-11 995 827 880 921 808 n/a
2011-12 992 820 893 955 758 809
2012-13 993 782 794 843 760 *
* = Indicates that the student population in the subgroup is too
small to report the value (FEWER THAN 5 STUDENTS IN THE COHORT)
n/a = Current year data is not available or contains 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 5 percent.
56
PART III: Recommendation
and Strategic Action Plan
The SACIE has analyzed a three-year collection of End-of-Grade and End-of-Course achievement data compiled
on American Indian students enrolled in selected school systems across the state. In light of low proficiency
rates, the members recommend that further investigation of underachievement in grades 6-12 occur in the
form of a study.
Collaborating with the Department of Public Instruction, the Council will develop an investigation framework to
include the following indicators that often shape the school experience of many American Indian students:
• student attendance rates;
• discipline referral summaries (i.e. amount of time assigned to in-school suspension and/or
out-of-school suspension);
• efforts to involve American Indian tribes, communities, and families;
• student membership in school organizations; participation in school sports; enrollment in AP courses; and
goals beyond high school, and other school co-curricular activities;
• students’ perceptions of cultural affirmation and inclusion; and
• tutoring and mentoring support provided by certified educators and/or highly qualified external partners
(e.g. Boys and Girls Club).
The Council recommends a 12-month study to begin in July 2014 and conclude the following summer.
An interim report of the findings will be presented to State Board of Education in the spring of 2015.
57
SELECTED BIBLIOGRAPHY
Adams, B., Adam, S., & Opbroek, M. (2005). Reversing the academic trend for rural students:
The