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FEBRUARY 2015 In Pursuit of Educational Excellence for All Native American Students in North Carolina FOR NATIVE STUDENTS A New Vision State Advisory Council on Indian Education REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388 Visit us on the Web :: www.ncpublicschools.org WILLIAM COBEY Chair :: Chapel Hill A.L. COLLINS Vice Chair :: Kernersville DAN FOREST Lieutenant Governor :: Raleigh JANET COWELL State Treasurer :: Raleigh JUNE ST. CLAIR ATKINSON Secretary to the Board :: Raleigh BECKY TAYLOR Greenville REGINALD KENAN Rose Hill KEVIN D. HOWELL Raleigh GREG ALCORN Salisbury OLIVIA OXENDINE Lumberton JOHN A. TATE III Charlotte WAYNE MCDEVITT Asheville M0115 THE STATE ADVISORY COUNCIL ON INDIAN EDUCATION: BACKGROUND AND MEMBERSHIP In 1988, the North Carolina General Assembly enacted Article 13A (NCGS §115C-210), which created the State Advisory Council on Indian Education (SACIE). As a constituent group of the State Board of Education (SBE), the Council represents parents of American Indian students in grades K-12, both houses of the North Carolina General Assembly, the UNC Board of Governors, the North Carolina Commission of Indian Affairs, and K-12 educators. The Council advocates collectively on behalf of American Indian students; examines the applicability of state and national trends in Indian education; collaborates with education practitioners, including the Title VII-IEA administrators; and re-examines its mission and goals as school reform initiatives steer the direction of the public school system in North Carolina. TRINA BENNETT Greensboro KATHERINE CHAVIS Maxton DOROTHY CROWE Roxboro CHENOA DAVIS Hollister JIM DAVIS State Senator District 50-Franklin KIM DIAL SELLERS Pembroke CHARLES GRAHAM House Representative District 87 – Lumberton VERONICA GRAHAM Lake Waccamaw MARGO HOWARD Ahoskie ALISA HUNT-LOWERY Clayton KAREN GOINS KUENY Fayetteville ERIC DAVIS Charlotte PATRICIA N. WILLOUGHBY Raleigh KAMIYO LANNING Weaverville KARA STEWART Durham SHARON WILLIAMS Godwin DR. OGLETREE RICHARDSON, SACIE Liaison DR. OLIVIA OXENDINE, SBE Liaison DEBORA WILLIAMS, NCDPI Liaison SUSAN SILVER, Team Leader, District and School Transformation, NCDPI 1 Acknowledgements..................................................................................................................................... 2 Letter from the Chairperson........................................................................................................................ 3 Part I: Executive Summary.......................................................................................................................... 4 • Major Findings • Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description • Population of Focus Part II: The State and District Profiles...........................................................................................................6 State Profile: American Indian Student Performance Elementary and Middle School..............................................................................................................9 • End-of-Grade (EOG) Reading and Math (Grades 3-8 Combined) High School......................................................................................................................................... 10 • End-of-Course (EOC) • 4-Year Cohort Graduation and Annual Dropout Rates • Advanced Placement (AP) • SAT District Profiles: American Indian Student Performance American Indian Student Performance by District or Charter School (alphabetically listed)................14 • End-of-Grade Results • End-of-Course Results • 4-Year Cohort Graduation and Annual Dropout Rates • Advanced Placement (AP) and SAT Part III: Recommendation.......................................................................................................................... 56 Selected Bibliography................................................................................................................................ 57 Appendices Appendix A: Elementary and Secondary Education: Title VII – Indian, Hawaiian and Alaska Native Education................................................58 Appendix B: Title VII Indian Education Grantees in North Carolina......................................................59 Appendix C: Legislative History of the Indian Education Act of 1972.................................................60 Appendix D: American Indian Tribes in North Carolina.........................................................................61 Appendix E: Title VII Student Eligibility Certification............................................................................62 Appendix F: Definition of Terms...........................................................................................................63 Appendix G: American Indian Mascot Update.....................................................................................65 Appendix H: Maps: RttT Services, North Carolina Tribes and Title VII Grantee by Counties................67 Appendix I: Data Notes........................................................................................................................67 North Carolina Tribes and Title VII Grantee Counties................................................... Inside Back Cover TABLE OF CONTENTS 2 ACKNOWLEDGEMENTS A special note of gratitude is extended to the following individuals whose perspectives and information have added value to this annual report. SACIE Annual Report Subcommittee Kamiyo Lanning Chenoa Davis Margo Howard Kara Stewart Photos Billie Allen, Title VII Coordinator, Richmond County Schools Gwen Richardson, Title VII Coordinator, Haliwa-Saponi Tribal School Connie Locklear, Director, Indian Education, Robeson County Schools Higher Education Lynn Blackshear-Ray, MSA Intern, UNC Pembroke (Hoke County School System) Shauna Cale, MSA Intern/UNC Pembroke (Cumberland County School System) Leslie A. Harris, MSA Intern, UNC Pembroke Nicky Hobbs, MSA Intern/UNC Pembroke (Columbus County School System) Stacey Morgan, MSA Intern/UNC Pembroke (Cumberland County School System) Nicole McNair, MSA Intern/UNC Pembroke (Cumberland County School System) Dr. Olivia Oxendine, Assistant Professor, School Administration and Counseling, UNC Pembroke Hayden Simon, MSA Intern/UNC Pembroke (Hoke County School System) Department of Public Instruction Elaine Darby, Web Marketing Specialist, Communications and Information Allison Eargle, Graphic Designer, Communications and Information Dr. Ken Gattis, Senior Research and Evaluation Consultant, Federal Program Monitoring Karen Hoeve, Educational Consultant, Accountability Services Vanessa Jeter, Director, Communications and Information Dr. Ogletree Richardson, DPI Liaison, State Advisory Council on Indian Education Susan Silver, Instructional Review Team Lead, District and School Transformation Laura Weakland, Lead Graphic Artist, Communications and Information Debora Williams, Special Assistant, Academic Services and Instructional Support External Agencies North Carolina Commission on Indian Affairs UNC Pembroke 3 I am honored to present this annual report, A New Vision for Native Students: Volume II. In keeping with the legislation that established the State Advisory Council on Indian Education in 1988, this report presents a comprehensive achievement picture of American Indian students attending North Carolina’s public schools. In this report, End-of-Grade/End-of-Course assessment results are provided for 2011-12, 2012-13, and 2013-14; however, the results from 2011-2012 are not comparable to the following years since the new testing standards took effect in 2012-2013. It is clear from the information in this report that literacy/reading in the elementary grades must become a priority of this Council. The Council has become proactive in researching and producing resources of educational information that is both culturally responsive and sensitive for use in classrooms. In March 2014, the Council recommended a study of underachievement among American Indian students in grades 6-12. The 12-month study began in July 2014 and will conclude in the summer of 2015. In the months ahead, the Council will receive the results from the study and use this information to develop new recommendations to the North Carolina State Board of Education. On behalf of the State Advisory Council on Indian Education, I would like to thank the State Board of Education for supporting the work of the Council. Additionally, we are grateful to the North Carolina Department of Public Instruction, the North Carolina Commission of Indian Affairs, the Title VII Indian Education Programs, North Carolina Tribes, Tribal Councils, and other American Indian organizations that continue to work with the SACIE through collaboration and advocacy. Together we can help shape a bright future for North Carolina’s American Indian students. Kamiyo Sawyer Lanning Chairperson State Advisory Council on Indian Education LETTER FROM THE CHAIRPERSON 4 The State Board of Education (SBE) adopted an Indian Education policy in 1988 to identify Indian Education issues in grades K-12. Also in 1988, the North Carolina General Assembly enacted Article 13A (NCGS § 115C-210 et seq.) that established the State Advisory Council on Indian Education (SACIE) to advocate on behalf of American Indian students in North Carolina. SACIE has a 15-member board which consists of American Indian parents and educators, members of the North Carolina Senate and House of Representatives, members from the UNC Board of Governors, and the North Carolina Commission of Indian Affairs (NCCIA). Serving in an advisory role to the SBE, the SACIE identifies American Indian students’ academic concerns and possible corrective actions. Annually, a report of these activities is presented to the SBE to suggest recommendations to improve student performance. Listed to the right are findings to be reported to the SBE. Each finding is based on a comparison of grade/level performance of American Indian and White student performance. Designated subgroups included in this report include American Indian, White, Black, and Hispanic. The White subgroup has the highest performance rating of all subgroups. Students performing at or above grade level are considered proficient. Findings in this report are based on 2013-14 End-of-Grade (EOG) and End-of-Course (EOC) state tests. Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description In an effort to develop a comprehensive model to meet unique needs of American Indian and Alaskan Native students, the Indian Education Act of 1972 was adopted by Congress. The Act is based on the following premises: 1) American Indians have unique academic needs, especially with respect to language preservation; 2) a continuum of services, pre-school through post-secondary education, is imperative; 3) the trust relationship between the federal government and Indian people must be reinforced across governmental agencies; and 4) every Indian student, regardless of federal recognition status, deserves equal access to federal funding aimed at educational improvement. Although the Indian Education Act of 1972 has undergone several Congressional reauthorizations, the foundation upon which tribes, local educators, and parents have developed successful programs is stable (see Appendix C). Since the Act was adopted, several school systems with a significant American Indian population have benefited. Some benefited through direct classroom support, college/career planning, after-school programs, cultural enrichment, or a mixture of some or all of these. Funding through Title VII has supported school districts’ efforts to close the achievement gap and improve the awareness of American PART I: Executive Summary Major Findings • The EOG reading proficiency rate for American Indian students (40.5%) is about 29 percentage points below the rate for White students (69.3%). • The EOG mathematics proficiency rate for American Indian students (34.5%) is about 28 percentage points below the rate for White students (62.9%). • The EOC Math I proficiency rate for American Indian students (44.8%) is about 26 percentage points below the rate for White students (71.0%). • The EOC English II proficiency rate for American Indian students (43.7%) is about 28 percentage points below the rate for White students (72.0%). • The EOC Biology proficiency rate for American Indians (41.8%) is about 24 percentage points below the rate for White students (66.2%). • From 2011-12 to 2013-14, the American Indian cohort graduation rate improved by nearly six percentage points, the largest increase among all subgroups. • While the American Indian dropout rate has declined since 2010-2011, the current rate is the highest among all subgroups, except Hispanics. 5 Indian culture in North Carolina. Directors of Title VII programs are responsible for budget management, project development, resource planning, and other activities aimed at improving achievement of every American Indian student one day and one year at a time. Before students receive services under Title VII, a formal application must be completed by a parent or legal guardian (see Appendix E), which is reviewed by district-level personnel responsible for Indian Education services. Since Title VII funding is based on these 506 forms informing parents and guardians about the procedure, it is viewed as an ongoing process. The State Advisory Council on Indian Education makes recommendations based on findings identified in the analyses of needs of American Indian students in North Carolina. Similarly, the 2014 Presidential Native Youth Report identifies national findings and recommendations on problems that confront Native youth with an emphasis on education, economic development, and health. Also, the report encourages all Americans to work toward removing barriers that stand between Native youth and their opportunity to succeed. (The 2014 Presidential Native Youth Report can be found at http://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf) At the request of SACIE, the Education Policy Initiative at Carolina (EPIC) is currently contracted with Regional Education Laboratory Southeast (REL-SE) on a project entitled “The Schooling Experience of North Carolina’s American Indian Students” with funding from REL-SE. This project descriptively compares the educational outcomes of American Indian students in North Carolina to their peers within their schools and statewide. Outcomes being examined include test scores (EOGs/EOCs), attendance, graduation rates, and disciplinary referrals. In addition, the study is examining the schooling experience of American Indian students in regard to the availability of high-quality teachers; access to and completion of advanced courses; school funding, and school-level efforts to engage the American Indian parents and communities. At present, researchers are compiling data on all outcomes of interest and beginning preliminary analyses of tasks, as well as conducting a literature review to identify any additional educational variables for investigation. Beginning in the spring of 2015, the researchers will interview school personnel in six schools with substantial populations of American Indian students. These interviews will help determine how schools engage families and communities in the education experiences of American Indian students. A report of all findings will be provided to REL-SE and SACIE in June 2015. (The Support and Strategies for Enriching Achievement of Native American Students Study can be found at Southeast Comprehensive Center at SEDL secc.sedl.org) The findings in this report point to low proficiency rates on EOG and EOG achievement data for American Indian students. The Council recommends that the Department of Public Instruction work closely with school districts in promoting and disseminating culturally responsive resources that have been carefully selected by the Council. Culturally responsive instructional resources can be found at http://www.ncpublicschools.org/americanindianed/ resources/. This recommendation mirrors a recommendation in the 2014 Native Youth Report. Population of Focus The total enrollment of American Indians/Alaskan Native students in North Carolina’s public schools (K-12) is 20,578 for 2013-14, of which 82 percent are enrolled in school districts receiving federal dollars through the Indian Education Act of 1972. The remaining students are enrolled in the other 97 school systems (see Figure 1). As in past annual reports, the Council has chosen to examine the achievement of American Indian students in the Title VII cohort of districts. When reviewing this report, it is important to note that the enrollment figures reflect enrollment data submitted by each district. It is important to note, however, that choosing to participate in the Title VII-Indian Education program is a parental decision; therefore, the actual number of students receiving services could be much smaller than 16,788. This report, however, makes no distinction between student participants and non-participants. Non-IEA Cohort 3,800 or 18% IEA Cohort 16,788 or 82% FIGURE 1 Percentage of North Carolina American Indian Students Enrolled in the IEA Cohort vs. the Non-IEA Cohort 6 Interpreting the Profiles The 2013-14 edition of the State Advisory Council on Indian Education Report consists of state-level and district-level achievement profiles and is intended to inform educators, policymakers, parents, and tribal communities about the annual progress of American Indian students in critical areas of school success across North Carolina. In this report, the academic achievement of American Indian students is profiled for the state and each of the Title VII school districts and one additional district in the following assessment categories: 1) End-of-Grade (EOG) Reading (grades 3-8 combined) 2) End-of-Grade (EOG) Math (grades 3-8 combined) 3) End-of-Course (EOC) Math I 4) End-of-Course (EOC) Biology 5) End-of-Course (EOC) English II 6) Cohort Graduation Rate (CGR) 7) Dropout Rate, grades 9-13 8) SAT 9) Advanced Placement (AP) Three years of data have been provided for each assessment. However, the EOG and EOC assessments are provided for two years due to changes in EOG and EOC achievement level standards in 2012-13. Since the new standards that were adopted in 2012-13 are more rigorous, EOG and EOC assessment data for 2011-12, 2012-13, and 2013-14 are not comparable. For more details, see the 2012-13 Ready Accountability Background Brief at http://www.ncpublicschools.org/accountability/reporting/. The Cohort Graduation Rate, SAT, and AP data in the state and district profiles are provided for three years: 2011-12, 2012-13, and 2013-14. However, the Dropout Rate data is for different years (2010-11, 2011-12, and 2012-13) due to 2013-14 rate not being available yet. This report highlights a three-year data trend to align with the critical transition period for physical, emotional, and the cognitive development of students in the upper-elementary grades (grades3-5) through middle school (grades 6-8). This point is particularly relevant, given the research that prescribes a stage-theory approach for students, especially minority and disadvantaged students. Regarding American Indian students, educators must be mindful of the interplay between cognitive readiness and the cultural environment: family, friends, tribe, and community (McMahon, Kenyon & Carter, 2012). End-of-Grade (EOG) and End-of-Course (EOC) Data Students who have a solid or superior command of the content are on target for a college and career path, have met the proficiency standard, and are performing “at or above grade level.” To meet the proficiency standard or to perform at or above grade level, students must attain Level 3, Level 4 or Level 5 on the EOG and EOC assessments. Students who score at Level 3 are prepared for the next grade but do not meet the college-and-career readiness standard. Students who score at Level 1 or Level 2 have not met the proficiency standard and are not on trajectory to be “college and career ready.” The one year of data in the tables and figures for EOG reading and mathematics and EOC Math I, PART II: The State and District Profiles 7 Biology, and English II indicate the percentage of students who performed at or above Level 3 in 2013-14. The achievement level descriptors for 2013-14 are: • Achievement Level 1: Students performing at this level have limited command of the knowledge and skills contained in the Common Core State Standards (CCSS) for English language arts (ELA), CCSS for math and/or the North Carolina Essential Standards (ES) for science. • Achievement Level 2: Students performing at this level have partial command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science • Achievement Level 3: Students performing at this level have sufficient command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. • Achievement Level 4: Students performing at this level have solid command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. • Achievement Level 5: Students performing at this level have superior command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. For example, if 57 percent of American Indian students performed at Level III or above in a given subject, this percentage of students was “proficient” in that subject. Conversely, the 43 percent of students that performed below grade level were not proficient in the same subject. More detailed information regarding the achievement levels for the EOG and EOC assessments may be found at http://www.ncpublicschools.org/accountability/testing/shared/achievelevel/. Cohort Graduation Rate Since July 2005, all 50 states have signed the National Governors Association’s Graduation Counts Compact on State High School Graduation Data. In the Compact, governors agreed to take steps to implement a standard, four-year adjusted cohort graduation rate. North Carolina’s four-year Cohort Graduation Rate reflects the percentage of ninth graders who graduated from high school four years later. The five-year Cohort Graduation Rate, not referenced in this report, reflects the percentage of ninth graders who graduated from high school five years later. The three years of data in the figures and tables for the Cohort Graduation Rate reflect the cohort percentage of students by race, and by race and gender, who graduated with a regular diploma in four years or less (the four-year Cohort Graduation Rate). Dropout Rate North Carolina General Statute 115C-12(27) requires the compilation of an annual report of students dropping out of schools in the state. Dropouts are reported for each district and charter school in the state, and “event dropout rates” are computed. The three years of dropout data in the state and district profiles show the percentage of students in grades 9-13 by race, and by race and gender, that dropped out from 2011 to 2013. 8 SAT The three-year trend of SAT data and district profiles show the participation rates and the mean total SAT scores of graduating seniors from 2012 to 2014. SAT performances are compared at the state, the district and subgroup levels. Advanced Placement (AP) The three-year trend of AP data and district profiles show the participation rates and the percentages of AP test-takers in grades 9-13 that scored a Level 3 or higher from 2012 to 2014. Additional details regarding these assessments, and special abbreviations and notations, may be found in the Data Notes section of Appendix H. Racial/Ethnic Subgroups As a way to compare the rates of academic achievement, this report presents achievement data for the following subgroups: 1) American Indian; 2) White; 3) Black; and 4) Hispanic. Cultural Information There are eight Indian tribes located in North Carolina which hold membership on the NC Commission of Indian Affairs. Under the “Dawes Act” of 1887, and in 1889, the Eastern Band of Cherokee Nation was incorporated with the state of North Carolina as a sovereign entity. Therefore, the Cherokee Tribe is both state and federally recognized in the state of North Carolina. The Lumbee Tribe of North Carolina is also state and federally recognized in North Carolina. The Lumbee were recognized by the federal government under the “Lumbee Act of 1956” in name only. As per NCGS 143B-704, eight Indian tribes and four Urban Indian Associations hold membership on the NC Commission of Indian Affairs. Chapter 71A of the North Carolina General Statutes provide a summary of the Indian tribes recognized by the state of North Carolina (see Appendix D). As part of each profile, attention is given to the major American Indian tribes represented in the statewide student population. In some cases, however, no specific tribes are mentioned, mainly because the variety is too extensive to capture in this report. Using the Profiles Because the enrollment of American Indians in most school systems is comparatively small, drawing conclusions from these data should be approached carefully and weighed against other work samples, including nine-week grades, daily classroom progress, and other teacher-administered assessments. However, it is safe to conclude that American Indian students, for the most part, are performing below grade level in reading, and in some districts, the level of low achievement justifies the need for ongoing intensive intervention. The Council encourages educators to continue collecting and reviewing achievement data and monitoring the effects of instructional strategies and approaches that affect American Indian students in classroom settings. 9 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 EOG: Reading and Math>95 In this report, scores in reading and math show the average results of the End-of-Grade (EOG) tests for grades 3-8. The average increase in performance of state and subgroups from 2012-13 to 2013-14 was approximately 12 percentage points in reading and nine percentage points in mathematics. The EOG reading data show that 16 percent fewer American Indian students were proficient in 2013-14 than all students in the state. About three percent more American Indian students were proficient in reading than Black students, while the percentages of American Indian students (40.5%) and Hispanic students (41.4%) who were proficient were about the same. Compared with White students, 29 percent fewer American Indian students were proficient. Similar patterns were observed in EOG mathematics, with the exception that about eight percent more Hispanic students were proficient in mathematics than American Indian students. STATE PROFILE Year State American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** Percent at/above Level 3 2011-12 71.2 59.9 82.2 55.3 58.5 2012-13 43.9 29.0 56.6 25.6 28.8 2013-14 56.3 40.5 69.3 37.9 41.4 End-of-Grade Math (Grades 3-8 Combined)** Percent at/above Level 3 2011-12 82.8 76.2 89.7 70.0 79.3 2012-13 42.3 27.0 53.8 22.2 32.7 2013-14 51.0 34.5 62.9 30.5 42.2 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** % at/above Level 3 % at/above Level 3 Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 10 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 ENGLISH I ENGLISH II** % at/above Level 3 EOC: Math I, Biology and English II** The proficiency rates on EOC assessments in Math I, Biology, and English II improved in 2013-14. The average increase in proficiency for the state and subgroups in Math I, Biology, and English II from 2012-13 to 2013-14 was approximately 23, 10, and 10 percentage points, respectively. In 2013-14, about 15 percent fewer American Indian students (44.8%) were proficient in Math I than the average of all students (60.0%) in the state. About 26 percent fewer American Indian students (44.8%) were proficient in Math I than White students (71.0%) and about six percent fewer than Hispanic students (50.5%). American Indian students had six percent more students proficient than Black students (38.5%). The pattern of achievement for American Indians on the Biology and English II EOC tests was similar to that in Math I. However, more American Indian students (44.8%) were proficient on the Math I than on the English II (43.7%) and Biology (41.8%) EOC. Year State American Indian White Black Hispanic Math I: End-of-Course (Algebra I in 2011-12)** Percent at/above Level 3 2011-12 78.7 75.7 86.2 65.2 74.8 2012-13 36.3 20.5 47.6 17.5 27.0 2013-14 60.0 44.8 71.0 38.5 50.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 78.1 90.8 69.6 76.5 2012-13 45.6 27.5 57.9 24.2 34.9 2013-14 53.9 41.8 66.2 32.9 43.6 English II: End-of-Course (English I in 2011-12)** Percent at/above Level 3 2011-12 82.9 74.1 90.4 71.6 74.4 2012-13 51.2 35.5 62.7 32.5 39.6 2013-14 61.2 43.7 72.0 44.2 50.6 HIGH SCHOOL END-OF-COURSE TESTS 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 ALGEBRA I MATH I** % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 BIOLOGY** % at/above Level 3 STATE PROFILE Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 11 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 HIGH SCHOOL COHORT GRADUATION AND ANNUAL DROPOUT RATES NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES 0 1 2 3 4 5 6 Hispanic Black White A.Indian State 2010-11 2011-12 2012-13 >95 ANNUAL DROPOUT RATES (GRADES 9-13) ANNUAL DROPOUT RATES (GRADES 9-13) Male and Female Students Year State American Indian White Black Hispanic NC 4-Year Cohort Graduation Rates 2011-12 80.4> 73.7 84.7> 74.7> 73.0> 2012-13 82.5 77.3 86.2 77.5 75.2 2013-14 83.9 79.4 87.1 79.9 77.4 Annual Dropout Rates (Grades 9-13) 2010-11 3.43 4.12 2.86 4.27 4.66 2011-12 3.01 4.11 2.57 3.65 3.88 2012-13 2.45 3.12 2.07 2.92 3.42 Annual Dropout Rates (Grades 9-13), Male & Female Students F M F M F M F M 2010-11 3.43 3.34 4.84 2.40 3.30 3.28 5.26 4.00 5.32 2011-12 3.01 3.68 4.51 2.15 2.96 2.80 4.47 3.19 4.53 2012-13 2.45 2.09 4.09 1.70 2.41 2.22 3.59 2.65 4.15 Percentage of Students Percentage of Students Percentage of Students M F M F M F M M F F M F M F M F M F M F M F M F 0 1 2 3 4 5 6 2010-11 2011-12 2012-13 STATE PROFILE Four-Year Cohort Graduation Rate (CGR) While the four-year graduation rate of American Indian students (79.4%) trailed that of all students in the state (83.9%) by about five percentage points in 2013-14, American Indian students have improved their four-year graduation rate by about two percentage points from 2012-13 to 2013-14. The four-year graduation rate of American Indian students (79.4%) exceeds that of Hispanic students (77.4%) by two percentage points, but lags behind White students (87.1%) by about eight percentage points. Since the graduation rate among American Indian students improved, it is clearly moving in the right direction. Annual Dropout Rate The dropout rate within the American Indian population in particular has been a long-standing issue of public concern. Because the dropout rate and the cohort graduation rate tend to be inversely related, typically, the more students who remain in school, the more who will graduate. Among American Indians and other racial/ethnic groups from 2010-11 to 2012-13, fewer students dropped out, while more graduated. According to the 2012-2013 Consolidated Data Report, the dropout rate for American Indian students declined for the ninth consecutive year. Hispanic students (3.42%) had the largest dropout rate in 2012-13, followed by American Indian students (3.12%), Black students (2.92%), and White students (2.07%). The data also shows that male students in all racial/ethnic groups tend to drop out at a higher rate than female students. > = Scores changed due to data corrections. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 12 Advanced Placement (AP) From 2012-13 to 2013-14, the percentage of AP test-takers increased for all students in the state (1.1%), American Indian students (1.1)%, White students (1.4%), Black students (1.3%) and Hispanic students (1.6%), with the largest increase for Hispanic students. The only racial/ ethnic group with a participation rate higher than the state average (12.9%) was the White (16.2%) subgroup. The AP participation rates for American Indians (7.5%), Blacks (5.9%), and Hispanics (8.2%) all were lower than the state average participation rate. The College Board considers students who score 3 or higher on AP exams as “passing.” Only the subgroup of White students (63.8%) had a higher percentage of students scoring 3 or higher on AP exams than all other students (58.6%) in the state. Except among American Indian students, the percentage of students who passed AP exams declined for the state and all other subgroups from 2011-12 to 2013-14. The highest passing rate on AP exams in 2013-14 was attained by the White subgroup (63.8%), followed by the state average (56.6%), Hispanics (48.6), American Indians (43.5%) and Blacks (30.8%). 0 3 6 9 12 15 18 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 Year State American Indian White Black Hispanic NC Students Taking an Advanced Placement Exam 2011-12 11.3 5.6 14.0 4.3 6.1 2012-13 11.8 6.4 14.8 4.6 6.6 2013-14 12.9 7.5 16.2 5.9 8.2 AP Performance: Percent of Students Scoring 3, 4, or 5 2011-12 61.8 41.3 65.8 35.0 53.0 2012-13 61.4 41.1 65.7 33.7 51.7 2013-14 58.6 43.5 63.8 30.8 48.6 NC STUDENTS TAKING AN AP EXAM AP PERFORMANCE: PERCENT OF STUDENTS SCORING 3, 4, OR 5 ADVANCED PLACEMENT (AP) TESTING STATE PROFILE Percentage of Students Percentage of Students State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 13 SAT The SAT is an important academic indicator of how well students are prepared for college and career opportunities. Students’ performances in critical reading, mathematics and writing are considered strong predictors of college and career readiness. PARTICIPATION From 2010-11 to 2012-13, the participation rates of all subgroups dropped, perhaps due to the requirement in 2010-11 that all public school juniors in North Carolina take The ACT at the state’s expense. However, in 2013-14, the American Indian students were the only ones who dropped in SAT participation. The percentage of North Carolina public school student test-takers (59.4%) in 2013-14 was 2.0% higher than the percentage of test-takers (57.4%) in 2012-13. The percentage of American Indian students taking the test (48.4%) in 2013-14 was about 1.8% fewer than the percentage (50.2%) in 2012-13 (College Board, 2013-14). The SAT data table shows that the largest reduction in the participation rate from 2011-12 to 2013-14 was for American Indian students (20.5%), followed by White students (7.4%), while Hispanic students (4.0%) and Black students (2.5%) increased. The participation rate of neither racial/ ethnic subgroups (American Indian: 48.4%; Whites: 59.4%; Blacks: 58.9%, and Hispanics: 47.8%) was as high as that for the state (59.4. %). The participation rate for American Indians was the second-lowest among the racial/ethnic groups. PERFORMANCE The SAT scores for the state and all racial/ethnic subgroups in 2013-14 went up from 2011-12. American Indian students scored 23 points higher, followed by white students (4 points), Black students (2 points) and Hispanic students (1 point). The 2013-14 average score for American Indians (933) was 64 points below the state average (997) and 127 points lower than the score for White students (1060). SAT TESTING Year State American Indian White Black Hispanic NC Students Taking the SAT 2011-12 65.0 68.9 66.1 56.4 43.8 2012-13 57.4 50.2 56.6 55.8 43.1 2013-14 59.4 48.4 58.7 58.9 47.8 NC Average SAT Scores 2011-12 992 912 1057 848 945 2012-13 993 908 1054 853 950 2013-14 997 933 1060 853 949 STATE PROFILE 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 NC STUDENTS TAKING THE SAT Percentage of Students 800 825 850 875 900 925 950 975 1000 1025 1050 1075 1100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 NC AVERAGE SAT SCORES Average SAT Score State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 14 CHARLOTTE-MECKLENBURG SCHOOLS 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Charlotte-Mecklenburg Schools enroll 142,991 students in 160 schools, including a variety of theme-specific campuses. The student enrollment reflects 160 countries and 662 (0.5%) American Indians from tribes across the country. The district is ahead of the state in EOG reading and math, and in EOC Math I, Biology, and English II. While the district graduation rate is slightly higher than the state’s, the dropout rate is also slightly higher. American Indians are below the district average in all but one EOG/EOC subject (Biology). These data show a slight lead for American Indians in EOG reading, when compared with Blacks and Hispanics, but Hispanics show a slight lead in EOG math. In EOC Biology and English II, American Indians are slightly ahead of the same subgroups, while in Math I, Hispanics are ahead. The American Indian cohort graduation rate lags behind the rates for White and Black subgroups. However, sufficient data are not available for comparison of the dropout rate for American Indian students. When comparing American Indian and White subgroups, noticeable achievement gaps are apparent. DISTRICT CONTACT: JOSÉ HERNANDEZ-PARIS http://www.cms.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.1 71.9 90.6 59.2 60.5 2012-13 43.9 45.5 40.4 71.7 30.2 30.7 2013-14 56.3 56.8 52.5 81.4 42.9 43.0 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 82.5 81.1 95.0 72.7 79.9 2012-13 42.3 46.4 37.7 72.6 27.5 36.7 2013-14 51.0 55.7 47.5 80.1 38.2 47.8 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 75.1 80.3 93.2 63.7 72.1 2012-13 36.3 38.1 22.2 67.3 19.9 27.7 2013-14 60.0 63.8 50.8 87.3 45.4 52.7 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 84.2 75.0 >95 75.5 82.1 2012-13 45.6 47.7 49.2 73.5 30.2 38.4 2013-14 53.9 58.7 72.7 82.4 42.4 52.1 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 82.6 84.2 >95 76.0 74.6 2012-13 51.2 53.4 50.0 77.6 39.2 42.9 2013-14 61.2 67.1 64.7 88.4 54.4 59.5 4-Year Cohort Graduation Rate 2011-12 80.4> 76.4> 67.4 86.5 71.3 65.5 2012-13 82.5 81.0 75.0 91.1 76.6 71.1 2013-14 83.9 85.2 79.6 93.0 82.6 74.3 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.57 5.36 2.15 4.28 5.47 2011-12 3.01 3.20 7.96 1.83 3.58 5.33 2012-13 2.45 3.02 n/a 1.58 3.58 5.06 REGION 6 MATH** % at/above Level 3 % at/above Level 3 READING** END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) 15 END-OF-COURSE TESTS % at/above Level 3 % at/above Level 3 % at/above Level 3 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a HIGH SCHOOL COMPLETION ANNUAL DROPOUT RATES (GRADES 9-13) 4-YEAR COHORT GRADUATION RATES Percentage of Students Percentage of Students Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 16 CLINTON CITY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 Clinton City Schools enroll 3,055 students, including 90 (3%) American Indians, mainly of the Coharie Tribe. The smallest of the school systems in the Title VII cohort, Clinton City Schools (located in Sampson County) operates five schools, including one high school. The students in the district are behind the state in all EOG and EOC subjects. The district graduation rate is slightly higher, but the dropout rate is slightly lower. American Indians are below the district average in EOG reading and math. In Biology, American Indian students are ahead of the state, district, and other subgroups, except White students. American Indian students are slightly behind Black and Hispanic students in English II; however, sufficient data are not available for comparison of American Indian students in Math I, the cohort graduation rate or the dropout rate. DISTRICT CONTACT: TERRACE MILLER http://www.clinton.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 69.4 64.3 84.6 59.6 63.9 2012-13 43.9 36.6 29.4 57.4 23.0 28.7 2013-14 56.3 53.1 42.9 73.1 40.3 45.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 87.4 85.7 91.4 83.3 87.8 2012-13 42.3 39.7 32.4 60.1 23.1 36.0 2013-14 51.0 50.1 45.2 67.2 33.0 55.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 85.4 66.7 92.8 79.7 84.4 2012-13 36.3 35.3 23.1 56.5 19.1 43.2 2013-14 60.0 58.9 * 75.0 38.9 63.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 85.5 66.7 92.3 79.7 90.5 2012-13 45.6 25.7 14.3 43.3 11.1 17.1 2013-14 53.9 47.6 62.5 70.4 22.6 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 83.4 77.8 92.5 78.6 77.8 2012-13 51.2 41.0 33.3 56.3 30.0 35.0 2013-14 61.2 51.1 33.3 75.4 37.9 44.9 4-Year Cohort Graduation Rate 2011-12 80.4> 81.9 87.5 91.3 75.6 75.8 2012-13 82.5 84.1 75.0 92.1 83.0 75.0 2013-14 83.9 84.7 * 90.6 76.8 86.2 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.64 n/a n/a 3.59 4.76 2011-12 3.01 1.78 n/a n/a 2.22 n/a 2012-13 2.45 2.29 n/a n/a 2.06 n/a REGION 2 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 17 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** 4-YEAR COHORT GRADUATION RATES ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 18 COLUMBUS COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Columbus County Schools enroll 6,119 students, of whom 351 are American Indians (6%). The American Indian students are mainly of the Waccamaw Siouan Tribe, which is indigenous to Bladen County and surrounding communities. In EOG/ EOC subjects, the district average is lower than the state average for the three EOCs and EOG reading and math. The percentage of American Indians proficient in EOG reading exceeds that for Black and Hispanic subgroups, but they trail White and Hispanic students in EOG math. The American Indian proficiency rate in Math I exceeds the rates for Whites, Blacks, Hispanics and the state as a whole. American Indians show a decrease in the 2013-14 cohort graduation rates. In Biology, American Indians lead Blacks, but lag behind Whites and Hispanics. More American Indians are proficient in English II than Hispanics and Blacks, but more Whites are proficient in English II than American Indians. The cohort graduation rate for American Indians surpasses the rates for Whites, Blacks, and Hispanics. DISTRICT CONTACT: KENWOOD ROYAL http://www.columbus.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 65.3 72.8 74.5 51.4 56.6 2012-13 43.9 32.4 33.7 41.4 20.9 20.8 2013-14 56.3 45.3 44.4 55.4 31.3 34.8 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 76.9 81.5 82.5 66.1 80.4 2012-13 42.3 28.0 19.3 38.4 16.2 18.3 2013-14 51.0 36.2 25.6 46.4 22.0 34.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 84.0 79.1 88.2 78.5 82.4 2012-13 36.3 14.6 20.7 15.2 11.3 17.1 2013-14 60.0 44.1 63.4 51.2 34.4 26.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 92.5 93.1 >95 87.6 >95 2012-13 45.6 30.0 20.6 38.3 17.5 25.0 2013-14 53.9 46.1 44.4 54.4 30.7 46.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 88.5 94.4 93.7 78.2 85.2 2012-13 51.2 44.3 30.8 52.8 34.7 25.9 2013-14 61.2 57.2 55.6 63.4 47.7 51.5 4-Year Cohort Graduation Rate 2011-12 80.4> 81.2 91.2 80.3 83.8 56.5 2012-13 82.5 84.8 92.9 84.6 83.5 83.3 2013-14 83.9 82.7 88.9 84.5 83.7 41.7 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.46 n/a 3.47 3.03 8.26 2011-12 3.01 3.54 n/a 2.85 3.65 10.24 2012-13 2.45 2.65 n/a 2.45 2.73 7.50 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 19 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 20 CUMBERLAND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 2011-12 2012-13 2013-14 Cumberland County Schools serve an expansive military community, which adds to the diversity profile of the district. The enrollment is 51,471, including 965 American Indian students (2%) mainly of the Lumbee Tribe. The district operates 87 schools, including 15 high schools and two early colleges. The proficiency percentage for the district lags behind the state in the five EOG/EOC assessments. The district dropout rate also is lower than the state rate for 2012-13. In each EOG/EOC subject, the rate of proficiency among American Indian students is lower than the district proficiency rate. The dropout rate for American Indian students is higher than the district rate. American Indian students exceed their Black peers in all EOG/EOC subjects. Compared to the other subgroups, American Indians have the lowest graduation rate, except Blacks, and the highest dropout rate of all subgroups. American Indian students lag behind their White peers in each EOG/EOC subject. DISTRICT CONTACT: DARLENE HOLMES RANSOM http://ccs.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.6 72.6 82.5 62.2 72.0 2012-13 43.9 41.2 39.9 55.4 29.5 41.4 2013-14 56.3 55.0 52.9 68.8 43.3 56.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 80.1 79.2 88.3 72.7 82.2 2012-13 42.3 34.5 31.6 47.8 22.6 36.2 2013-14 51.0 44.5 37.6 58.9 32.0 47.3 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 77.8 76.7 86.1 69.8 81.0 2012-13 36.3 29.9 15.7 42.3 18.8 31.3 2013-14 60.0 53.3 47.8 68.6 39.6 53.2 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 82.5 85.3 92.6 73.9 82.7 2012-13 45.6 41.5 41.9 57.3 27.4 44.6 2013-14 53.9 53.8 47.5 70.8 39.1 56.9 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 83.9 84.8 90.2 78.0 85.9 2012-13 51.2 48.0 46.8 60.0 35.8 52.4 2013-14 61.2 59.7 59.0 73.1 46.9 66.1 4-Year Cohort Graduation Rate 2011-12 80.4> 80.7 80.2 81.5 78.4 85.6 2012-13 82.5 81.7 72.2 82.9 80.0 84.6 2013-14 83.9 81.2 80.3 83.7 78.1 83.1 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.12 4.79 3.09 3.22 0.32 2011-12 3.01 2.63 4.49 2.94 2.65 2.09 2012-13 2.45 1.64 2.97 1.97 1.64 1.07 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 21 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students Percentage of Students 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 % at/above Level 3 % at/above Level 3 % at/above Level 3 ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 22 GRAHAM COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * * Located near the Qualla Boundary (Reservation of the Eastern Band of Cherokee), Graham County Schools enroll 1,188 students, including 181 American Indians (15%) mainly from the Eastern Band of Cherokee. The district operates an elementary, middle, and high school. The district lags behind the state in proficiency rates on four of the five EOG/EOC assessments, and in the cohort graduation rate. In all but two EOG/EOC areas (English II and Math I), American Indian students are behind the district average in grade-level proficiency. Comparatively, American Indians are more proficient in EOG reading than Hispanic students. American Indian students lag behind their White peers in all other EOG/EOC subjects except Math I. The three-year data show a fluctuation in the percentage of American Indians completing high school DISTRICT CONTACT: MARCIA HOLLIFIELD http://www.grahamcountyschools.org Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 76.7 62.8 78.9 * 80.0 2012-13 43.9 42.9 26.3 47.4 * 10.0 2013-14 56.3 53.5 39.3 58.1 * 15.0 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 86.1 79.5 87.7 * 60.0 2012-13 42.3 36.1 35.0 37.2 * 15.0 2013-14 51.0 46.0 33.7 49.8 * 15.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.7 70.6 79.7 * * 2012-13 36.3 27.8 45.5 25.5 * * 2013-14 60.0 65.3 69.2 64.4 * * Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 81.2 75.0 83.8 * * 2012-13 45.6 40.5 35.7 42.2 * * 2013-14 53.9 42.9 33.3 44.6 * * English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 86.2 87.5 86.6 * * 2012-13 51.2 38.2 52.9 34.8 * * 2013-14 61.2 50.0 50.0 50.7 * * 4-Year Cohort Graduation Rate 2011-12 80.4> 93.6 >95 92.4 n/a n/a 2012-13 82.5 86.5 90.9 86.7 n/a n/a 2013-14 83.9 81.6 91.7 79.7 n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.14 n/a 2.17 n/a n/a 2011-12 3.01 2.49 n/a 2.64 n/a n/a 2012-13 2.45 3.10 n/a 3.69 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 23 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a n/a n/a >95 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 24 GUILFORD COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Guilford County Schools enroll 72,112 students, of whom 388 (0.5%) are American Indians representing both federal and state tribes. Guilford County operates 125 schools, including a myriad of magnet campuses. The percentage of proficient students in the district is lower than the rate for the state in EOG reading and math. However, district proficiency rates exceed the state in two EOC areas (Biology and English II), but the district is equal to the state in Math I. The district data show a noticeable gain in the cohort graduation rate and a decrease in the dropout rate for 2012-13. The percentage of proficient American Indian students in the five EOG/ EOCs is lower than the district percentage. The American Indian cohort graduation rate shows a positive upward trend over the three year period; however, sufficient data are not available for comparison of the dropout rate for American Indian students. Academically, more American Indian students in this district are proficient than Black students in all EOC/ EOG assessments, but they lag behind their White peers in all tested areas. DISTRICT CONTACT: ANGELA LYNCH http://www.gcsnc.com Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 68.1 60.4 85.0 55.2 57.7 2012-13 43.9 41.1 30.5 61.6 25.4 27.8 2013-14 56.3 52.1 44.2 73.2 37.0 39.5 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 82.1 76.0 92.2 72.6 80.2 2012-13 42.3 41.6 33.3 61.1 24.0 34.0 2013-14 51.0 49.2 42.9 69.1 31.8 43.8 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 78.2 74.4 88.6 68.7 77.4 2012-13 36.3 38.0 26.5 57.5 20.3 31.9 2013-14 60.0 60.0 47.5 77.8 42.3 50.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 80.1 83.7 92.8 69.6 76.0 2012-13 45.6 48.2 25.0 69.4 29.2 34.0 2013-14 53.9 56.3 50.0 75.9 38.3 51.5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 80.8 75.6 92.7 70.5 77.0 2012-13 51.2 51.6 50.0 69.7 34.3 44.4 2013-14 61.2 61.8 55.6 79.5 46.9 52.7 4-Year Cohort Graduation Rate 2011-12 80.4> 84.5 63.2 90.4 81.2 78.1 2012-13 82.5 86.2 78.9 91.2 83.5 81.2 2013-14 83.9 88.5 83.3 91.8 86.9 82.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.71 1.38 1.78 3.46 5.10 2011-12 3.01 2.15 3.57 1.55 2.47 3.01 2012-13 2.45 2.07 n/a 1.49 2.41 2.95 REGION 5 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 25 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 26 HALIFAX COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Halifax County Schools enroll 3,250 students, of whom 193 (6%) are American Indian, mostly of the Haliwa- Saponi Indian Tribe. Across the district are 11 campuses, including two high schools. For the EOG/EOC subjects, the district proficiency rates fall behind the state rates. The district cohort graduation rate also lags behind the state rate. The percentage of American Indian students who are proficient on the EOG/EOC areas exceeds the district, except in Math I and English II. American Indians exceed Black students in the EOG reading and math assessments. Where data are displayed, the percentages reveal that American Indian students in this district are not keeping up with their White peers in the EOG-tested areas. Sufficient data are not available for comparison of the dropout rate and the four-year graduation rate for American Indian students. DISTRICT CONTACT: DOTTIE UMSTEAD http://www.halifax.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 38.6 48.4 58.8 36.1 55.3 2012-13 43.9 16.2 21.7 34.7 14.4 21.7 2013-14 56.3 26.6 26.9 50.8 25.1 32.7 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 51.8 61.3 67.5 50.1 58.7 2012-13 42.3 16.2 25.3 29.7 14.3 26.1 2013-14 51.0 23.3 33.3 44.4 21.2 26.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 61.1 80.0 * 59.2 >95 2012-13 36.3 9.4 12.5 28.6 8.2 14.3 2013-14 60.0 37.1 36.4 60.0 36.7 30.0 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 82.1 92.3 * 81.6 * 2012-13 45.6 25.3 42.9 33.3 24.1 20.0 2013-14 53.9 37.4 70.0 * 36.0 30.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 56.7 55.6 40.0 56.8 * 2012-13 51.2 22.7 30.0 * 22.6 * 2013-14 61.2 25.1 20.0 * 24.9 33.3 4-Year Cohort Graduation Rate 2011-12 80.4> 75.5 60.0 * 77.5 83.3 2012-13 82.5 74.8 92.9 * 75.2 n/a 2013-14 83.9 74.6 n/a * 76.7 n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.68 n/a n/a 3.77 n/a 2011-12 3.01 5.54 n/a n/a 5.56 n/a 2012-13 2.45 3.11 n/a n/a 2.96 n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 27 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * n/a n/a * n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * Percentage of Students Percentage of Students ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 28 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * * * * * HALIWA-SAPONI TRIBAL SCHOOL Approved as a charter school by the State Board of Education in 2000, the Haliwa-Saponi Tribal School enrolls 184 students, of whom many are members of the Haliwa-Saponi Tribe. The school is committed to the preservation of the Haliwa-Saponi traditions and integrates the customs and values across the curriculum. The school serves students in grades K-12 and is located in Warren County. The percent of proficient students in all EOG and EOC subjects is markedly lower than that for the state. However, the percent of proficient American Indian students in all EOCs is higher than the percent for the school. The school’s four-year cohort graduation rate for American Indian students is lower than the school’s average rate; however, sufficient data are not available for comparison of the dropout rate. DISTRICT CONTACT: GWEN RICHARDSON http://hstsedu.org Year State Charter School American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 61.6 62.2 * 42.9 * 2012-13 43.9 21.1 20.0 * 23.1 * 2013-14 56.3 26.7 26.4 * 10.0 * End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 70.9 70.3 * 71.4 * 2012-13 42.3 8.4 9.3 * 7.7 * 2013-14 51.0 7.0 6.9 * 10.0 * Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 78.3 73.7 * * * 2012-13 36.3 <5 <5 * * * 2013-14 60.0 22.2 23.1 * * * Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 66.7 66.7 * * * 2012-13 45.6 9.1 5.3 * * * 2013-14 53.9 35.3 38.5 * * * English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.5 85.7 * * * 2012-13 51.2 16.7 20.0 * * * 2013-14 61.2 35.3 42.9 * * * 4-Year Cohort Graduation Rate 2011-12 80.4> 72.7 77.8 n/a n/a n/a 2012-13 82.5 * * n/a n/a n/a 2013-14 83.9 83.3 80.0 n/a n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.89 n/a n/a n/a n/a 2011-12 3.01 * n/a n/a n/a n/a 2012-13 2.45 * n/a n/a n/a n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 29 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a * * n/a n/a n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a * n/a n/a n/a n/a * n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * <5 <5 * * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 30 HERTFORD COUNTY Hertford County Schools enroll approximately 3,060 students, of whom 20 (0.7%) identify as American Indian, mainly of the Meherrin Tribe, a native culture indigenous to Hertford, Bertie, Gates, and Northampton counties. The district operates seven schools, including two high schools and one early college. The district proficiency rates lag behind the state rates in all EOG/EOC subjects, except Biology. The cohort graduation rate for the state is slightly ahead of the district rate; however, the dropout rates for the district and the state are about the same. For the EOG math, the proficiency rate for American Indian students exceeds the rates for White, Black and Hispanic subgroups, but White students are slightly ahead in EOG reading. http://www.hertford.k12.nc.us 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 51.3 71.4 71.2 45.9 68.4 2012-13 43.9 23.2 41.7 39.6 19.0 20.0 2013-14 56.3 35.0 53.8 54.3 30.2 42.4 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 71.0 85.7 83.7 67.4 92.1 2012-13 42.3 21.9 41.7 38.7 17.0 35.0 2013-14 51.0 27.7 46.2 45.3 23.0 44.1 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.6 * 86.7 74.0 * 2012-13 36.3 11.0 * 16.3 8.8 28.6 2013-14 60.0 31.0 * 36.4 27.9 50.0 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 92.2 * 86.8 93.4 * 2012-13 45.6 28.9 * 39.0 25.9 * 2013-14 53.9 56.0 * 67.9 52.4 >95 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 85.3 * 91.4 83.8 * 2012-13 51.2 26.7 * 51.3 20.8 * 2013-14 61.2 39.3 * 41.7 39.0 33.3 4-Year Cohort Graduation Rate 2011-12 80.4> 79.9 n/a 61.9> 82.2> n/a 2012-13 82.5 82.6 n/a 80.5 82.7 n/a 2013-14 83.9 76.0 n/a 58.5 81.4 62.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.32 n/a 3.47 2.19 n/a 2011-12 3.01 1.40 n/a 3.60 1.04 n/a 2012-13 2.45 2.43 n/a 5.59 1.72 n/a REGION 1 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 31 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * >95 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * ANNUAL DROPOUT RATES (GRADES 9-13) 4-YEAR COHORT GRADUATION RATES ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 32 HOKE COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 The Hoke County Schools enroll 8,240 students, which includes 855 (10%) American Indians. The students attend one of 14 schools, which include one high school, one alternative school, and an early college. In all EOG/EOC subjects and the cohort graduation rate, the district proficiency rate is lower than the state rate. The dropout rate is lower for the district than the state; however, the cohort graduation rate for the district lags behind the state rate. In the EOG/EOC subjects, the proficiency rates for American Indians trailed the district rates. For American Indian students, deficits are noted in each EOG/EOC subject. American Indians lag behind the district and the state in the cohort graduation rate, while the American Indian dropout rate exceeds the rates for the district and state. The proficiency rates for American Indians in all EOG and EOC subjects, except Math I and Biology, are lower than other subgroups. In Math I, the proficiency rates for American Indians and Black students are about the same. DISTRICT CONTACT: ELIZABETH MITCHELL http://www.hcs.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 61.4 45.4 78.5 53.5 60.2 2012-13 43.9 30.8 17.8 48.7 22.2 29.2 2013-14 56.3 43.6 29.6 61.4 35.3 40.2 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 80.3 69.3 90.4 73.3 85.8 2012-13 42.3 30.0 17.6 45.9 20.5 31.6 2013-14 51.0 37.2 24.9 50.7 27.9 40.5 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.1 69.6 83.1 73.1 76.5 2012-13 36.3 21.6 13.4 34.5 18.1 13.3 2013-14 60.0 44.1 35.3 64.2 35.0 39.4 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 86.3 77.8 >95 81.5 81.0 2012-13 45.6 26.6 14.1 46.2 21.6 17.2 2013-14 53.9 42.3 37.3 59.4 31.6 45.8 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 75.1 69.4 85.6 70.0 73.0 2012-13 51.2 39.3 29.4 56.3 31.1 36.6 2013-14 61.2 54.9 42.3 76.4 44.2 55.4 4-Year Cohort Graduation Rate 2011-12 80.4> 73.7 54.0 75.4 77.6 70.4 2012-13 82.5 70.5 41.0 73.5 76.5 70.4 2013-14 83.9 70.7 62.0 68.0 78.4 54.8 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.31 7.09 1.64 3.15 3.75 2011-12 3.01 3.60 7.43 4.71 2.68 1.89 2012-13 2.45 2.32 3.99 2.53 2.03 2.59 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 33 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 34 JACKSON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Located on land contiguous with the Qualla Boundary, Jackson County Schools enroll 3,677 students, of whom 326 (9%) are American Indian, mainly the Eastern Band of Cherokee. Jackson County operates nine campuses, including one high school and two early college. The percentage of students who are proficient in Biology and English II exceeds the state. The district leads the state in the cohort graduation and dropout rates. The American Indian proficiency rates are lower than the district in EOG reading and math and EOC Math I and English II. The cohort graduation rate for American Indians is markedly lower than the district rate; however, sufficient data are not available for comparison of the dropout rate for American Indian students. The proficiency rates for American Indians are lower than the district rates in EOG reading and math, and EOC Math I and English II, but higher than the state and district in EOC Biology. Fewer American Indians than Whites and Blacks are proficient in EOG reading and math. American Indians are performing higher than their White peers in Biology. DISTRICT CONTACT: ANGELA LOVEDAHL http://www.jcps.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 72.5 61.9 75.4 69.0 57.0 2012-13 43.9 43.4 29.1 47.2 32.1 25.3 2013-14 56.3 56.2 43.8 59.4 61.5 38.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.9 72.9 85.8 72.4 80.3 2012-13 42.3 36.5 29.7 38.6 35.7 24.1 2013-14 51.0 46.0 29.4 48.5 38.5 40.6 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 74.8 80.0 74.9 * 61.5 2012-13 36.3 39.6 40.6 39.4 * 35.0 2013-14 60.0 56.5 50.0 57.7 * 52.9 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 86.6 70.0 91.7 * 42.9 2012-13 45.6 36.7 17.6 39.6 * 15.4 2013-14 53.9 57.4 59.1 58.1 * 47.4 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.5 88.0 87.2 * 88.9 2012-13 51.2 53.9 58.6 54.8 * 35.3 2013-14 61.2 62.4 44.4 65.7 * 48.0 4-Year Cohort Graduation Rate 2011-12 80.4> 86.4> 87.5 86.6> n/a 80.0> 2012-13 82.5 83.7 55.0 88.0 n/a 57.1 2013-14 83.9 88.0 78.9 88.9 n/a 87.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.11 7.59 1.72 n/a n/a 2011-12 3.01 3.75 7.95 3.30 n/a n/a 2012-13 2.45 1.73 n/a 1.83 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 35 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 36 JOHNSTON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Johnston County Schools enroll over 33,884 students, of whom 149 (0.4%) are American Indians of various tribes. The district operates 44 schools, including nine high schools and one early college. Compared with the state, the district proficiency rates are higher in all EOG/ EOC subjects, except EOG math. The cohort graduation rate for the district is slightly higher than the state; however, the dropout rate for the district lags behind the state. The percent of proficient American Indians is lower than the percent for the district in all EOG/EOC subjects, except Biology and English II. American Indian proficiency rates in EOG reading and math exceed that of Black and Hispanic students. More White students are proficient than American Indian students in all EOG/EOC subjects, except Biology. The American Indian cohort graduation rate lags behind rates for the district, the state, and other subgroups. DISTRICT CONTACT: ANA MILAZZOTTO http://www.johnston.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 77.9 69.4 86.0 64.2 63.2 2012-13 43.9 45.3 35.2 55.8 26.8 27.7 2013-14 56.3 59.5 58.8 70.9 40.0 41.2 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 88.7 81.2 92.8 77.4 85.1 2012-13 42.3 40.0 31.9 49.4 19.8 27.7 2013-14 51.0 50.9 48.8 61.5 28.6 37.4 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 83.1 88.2 89.5 65.6 77.5 2012-13 36.3 21.8 16.7 28.2 10.6 15.5 2013-14 60.0 62.3 44.4 70.8 38.0 50.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 88.0 80.0 >95 70.8 80.7 2012-13 45.6 42.1 20.0 54.3 17.7 25.8 2013-14 53.9 54.6 66.7 65.5 33.9 36.9 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 85.3 81.8 92.2 69.9 74.5 2012-13 51.2 51.2 56.5 61.7 31.1 31.8 2013-14 61.2 62.7 66.7 71.5 47.4 43.7 4-Year Cohort Graduation Rate 2011-12 80.4> 82.4 55.6 86.8 75.7 73.9 2012-13 82.5 82.5 87.5 84.9 78.2 77.8 2013-14 83.9 85.4 75.0 90.3 78.0 76.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.28 n/a 2.51 4.50 5.39 2011-12 3.01 2.65 n/a 2.22 3.55 3.32 2012-13 2.45 1.95 n/a 1.56 2.93 2.43 REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 37 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 38 PERSON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 >95 Person County Schools enroll 4,596 students, of whom 28 (0.6%) are American Indians mainly of the Sappony Tribe. The students attend one of the 10 schools, including one high school. Other campuses include a pre-school center and a program that focuses on early intervention and family services. The data show that district proficiency rates are lower than state rates in all EOG/EOC subjects. In EOG reading and math, the proficiency rates for American Indian students are higher than the district and state rates. The sparse enrollment of American Indian students above the eighth grade restricts meaningful data analyses. DISTRICT CONTACT: MELANIE HESTER http://www.person.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.7 50.0 80.0 59.5 67.2 2012-13 43.9 39.6 50.0 50.1 26.7 26.8 2013-14 56.3 53.5 66.7 64.4 39.3 40.7 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.7 87.5 88.3 75.8 85.2 2012-13 42.3 38.2 50.0 48.1 22.9 37.6 2013-14 51.0 50.4 73.3 61.4 34.2 49.2 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 79.7 * 83.4 69.1 93.9 2012-13 36.3 18.8 * 24.1 8.5 22.6 2013-14 60.0 42.0 * 49.2 30.1 40.6 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 90.1 * 92.3 86.5 91.7 2012-13 45.6 37.6 * 50.0 21.1 37.0 2013-14 53.9 50.8 * 61.9 33.6 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 81.4 * 87.6 70.5 83.3 2012-13 51.2 47.1 * 54.2 37.1 40.7 2013-14 61.2 51.1 * 58.5 35.3 56.0 4-Year Cohort Graduation Rate 2011-12 80.4> 68.4 n/a 70.3 62.9 82.4 2012-13 82.5 77.5 n/a 81.7 72.3 71.4 2013-14 83.9 76.0 n/a 72.5 79.9 81.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 5.47 n/a 5.03 6.37 n/a 2011-12 3.01 6.10 n/a 6.30 6.35 n/a 2012-13 2.45 4.19 n/a 3.57 5.28 5.77 REGION 5 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 39 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 40 RICHMOND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Richmond County Schools enroll 7,627 students, of whom 305 (4%) are American Indians representing the Lumbee, Eastern Band of Cherokee, Tuscarora, Sioux, and the Pee Dee Indians of South Carolina. The district operates 16 schools, including one high school, one early college, and several special-focus schools. The district proficiency rates are lower than the state rates in all EOG/EOC subjects. American Indian students fall behind the district in all EOG/EOC subjects, except Biology and English II. However, American Indians are performing better than Black and Hispanic subgroups in EOC Biology and English II. In all EOG/EOC areas, fewer American Indians are proficient when compared with their White peers. The cohort graduation rate for American Indians is the lowest among all subgroups, except for Hispanics. However, the American Indian dropout rate is the highest among all subgroup rates. DISTRICT CONTACT: MARCIA PORTER http://www.richmond.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 60.0 58.1 71.3 46.8 54.2 2012-13 43.9 30.4 27.8 41.7 17.9 22.1 2013-14 56.3 45.9 37.9 58.9 30.8 38.1 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 76.7 72.7 84.0 66.3 80.7 2012-13 42.3 32.8 27.0 43.2 20.1 29.3 2013-14 51.0 42.4 40.0 52.7 27.7 45.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 77.3 77.1 86.9 67.8 75.6 2012-13 36.3 15.6 5.7 25.2 6.8 10.9 2013-14 60.0 47.5 30.0 59.3 33.3 54.2 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 83.4 73.3 94.9 69.5 94.1 2012-13 45.6 37.6 28.6 56.4 18.4 34.5 2013-14 53.9 31.7 36.2 41.8 20.0 27.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 77.8 74.2 87.0 69.4 69.7 2012-13 51.2 26.6 28.1 36.3 15.8 24.4 2013-14 61.2 39.1 44.8 49.8 26.9 34.1 4-Year Cohort Graduation Rate 2011-12 80.4> 73.5 54.1 72.8 77.6 71.9 2012-13 82.5 74.1 60.0 75.0 76.5 61.0 2013-14 83.9 79.2 72.7 79.7 81.5 67.4 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 4.32 6.36 4.01 4.03 7.14 2011-12 3.01 3.59 6.09 3.66 3.59 n/a 2012-13 2.45 2.47 6.15 2.73 1.28 5.56 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 41 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 42 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 ROBESON COUNTY The Public Schools of Robeson County enroll 23,586 students, of whom 10,036 (43%) identify as American Indian, mainly of the Lumbee Tribe. Geographically expansive and rural, the district operates 41 schools, including six high schools, an early college, a career and technical education campus, and a pre-school center. The district proficiency rates are lower than the state rates in the EOG/ EOC subjects. However, the district cohort graduation rate is higher and the dropout rate is lower than the state rates. For American Indian students, these data show incremental improvements in the cohort graduation rate and the dropout rate since 2011-12. American Indian students lag behind the state, district, and White subgroups in all EOG/EOC assessments. They exceed Black students but lag behind their Hispanic peers in all subjects, except in EOG reading. DISTRICT CONTACT: CONNIE LOCKLEAR http://www.robeson.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 56.1 55.2 72.6 48.1 53.8 2012-13 43.9 24.9 23.6 41.0 19.0 19.3 2013-14 56.3 35.4 33.8 52.5 29.3 30.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 74.0 74.1 82.5 66.9 77.2 2012-13 42.3 23.7 22.5 37.3 15.5 25.8 2013-14 51.0 30.8 28.8 45.7 22.1 34.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 75.6 74.9 84.7 69.6 82.7 2012-13 36.3 17.8 17.1 27.6 10.0 22.7 2013-14 60.0 42.1 40.6 57.7 31.1 47.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 81.7 74.3 92.9 84.1 90.2 2012-13 45.6 27.0 23.4 43.2 18.9 35.8 2013-14 53.9 37.0 36.6 49.6 24.4 49.6 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 70.6 70.7 87.3 61.4 69.5 2012-13 51.2 30.5 29.0 50.3 20.0 33.1 2013-14 61.2 37.8 34.4 54.0 31.2 42.9 4-Year Cohort Graduation Rate 2011-12 80.4> 82.6 80.6 83.1 82.5 90.7 2012-13 82.5 85.1 82.6 83.7 87.4 93.5 2013-14 83.9 85.0 84.6 83.6 86.0 89.3 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.48 3.58 3.80 3.45 1.08 2011-12 3.01 2.71 3.25 3.89 1.87 n/a 2012-13 2.45 2.34 2.61 2.97 1.83 n/a REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 43 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 44 SCOTLAND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Scotland County Schools enroll 6,068 students, including 928 American Indians (15%) mainly of the Lumbee Tribe. The district operates 14 campuses, including one high school and one early college. The district proficiency rates are below the state rates in all EOG/EOC subjects. For the district, the graduation rate falls below the state rate, and the district dropout rate exceeds the state, meaning that in both categories of school completion, the district is falling behind. The American Indian proficiency rates are lower than the district in all EOG/EOC subjects. In grades 3-8 reading and math, as well as all EOC subjects, American Indians lag behind their Hispanic peers. Compared with their White peers, American Indian students fall behind in all EOG/EOC-tested areas. The American Indian graduation rate falls below the rates for the district, state, and two subgroups, White and Black students; however, sufficient data are not available for comparison with their Hispanic peers. DISTRICT CONTACT: LYLE SHAW http://www.scotland.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 66.7 63.0 81.9 56.4 64.3 2012-13 43.9 35.3 30.4 51.2 24.3 40.0 2013-14 56.3 49.7 45.9 67.0 36.2 57.9 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 85.7 85.6 92.8 80.4 75.7 2012-13 42.3 37.2 29.9 53.3 26.6 42.9 2013-14 51.0 48.1 45.6 64.9 35.0 55.3 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 62.5 57.1 68.8 50.0 * 2012-13 36.3 35.5 29.1 49.8 26.6 45.0 2013-14 60.0 52.2 43.2 67.1 43.5 46.7 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 75.8 78.6 85.9 64.7 83.3 2012-13 45.6 23.9 11.8 30.3 20.6 28.6 2013-14 53.9 37.1 34.0 52.2 27.0 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 74.6 57.1 86.1 70.3 87.5 2012-13 51.2 37.5 32.1 48.8 28.4 53.8 2013-14 61.2 43.4 33.3 59.8 35.8 50.0 4-Year Cohort Graduation Rate 2011-12 80.4> 76.2 77.1 80.0 73.8 n/a 2012-13 82.5 72.8 70.2 72.7 74.4 * 2013-14 83.9 78.3 73.8 80.4 77.3 n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 5.37 5.69 2.83 7.06 n/a 2011-12 3.01 4.15 3.66 3.37 4.75 n/a 2012-13 2.45 4.22 8.13 3.64 3.57 n/a REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 45 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a * n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 46 SWAIN COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 <5 * Swain County Schools enroll 2,016 students, of whom 475 (24%) are members of the Eastern Band of Cherokee. Located on land contiguous with the Qualla Boundary, the district operates five schools, including two early colleges, and one high school. The district proficiency rates lag behind the state in all EOG/EOC assessments. The district cohort graduation rate and the dropout rate are higher than the state rates. The EOG/EOC proficiency rates for American Indians are lower than the district rates. American Indian students perform better than Hispanics in all EOG/ EOC subjects where data are available. White students outperform American Indians in all EOG/EOC subjects. The cohort graduation rate for American Indians is higher than the district rate and their White peers; however, sufficient data are not available for comparison to two other subgroups, Black and Hispanic students. The American Indian dropout rate exceeds that of the district, the state, and the White subgroup. DISTRICT CONTACT: MICHAEL TREADWAY http://www.swain.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 70.8 62.6 75.4 * 27.6 2012-13 43.9 40.9 34.3 45.1 40.0 12.1 2013-14 56.3 51.0 41.9 55.2 25.0 26.5 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.1 74.2 86.5 * 65.5 2012-13 42.3 38.0 30.4 41.1 <5 26.5 2013-14 51.0 50.0 42.3 53.8 8.3 32.4 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 72.4 70.5 74.1 * 80.0 2012-13 36.3 21.0 12.2 25.3 * <5 2013-14 60.0 46.4 45.5 48.2 * <5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 75.2 75.0 75.3 * * 2012-13 45.6 30.9 19.4 36.4 * * 2013-14 53.9 42.3 39.5 46.7 * <5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 72.8 65.0 75.7 * 60.0 2012-13 51.2 33.3 25.0 37.6 * 20.0 2013-14 61.2 52.1 51.2 57.3 * 14.3 4-Year Cohort Graduation Rate 2011-12 80.4> 79.9 78.4 80.0 n/a 83.3 2012-13 82.5 80.8 78.2 81.6 n/a 85.7 2013-14 83.9 84.2 86.4 80.5 n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 6.81 7.46 6.74 n/a n/a 2011-12 3.01 3.59 4.35 3.35 n/a n/a 2012-13 2.45 3.04 4.55 2.44 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 47 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * <5 <5 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 <5 * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 48 WAKE COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Wake County Schools enroll 153,545 students and operates 170 schools, including 25 high schools, and a cadre of special-focus schools. Richly diverse in countries of origin, Wake County enrolls 524 (0.3%) American Indian students representing 78 tribal affiliations. In the five EOG/EOC subjects, the district proficiency rates are higher than the state rates. The proficiency rates for American Indian students are lower than the district rates in all tested areas of the EOG and EOC. American Indian students perform better than the other minority subgroups in each EOG/EOC subject, except EOC English II; however, they lag behind their White peers in these same tested areas. These data show that the graduation rate for American Indians is declining. When compared with minority subgroups, the American Indian cohort graduation rate lags behind rates for the state, district, and White students. DISTRICT CONTACT: JOHN WILLIAMS http://www.wcpss.net Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 77.4 69.6 90.0 59.2 60.2 2012-13 43.9 54.1 36.8 70.5 29.5 31.8 2013-14 56.3 65.8 56.6 81.2 42.8 44.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 86.4 85.3 94.8 72.0 78.8 2012-13 42.3 54.3 41.3 70.7 25.8 35.4 2013-14 51.0 62.4 50.0 78.1 34.9 44.7 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 86.1 74.2 93.8 72.0 80.6 2012-13 36.3 48.5 34.6 64.4 20.9 32.1 2013-14 60.0 71.4 61.0 83.3 45.0 56.1 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 87.2 86.0 >95 71.9 79.4 2012-13 45.6 58.7 49.2 75.5 30.8 43.8 2013-14 53.9 64.8 46.3 81.8 39.5 45.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.0 78.3 >95 74.5 77.1 2012-13 51.2 63.2 49.1 78.1 40.2 47.1 2013-14 61.2 72.6 57.1 85.4 52.5 57.6 4-Year Cohort Graduation Rate 2011-12 80.4> 80.6> 74.5> 90.3 69.6> 65.3> 2012-13 82.5 81.0 69.6 90.6 68.9 65.7 2013-14 83.9 82.2 60.0 91.2 74.0 67.8 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.25 2.54 1.66 5.43 5.78 2011-12 3.01 2.83 6.16 1.49 4.59 4.97 2012-13 2.45 1.95 n/a 1.10 2.90 4.18 REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 49 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 50 WARREN COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Warren County Schools enroll 2,383 students, including 158 American Indian students (7%), mainly of the Haliwa- Saponi Tribe, who reside in Warren County and surrounding areas. Warren County operates six schools, including one high school and several special-focus schools. The district’s proficiency rates in all EOG/ EOC subjects trail the state rates. The district cohort graduation rate is lower, but the dropout rate is higher than the state rates. The proficiency rates for American Indians exceed the district rates in all EOG/EOC subjects, except EOC English II. American Indians outperform their Black and Hispanic peers in EOG reading and math, and EOC Biology. The American Indian cohort graduation rate is lower than the district rate, as well as the rates for White and Black subgroups. More White students than American Indian students are proficient in EOC Biology and English II; however, both subgroups perform equally in EOC Math I. DISTRICT CONTACT: PATRICIA RICHARDSON http://www.warrenk12nc.org Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 56.2 61.0 73.6 51.0 60.6 2012-13 43.9 27.5 34.4 45.3 22.1 30.7 2013-14 56.3 37.5 57.4 53.5 32.3 35.1 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 68.3 72.7 78.4 64.1 78.8 2012-13 42.3 21.0 35.9 30.2 16.3 33.3 2013-14 51.0 26.1 39.3 39.6 20.8 36.5 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 72.6 82.4 88.0 66.9 50.0 2012-13 36.3 13.7 9.1 18.8 12.1 25.0 2013-14 60.0 42.2 50.0 50.0 38.8 54.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 67.6 80.0 87.5 62.0 66.7 2012-13 45.6 29.5 33.3 54.1 23.7 28.6 2013-14 53.9 38.5 44.0 61.8 31.0 12.5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 74.7 87.5 74.3 72.4 66.7 2012-13 51.2 42.9 42.1 60.0 42.6 12.5 2013-14 61.2 51.1 41.7 66.7 48.8 42.9 4-Year Cohort Graduation Rate 2011-12 80.4> 83.9> 89.5> 84.8> 83.2 85.7 2012-13 82.5 75.3 78.6 70.2 75.4 85.7 2013-14 83.9 71.7 70.6 86.7 71.9 * Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.90 n/a n/a 4.61 n/a 2011-12 3.01 2.92 n/a 4.24 1.98 n/a 2012-13 2.45 4.10 n/a 4.94 4.62 n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 51 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 52 Year State District American Indian White Black His-panic Charlotte/Mecklenburg 2011-12 11.3 11.1 9.7 19.2 3.6 6.2 2012-13 11.8 11.9 8.6 21.1 4.2 7.2 2013-14 12.9 19.2 17.5 30.7 9.3 13.2 Clinton City 2011-12 11.3 8.0 13.8 14.6 2.3 6.0 2012-13 11.8 12.1 9.4 22.2 3.6 10.0 2013-14 12.9 7.6 15.4 14.8 2.2 0.7 Columbus 2011-12 11.3 3.5 0.8 5.5 1.2 n/a 2012-13 11.8 3.7 2.5 5.1 1.6 1.8 2013-14 12.9 3.6 n/a 4.8 2.6 0.8 Cumberland 2011-12 11.3 9.9 10.7 12.9 4.8 8.2 2012-13 11.8 6.0 2.4 8.6 2.6 5.2 2013-14 12.9 11.3 10.9 16.5 5.9 8.7 Graham 2011-12 11.3 7.0 4.2 7.5 n/a n/a 2012-13 11.8 8.1 2.1 9.1 n/a n/a 2013-14 12.9 9.0 7.1 9.1 n/a 20.0 Guilford 2011-12 11.3 21.2 17.0 30.1 9.6 14.9 2012-13 11.8 23.5 20.0 32.7 11.3 16.2 2013-14 12.9 23.9 22.9 33.7 12.2 17.6 Halifax 2011-12 11.3 6.7 7.1 8.1 6.3 9.5 2012-13 11.8 5.4 8.6 10.0 5.0 6.3 2013-14 12.9 5.5 3.6 4.3 5.7 n/a Haliwa-Saponi Tribal School 2011-12 11.3 n/a n/a n/a n/a n/a 2012-13 11.8 n/a n/a n/a n/a n/a 2013-14 12.9 n/a n/a n/a n/a n/a Hertford 2011-12 11.3 6.5 25.0 11.2 5.0 7.7 2012-13 11.8 5.6 n/a 5.9 4.6 5.6 2013-14 12.9 2.5 n/a 3.0 2.4 4.5 Hoke 2011-12 11.3 6.1 2.4 8.9 5.1 1.9 2012-13 11.8 7.0 2.6 8.4 5.9 4.6 2013-14 12.9 13.0 5.9 17.8 10.8 10.8 Jackson 2011-12 11.3 6.8 4.9 6.9 n/a 1.6 2012-13 11.8 4.7 1.2 4.7 n/a 1.8 2013-14 12.9 2.7 4.5 2.7 n/a n/a Johnston 2011-12 11.3 9.9 18.6 11.8 3.5 5.4 2012-13 11.8 9.0 16.3 10.9 3.8 4.0 2013-14 12.9 8.5 5.4 9.6 2.9 3.9 Year State District American Indian White Black His-panic Person 2011-12 11.3 10.0 40.0 12.9 4.0 9.6 2012-13 11.8 12.5 40.0 15.2 6.6 13.3 2013-14 12.9 8.7 12.5 10.4 4.8 14.7 Richmond 2011-12 11.3 8.2 5.6 12.7 3.3 5.3 2012-13 11.8 8.7 6.6 12.9 3.7 5.9 2013-14 12.9 8.1 6.0 11.3 4.4 6.2 Robeson 2011-12 11.3 2.9 2.9 3.5 1.8 1.8 2012-13 11.8 3.2 3.1 4.2 2.3 1.6 2013-14 12.9 4.2 3.3 9.5 2.0 2.7 Scotland 2011-12 11.3 3.7 2.7 5.9 1.5 n/a 2012-13 11.8 3.1 1.7 5.1 1.7 n/a 2013-14 12.9 2.9 2.5 4.9 1.7 n/a Swain 2011-12 11.3 8.8 3.4 9.2 n/a 16.7 2012-13 11.8 7.8 1.7 7.0 n/a 5.3 2013-14 12.9 6.4 5.3 7.1 20.0 n/a Wake 2011-12 11.3 13.5 5.6 17.7 2.9 5.7 2012-13 11.8 14.4 13.3 18.9 3.3 6.5 2013-14 12.9 15.7 14.2 21.0 3.7 7.4 Warren 2011-12 11.3 n/a n/a n/a n/a n/a 2012-13 11.8 2.4 2.8 2.6 2.4 n/a 2013-14 12.9 3.4 3.9 4.4 3.2 n/a Students Taking an AP Exam by District (Percent of Students) Students Taking AP Exams by District Although the 10th Annual A
Object Description
Description
Title | Report to the North Carolina State Board of Education |
Other Title | State Advisory Council on Indian Education... report to the North Carolina State Board of Education; Report to the State Board of Education; State Advisory Council on Indian Education... report to the State Board of Education; |
Date | 2015-02 |
Description | 2014 |
Digital Characteristics-A | 3.45 MB; 72 p. |
Digital Format |
application/pdf |
Pres File Name-M | pubs_serial_reportstateboard2014.pdf |
Full Text | FEBRUARY 2015 In Pursuit of Educational Excellence for All Native American Students in North Carolina FOR NATIVE STUDENTS A New Vision State Advisory Council on Indian Education REPORT TO THE NORTH CAROLINA STATE BOARD OF EDUCATION STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388 Visit us on the Web :: www.ncpublicschools.org WILLIAM COBEY Chair :: Chapel Hill A.L. COLLINS Vice Chair :: Kernersville DAN FOREST Lieutenant Governor :: Raleigh JANET COWELL State Treasurer :: Raleigh JUNE ST. CLAIR ATKINSON Secretary to the Board :: Raleigh BECKY TAYLOR Greenville REGINALD KENAN Rose Hill KEVIN D. HOWELL Raleigh GREG ALCORN Salisbury OLIVIA OXENDINE Lumberton JOHN A. TATE III Charlotte WAYNE MCDEVITT Asheville M0115 THE STATE ADVISORY COUNCIL ON INDIAN EDUCATION: BACKGROUND AND MEMBERSHIP In 1988, the North Carolina General Assembly enacted Article 13A (NCGS §115C-210), which created the State Advisory Council on Indian Education (SACIE). As a constituent group of the State Board of Education (SBE), the Council represents parents of American Indian students in grades K-12, both houses of the North Carolina General Assembly, the UNC Board of Governors, the North Carolina Commission of Indian Affairs, and K-12 educators. The Council advocates collectively on behalf of American Indian students; examines the applicability of state and national trends in Indian education; collaborates with education practitioners, including the Title VII-IEA administrators; and re-examines its mission and goals as school reform initiatives steer the direction of the public school system in North Carolina. TRINA BENNETT Greensboro KATHERINE CHAVIS Maxton DOROTHY CROWE Roxboro CHENOA DAVIS Hollister JIM DAVIS State Senator District 50-Franklin KIM DIAL SELLERS Pembroke CHARLES GRAHAM House Representative District 87 – Lumberton VERONICA GRAHAM Lake Waccamaw MARGO HOWARD Ahoskie ALISA HUNT-LOWERY Clayton KAREN GOINS KUENY Fayetteville ERIC DAVIS Charlotte PATRICIA N. WILLOUGHBY Raleigh KAMIYO LANNING Weaverville KARA STEWART Durham SHARON WILLIAMS Godwin DR. OGLETREE RICHARDSON, SACIE Liaison DR. OLIVIA OXENDINE, SBE Liaison DEBORA WILLIAMS, NCDPI Liaison SUSAN SILVER, Team Leader, District and School Transformation, NCDPI 1 Acknowledgements..................................................................................................................................... 2 Letter from the Chairperson........................................................................................................................ 3 Part I: Executive Summary.......................................................................................................................... 4 • Major Findings • Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description • Population of Focus Part II: The State and District Profiles...........................................................................................................6 State Profile: American Indian Student Performance Elementary and Middle School..............................................................................................................9 • End-of-Grade (EOG) Reading and Math (Grades 3-8 Combined) High School......................................................................................................................................... 10 • End-of-Course (EOC) • 4-Year Cohort Graduation and Annual Dropout Rates • Advanced Placement (AP) • SAT District Profiles: American Indian Student Performance American Indian Student Performance by District or Charter School (alphabetically listed)................14 • End-of-Grade Results • End-of-Course Results • 4-Year Cohort Graduation and Annual Dropout Rates • Advanced Placement (AP) and SAT Part III: Recommendation.......................................................................................................................... 56 Selected Bibliography................................................................................................................................ 57 Appendices Appendix A: Elementary and Secondary Education: Title VII – Indian, Hawaiian and Alaska Native Education................................................58 Appendix B: Title VII Indian Education Grantees in North Carolina......................................................59 Appendix C: Legislative History of the Indian Education Act of 1972.................................................60 Appendix D: American Indian Tribes in North Carolina.........................................................................61 Appendix E: Title VII Student Eligibility Certification............................................................................62 Appendix F: Definition of Terms...........................................................................................................63 Appendix G: American Indian Mascot Update.....................................................................................65 Appendix H: Maps: RttT Services, North Carolina Tribes and Title VII Grantee by Counties................67 Appendix I: Data Notes........................................................................................................................67 North Carolina Tribes and Title VII Grantee Counties................................................... Inside Back Cover TABLE OF CONTENTS 2 ACKNOWLEDGEMENTS A special note of gratitude is extended to the following individuals whose perspectives and information have added value to this annual report. SACIE Annual Report Subcommittee Kamiyo Lanning Chenoa Davis Margo Howard Kara Stewart Photos Billie Allen, Title VII Coordinator, Richmond County Schools Gwen Richardson, Title VII Coordinator, Haliwa-Saponi Tribal School Connie Locklear, Director, Indian Education, Robeson County Schools Higher Education Lynn Blackshear-Ray, MSA Intern, UNC Pembroke (Hoke County School System) Shauna Cale, MSA Intern/UNC Pembroke (Cumberland County School System) Leslie A. Harris, MSA Intern, UNC Pembroke Nicky Hobbs, MSA Intern/UNC Pembroke (Columbus County School System) Stacey Morgan, MSA Intern/UNC Pembroke (Cumberland County School System) Nicole McNair, MSA Intern/UNC Pembroke (Cumberland County School System) Dr. Olivia Oxendine, Assistant Professor, School Administration and Counseling, UNC Pembroke Hayden Simon, MSA Intern/UNC Pembroke (Hoke County School System) Department of Public Instruction Elaine Darby, Web Marketing Specialist, Communications and Information Allison Eargle, Graphic Designer, Communications and Information Dr. Ken Gattis, Senior Research and Evaluation Consultant, Federal Program Monitoring Karen Hoeve, Educational Consultant, Accountability Services Vanessa Jeter, Director, Communications and Information Dr. Ogletree Richardson, DPI Liaison, State Advisory Council on Indian Education Susan Silver, Instructional Review Team Lead, District and School Transformation Laura Weakland, Lead Graphic Artist, Communications and Information Debora Williams, Special Assistant, Academic Services and Instructional Support External Agencies North Carolina Commission on Indian Affairs UNC Pembroke 3 I am honored to present this annual report, A New Vision for Native Students: Volume II. In keeping with the legislation that established the State Advisory Council on Indian Education in 1988, this report presents a comprehensive achievement picture of American Indian students attending North Carolina’s public schools. In this report, End-of-Grade/End-of-Course assessment results are provided for 2011-12, 2012-13, and 2013-14; however, the results from 2011-2012 are not comparable to the following years since the new testing standards took effect in 2012-2013. It is clear from the information in this report that literacy/reading in the elementary grades must become a priority of this Council. The Council has become proactive in researching and producing resources of educational information that is both culturally responsive and sensitive for use in classrooms. In March 2014, the Council recommended a study of underachievement among American Indian students in grades 6-12. The 12-month study began in July 2014 and will conclude in the summer of 2015. In the months ahead, the Council will receive the results from the study and use this information to develop new recommendations to the North Carolina State Board of Education. On behalf of the State Advisory Council on Indian Education, I would like to thank the State Board of Education for supporting the work of the Council. Additionally, we are grateful to the North Carolina Department of Public Instruction, the North Carolina Commission of Indian Affairs, the Title VII Indian Education Programs, North Carolina Tribes, Tribal Councils, and other American Indian organizations that continue to work with the SACIE through collaboration and advocacy. Together we can help shape a bright future for North Carolina’s American Indian students. Kamiyo Sawyer Lanning Chairperson State Advisory Council on Indian Education LETTER FROM THE CHAIRPERSON 4 The State Board of Education (SBE) adopted an Indian Education policy in 1988 to identify Indian Education issues in grades K-12. Also in 1988, the North Carolina General Assembly enacted Article 13A (NCGS § 115C-210 et seq.) that established the State Advisory Council on Indian Education (SACIE) to advocate on behalf of American Indian students in North Carolina. SACIE has a 15-member board which consists of American Indian parents and educators, members of the North Carolina Senate and House of Representatives, members from the UNC Board of Governors, and the North Carolina Commission of Indian Affairs (NCCIA). Serving in an advisory role to the SBE, the SACIE identifies American Indian students’ academic concerns and possible corrective actions. Annually, a report of these activities is presented to the SBE to suggest recommendations to improve student performance. Listed to the right are findings to be reported to the SBE. Each finding is based on a comparison of grade/level performance of American Indian and White student performance. Designated subgroups included in this report include American Indian, White, Black, and Hispanic. The White subgroup has the highest performance rating of all subgroups. Students performing at or above grade level are considered proficient. Findings in this report are based on 2013-14 End-of-Grade (EOG) and End-of-Course (EOC) state tests. Title VII – The Indian Education Act of 1972 in North Carolina: A Brief Description In an effort to develop a comprehensive model to meet unique needs of American Indian and Alaskan Native students, the Indian Education Act of 1972 was adopted by Congress. The Act is based on the following premises: 1) American Indians have unique academic needs, especially with respect to language preservation; 2) a continuum of services, pre-school through post-secondary education, is imperative; 3) the trust relationship between the federal government and Indian people must be reinforced across governmental agencies; and 4) every Indian student, regardless of federal recognition status, deserves equal access to federal funding aimed at educational improvement. Although the Indian Education Act of 1972 has undergone several Congressional reauthorizations, the foundation upon which tribes, local educators, and parents have developed successful programs is stable (see Appendix C). Since the Act was adopted, several school systems with a significant American Indian population have benefited. Some benefited through direct classroom support, college/career planning, after-school programs, cultural enrichment, or a mixture of some or all of these. Funding through Title VII has supported school districts’ efforts to close the achievement gap and improve the awareness of American PART I: Executive Summary Major Findings • The EOG reading proficiency rate for American Indian students (40.5%) is about 29 percentage points below the rate for White students (69.3%). • The EOG mathematics proficiency rate for American Indian students (34.5%) is about 28 percentage points below the rate for White students (62.9%). • The EOC Math I proficiency rate for American Indian students (44.8%) is about 26 percentage points below the rate for White students (71.0%). • The EOC English II proficiency rate for American Indian students (43.7%) is about 28 percentage points below the rate for White students (72.0%). • The EOC Biology proficiency rate for American Indians (41.8%) is about 24 percentage points below the rate for White students (66.2%). • From 2011-12 to 2013-14, the American Indian cohort graduation rate improved by nearly six percentage points, the largest increase among all subgroups. • While the American Indian dropout rate has declined since 2010-2011, the current rate is the highest among all subgroups, except Hispanics. 5 Indian culture in North Carolina. Directors of Title VII programs are responsible for budget management, project development, resource planning, and other activities aimed at improving achievement of every American Indian student one day and one year at a time. Before students receive services under Title VII, a formal application must be completed by a parent or legal guardian (see Appendix E), which is reviewed by district-level personnel responsible for Indian Education services. Since Title VII funding is based on these 506 forms informing parents and guardians about the procedure, it is viewed as an ongoing process. The State Advisory Council on Indian Education makes recommendations based on findings identified in the analyses of needs of American Indian students in North Carolina. Similarly, the 2014 Presidential Native Youth Report identifies national findings and recommendations on problems that confront Native youth with an emphasis on education, economic development, and health. Also, the report encourages all Americans to work toward removing barriers that stand between Native youth and their opportunity to succeed. (The 2014 Presidential Native Youth Report can be found at http://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf) At the request of SACIE, the Education Policy Initiative at Carolina (EPIC) is currently contracted with Regional Education Laboratory Southeast (REL-SE) on a project entitled “The Schooling Experience of North Carolina’s American Indian Students” with funding from REL-SE. This project descriptively compares the educational outcomes of American Indian students in North Carolina to their peers within their schools and statewide. Outcomes being examined include test scores (EOGs/EOCs), attendance, graduation rates, and disciplinary referrals. In addition, the study is examining the schooling experience of American Indian students in regard to the availability of high-quality teachers; access to and completion of advanced courses; school funding, and school-level efforts to engage the American Indian parents and communities. At present, researchers are compiling data on all outcomes of interest and beginning preliminary analyses of tasks, as well as conducting a literature review to identify any additional educational variables for investigation. Beginning in the spring of 2015, the researchers will interview school personnel in six schools with substantial populations of American Indian students. These interviews will help determine how schools engage families and communities in the education experiences of American Indian students. A report of all findings will be provided to REL-SE and SACIE in June 2015. (The Support and Strategies for Enriching Achievement of Native American Students Study can be found at Southeast Comprehensive Center at SEDL secc.sedl.org) The findings in this report point to low proficiency rates on EOG and EOG achievement data for American Indian students. The Council recommends that the Department of Public Instruction work closely with school districts in promoting and disseminating culturally responsive resources that have been carefully selected by the Council. Culturally responsive instructional resources can be found at http://www.ncpublicschools.org/americanindianed/ resources/. This recommendation mirrors a recommendation in the 2014 Native Youth Report. Population of Focus The total enrollment of American Indians/Alaskan Native students in North Carolina’s public schools (K-12) is 20,578 for 2013-14, of which 82 percent are enrolled in school districts receiving federal dollars through the Indian Education Act of 1972. The remaining students are enrolled in the other 97 school systems (see Figure 1). As in past annual reports, the Council has chosen to examine the achievement of American Indian students in the Title VII cohort of districts. When reviewing this report, it is important to note that the enrollment figures reflect enrollment data submitted by each district. It is important to note, however, that choosing to participate in the Title VII-Indian Education program is a parental decision; therefore, the actual number of students receiving services could be much smaller than 16,788. This report, however, makes no distinction between student participants and non-participants. Non-IEA Cohort 3,800 or 18% IEA Cohort 16,788 or 82% FIGURE 1 Percentage of North Carolina American Indian Students Enrolled in the IEA Cohort vs. the Non-IEA Cohort 6 Interpreting the Profiles The 2013-14 edition of the State Advisory Council on Indian Education Report consists of state-level and district-level achievement profiles and is intended to inform educators, policymakers, parents, and tribal communities about the annual progress of American Indian students in critical areas of school success across North Carolina. In this report, the academic achievement of American Indian students is profiled for the state and each of the Title VII school districts and one additional district in the following assessment categories: 1) End-of-Grade (EOG) Reading (grades 3-8 combined) 2) End-of-Grade (EOG) Math (grades 3-8 combined) 3) End-of-Course (EOC) Math I 4) End-of-Course (EOC) Biology 5) End-of-Course (EOC) English II 6) Cohort Graduation Rate (CGR) 7) Dropout Rate, grades 9-13 8) SAT 9) Advanced Placement (AP) Three years of data have been provided for each assessment. However, the EOG and EOC assessments are provided for two years due to changes in EOG and EOC achievement level standards in 2012-13. Since the new standards that were adopted in 2012-13 are more rigorous, EOG and EOC assessment data for 2011-12, 2012-13, and 2013-14 are not comparable. For more details, see the 2012-13 Ready Accountability Background Brief at http://www.ncpublicschools.org/accountability/reporting/. The Cohort Graduation Rate, SAT, and AP data in the state and district profiles are provided for three years: 2011-12, 2012-13, and 2013-14. However, the Dropout Rate data is for different years (2010-11, 2011-12, and 2012-13) due to 2013-14 rate not being available yet. This report highlights a three-year data trend to align with the critical transition period for physical, emotional, and the cognitive development of students in the upper-elementary grades (grades3-5) through middle school (grades 6-8). This point is particularly relevant, given the research that prescribes a stage-theory approach for students, especially minority and disadvantaged students. Regarding American Indian students, educators must be mindful of the interplay between cognitive readiness and the cultural environment: family, friends, tribe, and community (McMahon, Kenyon & Carter, 2012). End-of-Grade (EOG) and End-of-Course (EOC) Data Students who have a solid or superior command of the content are on target for a college and career path, have met the proficiency standard, and are performing “at or above grade level.” To meet the proficiency standard or to perform at or above grade level, students must attain Level 3, Level 4 or Level 5 on the EOG and EOC assessments. Students who score at Level 3 are prepared for the next grade but do not meet the college-and-career readiness standard. Students who score at Level 1 or Level 2 have not met the proficiency standard and are not on trajectory to be “college and career ready.” The one year of data in the tables and figures for EOG reading and mathematics and EOC Math I, PART II: The State and District Profiles 7 Biology, and English II indicate the percentage of students who performed at or above Level 3 in 2013-14. The achievement level descriptors for 2013-14 are: • Achievement Level 1: Students performing at this level have limited command of the knowledge and skills contained in the Common Core State Standards (CCSS) for English language arts (ELA), CCSS for math and/or the North Carolina Essential Standards (ES) for science. • Achievement Level 2: Students performing at this level have partial command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science • Achievement Level 3: Students performing at this level have sufficient command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. • Achievement Level 4: Students performing at this level have solid command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. • Achievement Level 5: Students performing at this level have superior command of the knowledge and skills contained in the CCSS for ELA, CCSS for math and/or the ES for science. For example, if 57 percent of American Indian students performed at Level III or above in a given subject, this percentage of students was “proficient” in that subject. Conversely, the 43 percent of students that performed below grade level were not proficient in the same subject. More detailed information regarding the achievement levels for the EOG and EOC assessments may be found at http://www.ncpublicschools.org/accountability/testing/shared/achievelevel/. Cohort Graduation Rate Since July 2005, all 50 states have signed the National Governors Association’s Graduation Counts Compact on State High School Graduation Data. In the Compact, governors agreed to take steps to implement a standard, four-year adjusted cohort graduation rate. North Carolina’s four-year Cohort Graduation Rate reflects the percentage of ninth graders who graduated from high school four years later. The five-year Cohort Graduation Rate, not referenced in this report, reflects the percentage of ninth graders who graduated from high school five years later. The three years of data in the figures and tables for the Cohort Graduation Rate reflect the cohort percentage of students by race, and by race and gender, who graduated with a regular diploma in four years or less (the four-year Cohort Graduation Rate). Dropout Rate North Carolina General Statute 115C-12(27) requires the compilation of an annual report of students dropping out of schools in the state. Dropouts are reported for each district and charter school in the state, and “event dropout rates” are computed. The three years of dropout data in the state and district profiles show the percentage of students in grades 9-13 by race, and by race and gender, that dropped out from 2011 to 2013. 8 SAT The three-year trend of SAT data and district profiles show the participation rates and the mean total SAT scores of graduating seniors from 2012 to 2014. SAT performances are compared at the state, the district and subgroup levels. Advanced Placement (AP) The three-year trend of AP data and district profiles show the participation rates and the percentages of AP test-takers in grades 9-13 that scored a Level 3 or higher from 2012 to 2014. Additional details regarding these assessments, and special abbreviations and notations, may be found in the Data Notes section of Appendix H. Racial/Ethnic Subgroups As a way to compare the rates of academic achievement, this report presents achievement data for the following subgroups: 1) American Indian; 2) White; 3) Black; and 4) Hispanic. Cultural Information There are eight Indian tribes located in North Carolina which hold membership on the NC Commission of Indian Affairs. Under the “Dawes Act” of 1887, and in 1889, the Eastern Band of Cherokee Nation was incorporated with the state of North Carolina as a sovereign entity. Therefore, the Cherokee Tribe is both state and federally recognized in the state of North Carolina. The Lumbee Tribe of North Carolina is also state and federally recognized in North Carolina. The Lumbee were recognized by the federal government under the “Lumbee Act of 1956” in name only. As per NCGS 143B-704, eight Indian tribes and four Urban Indian Associations hold membership on the NC Commission of Indian Affairs. Chapter 71A of the North Carolina General Statutes provide a summary of the Indian tribes recognized by the state of North Carolina (see Appendix D). As part of each profile, attention is given to the major American Indian tribes represented in the statewide student population. In some cases, however, no specific tribes are mentioned, mainly because the variety is too extensive to capture in this report. Using the Profiles Because the enrollment of American Indians in most school systems is comparatively small, drawing conclusions from these data should be approached carefully and weighed against other work samples, including nine-week grades, daily classroom progress, and other teacher-administered assessments. However, it is safe to conclude that American Indian students, for the most part, are performing below grade level in reading, and in some districts, the level of low achievement justifies the need for ongoing intensive intervention. The Council encourages educators to continue collecting and reviewing achievement data and monitoring the effects of instructional strategies and approaches that affect American Indian students in classroom settings. 9 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 EOG: Reading and Math>95 In this report, scores in reading and math show the average results of the End-of-Grade (EOG) tests for grades 3-8. The average increase in performance of state and subgroups from 2012-13 to 2013-14 was approximately 12 percentage points in reading and nine percentage points in mathematics. The EOG reading data show that 16 percent fewer American Indian students were proficient in 2013-14 than all students in the state. About three percent more American Indian students were proficient in reading than Black students, while the percentages of American Indian students (40.5%) and Hispanic students (41.4%) who were proficient were about the same. Compared with White students, 29 percent fewer American Indian students were proficient. Similar patterns were observed in EOG mathematics, with the exception that about eight percent more Hispanic students were proficient in mathematics than American Indian students. STATE PROFILE Year State American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** Percent at/above Level 3 2011-12 71.2 59.9 82.2 55.3 58.5 2012-13 43.9 29.0 56.6 25.6 28.8 2013-14 56.3 40.5 69.3 37.9 41.4 End-of-Grade Math (Grades 3-8 Combined)** Percent at/above Level 3 2011-12 82.8 76.2 89.7 70.0 79.3 2012-13 42.3 27.0 53.8 22.2 32.7 2013-14 51.0 34.5 62.9 30.5 42.2 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** % at/above Level 3 % at/above Level 3 Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 10 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 ENGLISH I ENGLISH II** % at/above Level 3 EOC: Math I, Biology and English II** The proficiency rates on EOC assessments in Math I, Biology, and English II improved in 2013-14. The average increase in proficiency for the state and subgroups in Math I, Biology, and English II from 2012-13 to 2013-14 was approximately 23, 10, and 10 percentage points, respectively. In 2013-14, about 15 percent fewer American Indian students (44.8%) were proficient in Math I than the average of all students (60.0%) in the state. About 26 percent fewer American Indian students (44.8%) were proficient in Math I than White students (71.0%) and about six percent fewer than Hispanic students (50.5%). American Indian students had six percent more students proficient than Black students (38.5%). The pattern of achievement for American Indians on the Biology and English II EOC tests was similar to that in Math I. However, more American Indian students (44.8%) were proficient on the Math I than on the English II (43.7%) and Biology (41.8%) EOC. Year State American Indian White Black Hispanic Math I: End-of-Course (Algebra I in 2011-12)** Percent at/above Level 3 2011-12 78.7 75.7 86.2 65.2 74.8 2012-13 36.3 20.5 47.6 17.5 27.0 2013-14 60.0 44.8 71.0 38.5 50.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 78.1 90.8 69.6 76.5 2012-13 45.6 27.5 57.9 24.2 34.9 2013-14 53.9 41.8 66.2 32.9 43.6 English II: End-of-Course (English I in 2011-12)** Percent at/above Level 3 2011-12 82.9 74.1 90.4 71.6 74.4 2012-13 51.2 35.5 62.7 32.5 39.6 2013-14 61.2 43.7 72.0 44.2 50.6 HIGH SCHOOL END-OF-COURSE TESTS 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 ALGEBRA I MATH I** % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 BIOLOGY** % at/above Level 3 STATE PROFILE Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 11 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 HIGH SCHOOL COHORT GRADUATION AND ANNUAL DROPOUT RATES NORTH CAROLINA 4-YEAR COHORT GRADUATION RATES 0 1 2 3 4 5 6 Hispanic Black White A.Indian State 2010-11 2011-12 2012-13 >95 ANNUAL DROPOUT RATES (GRADES 9-13) ANNUAL DROPOUT RATES (GRADES 9-13) Male and Female Students Year State American Indian White Black Hispanic NC 4-Year Cohort Graduation Rates 2011-12 80.4> 73.7 84.7> 74.7> 73.0> 2012-13 82.5 77.3 86.2 77.5 75.2 2013-14 83.9 79.4 87.1 79.9 77.4 Annual Dropout Rates (Grades 9-13) 2010-11 3.43 4.12 2.86 4.27 4.66 2011-12 3.01 4.11 2.57 3.65 3.88 2012-13 2.45 3.12 2.07 2.92 3.42 Annual Dropout Rates (Grades 9-13), Male & Female Students F M F M F M F M 2010-11 3.43 3.34 4.84 2.40 3.30 3.28 5.26 4.00 5.32 2011-12 3.01 3.68 4.51 2.15 2.96 2.80 4.47 3.19 4.53 2012-13 2.45 2.09 4.09 1.70 2.41 2.22 3.59 2.65 4.15 Percentage of Students Percentage of Students Percentage of Students M F M F M F M M F F M F M F M F M F M F M F M F 0 1 2 3 4 5 6 2010-11 2011-12 2012-13 STATE PROFILE Four-Year Cohort Graduation Rate (CGR) While the four-year graduation rate of American Indian students (79.4%) trailed that of all students in the state (83.9%) by about five percentage points in 2013-14, American Indian students have improved their four-year graduation rate by about two percentage points from 2012-13 to 2013-14. The four-year graduation rate of American Indian students (79.4%) exceeds that of Hispanic students (77.4%) by two percentage points, but lags behind White students (87.1%) by about eight percentage points. Since the graduation rate among American Indian students improved, it is clearly moving in the right direction. Annual Dropout Rate The dropout rate within the American Indian population in particular has been a long-standing issue of public concern. Because the dropout rate and the cohort graduation rate tend to be inversely related, typically, the more students who remain in school, the more who will graduate. Among American Indians and other racial/ethnic groups from 2010-11 to 2012-13, fewer students dropped out, while more graduated. According to the 2012-2013 Consolidated Data Report, the dropout rate for American Indian students declined for the ninth consecutive year. Hispanic students (3.42%) had the largest dropout rate in 2012-13, followed by American Indian students (3.12%), Black students (2.92%), and White students (2.07%). The data also shows that male students in all racial/ethnic groups tend to drop out at a higher rate than female students. > = Scores changed due to data corrections. State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 12 Advanced Placement (AP) From 2012-13 to 2013-14, the percentage of AP test-takers increased for all students in the state (1.1%), American Indian students (1.1)%, White students (1.4%), Black students (1.3%) and Hispanic students (1.6%), with the largest increase for Hispanic students. The only racial/ ethnic group with a participation rate higher than the state average (12.9%) was the White (16.2%) subgroup. The AP participation rates for American Indians (7.5%), Blacks (5.9%), and Hispanics (8.2%) all were lower than the state average participation rate. The College Board considers students who score 3 or higher on AP exams as “passing.” Only the subgroup of White students (63.8%) had a higher percentage of students scoring 3 or higher on AP exams than all other students (58.6%) in the state. Except among American Indian students, the percentage of students who passed AP exams declined for the state and all other subgroups from 2011-12 to 2013-14. The highest passing rate on AP exams in 2013-14 was attained by the White subgroup (63.8%), followed by the state average (56.6%), Hispanics (48.6), American Indians (43.5%) and Blacks (30.8%). 0 3 6 9 12 15 18 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 Year State American Indian White Black Hispanic NC Students Taking an Advanced Placement Exam 2011-12 11.3 5.6 14.0 4.3 6.1 2012-13 11.8 6.4 14.8 4.6 6.6 2013-14 12.9 7.5 16.2 5.9 8.2 AP Performance: Percent of Students Scoring 3, 4, or 5 2011-12 61.8 41.3 65.8 35.0 53.0 2012-13 61.4 41.1 65.7 33.7 51.7 2013-14 58.6 43.5 63.8 30.8 48.6 NC STUDENTS TAKING AN AP EXAM AP PERFORMANCE: PERCENT OF STUDENTS SCORING 3, 4, OR 5 ADVANCED PLACEMENT (AP) TESTING STATE PROFILE Percentage of Students Percentage of Students State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 13 SAT The SAT is an important academic indicator of how well students are prepared for college and career opportunities. Students’ performances in critical reading, mathematics and writing are considered strong predictors of college and career readiness. PARTICIPATION From 2010-11 to 2012-13, the participation rates of all subgroups dropped, perhaps due to the requirement in 2010-11 that all public school juniors in North Carolina take The ACT at the state’s expense. However, in 2013-14, the American Indian students were the only ones who dropped in SAT participation. The percentage of North Carolina public school student test-takers (59.4%) in 2013-14 was 2.0% higher than the percentage of test-takers (57.4%) in 2012-13. The percentage of American Indian students taking the test (48.4%) in 2013-14 was about 1.8% fewer than the percentage (50.2%) in 2012-13 (College Board, 2013-14). The SAT data table shows that the largest reduction in the participation rate from 2011-12 to 2013-14 was for American Indian students (20.5%), followed by White students (7.4%), while Hispanic students (4.0%) and Black students (2.5%) increased. The participation rate of neither racial/ ethnic subgroups (American Indian: 48.4%; Whites: 59.4%; Blacks: 58.9%, and Hispanics: 47.8%) was as high as that for the state (59.4. %). The participation rate for American Indians was the second-lowest among the racial/ethnic groups. PERFORMANCE The SAT scores for the state and all racial/ethnic subgroups in 2013-14 went up from 2011-12. American Indian students scored 23 points higher, followed by white students (4 points), Black students (2 points) and Hispanic students (1 point). The 2013-14 average score for American Indians (933) was 64 points below the state average (997) and 127 points lower than the score for White students (1060). SAT TESTING Year State American Indian White Black Hispanic NC Students Taking the SAT 2011-12 65.0 68.9 66.1 56.4 43.8 2012-13 57.4 50.2 56.6 55.8 43.1 2013-14 59.4 48.4 58.7 58.9 47.8 NC Average SAT Scores 2011-12 992 912 1057 848 945 2012-13 993 908 1054 853 950 2013-14 997 933 1060 853 949 STATE PROFILE 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 NC STUDENTS TAKING THE SAT Percentage of Students 800 825 850 875 900 925 950 975 1000 1025 1050 1075 1100 Hispanic Black White A.Indian State 2011-12 2012-13 2013-14 >95 NC AVERAGE SAT SCORES Average SAT Score State American State LEA Indian White Black Hispanic American LEA Indian White Black Hispanic 14 CHARLOTTE-MECKLENBURG SCHOOLS 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Charlotte-Mecklenburg Schools enroll 142,991 students in 160 schools, including a variety of theme-specific campuses. The student enrollment reflects 160 countries and 662 (0.5%) American Indians from tribes across the country. The district is ahead of the state in EOG reading and math, and in EOC Math I, Biology, and English II. While the district graduation rate is slightly higher than the state’s, the dropout rate is also slightly higher. American Indians are below the district average in all but one EOG/EOC subject (Biology). These data show a slight lead for American Indians in EOG reading, when compared with Blacks and Hispanics, but Hispanics show a slight lead in EOG math. In EOC Biology and English II, American Indians are slightly ahead of the same subgroups, while in Math I, Hispanics are ahead. The American Indian cohort graduation rate lags behind the rates for White and Black subgroups. However, sufficient data are not available for comparison of the dropout rate for American Indian students. When comparing American Indian and White subgroups, noticeable achievement gaps are apparent. DISTRICT CONTACT: JOSÉ HERNANDEZ-PARIS http://www.cms.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.1 71.9 90.6 59.2 60.5 2012-13 43.9 45.5 40.4 71.7 30.2 30.7 2013-14 56.3 56.8 52.5 81.4 42.9 43.0 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 82.5 81.1 95.0 72.7 79.9 2012-13 42.3 46.4 37.7 72.6 27.5 36.7 2013-14 51.0 55.7 47.5 80.1 38.2 47.8 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 75.1 80.3 93.2 63.7 72.1 2012-13 36.3 38.1 22.2 67.3 19.9 27.7 2013-14 60.0 63.8 50.8 87.3 45.4 52.7 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 84.2 75.0 >95 75.5 82.1 2012-13 45.6 47.7 49.2 73.5 30.2 38.4 2013-14 53.9 58.7 72.7 82.4 42.4 52.1 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 82.6 84.2 >95 76.0 74.6 2012-13 51.2 53.4 50.0 77.6 39.2 42.9 2013-14 61.2 67.1 64.7 88.4 54.4 59.5 4-Year Cohort Graduation Rate 2011-12 80.4> 76.4> 67.4 86.5 71.3 65.5 2012-13 82.5 81.0 75.0 91.1 76.6 71.1 2013-14 83.9 85.2 79.6 93.0 82.6 74.3 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.57 5.36 2.15 4.28 5.47 2011-12 3.01 3.20 7.96 1.83 3.58 5.33 2012-13 2.45 3.02 n/a 1.58 3.58 5.06 REGION 6 MATH** % at/above Level 3 % at/above Level 3 READING** END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) 15 END-OF-COURSE TESTS % at/above Level 3 % at/above Level 3 % at/above Level 3 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a HIGH SCHOOL COMPLETION ANNUAL DROPOUT RATES (GRADES 9-13) 4-YEAR COHORT GRADUATION RATES Percentage of Students Percentage of Students Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 16 CLINTON CITY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 Clinton City Schools enroll 3,055 students, including 90 (3%) American Indians, mainly of the Coharie Tribe. The smallest of the school systems in the Title VII cohort, Clinton City Schools (located in Sampson County) operates five schools, including one high school. The students in the district are behind the state in all EOG and EOC subjects. The district graduation rate is slightly higher, but the dropout rate is slightly lower. American Indians are below the district average in EOG reading and math. In Biology, American Indian students are ahead of the state, district, and other subgroups, except White students. American Indian students are slightly behind Black and Hispanic students in English II; however, sufficient data are not available for comparison of American Indian students in Math I, the cohort graduation rate or the dropout rate. DISTRICT CONTACT: TERRACE MILLER http://www.clinton.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 69.4 64.3 84.6 59.6 63.9 2012-13 43.9 36.6 29.4 57.4 23.0 28.7 2013-14 56.3 53.1 42.9 73.1 40.3 45.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 87.4 85.7 91.4 83.3 87.8 2012-13 42.3 39.7 32.4 60.1 23.1 36.0 2013-14 51.0 50.1 45.2 67.2 33.0 55.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 85.4 66.7 92.8 79.7 84.4 2012-13 36.3 35.3 23.1 56.5 19.1 43.2 2013-14 60.0 58.9 * 75.0 38.9 63.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 85.5 66.7 92.3 79.7 90.5 2012-13 45.6 25.7 14.3 43.3 11.1 17.1 2013-14 53.9 47.6 62.5 70.4 22.6 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 83.4 77.8 92.5 78.6 77.8 2012-13 51.2 41.0 33.3 56.3 30.0 35.0 2013-14 61.2 51.1 33.3 75.4 37.9 44.9 4-Year Cohort Graduation Rate 2011-12 80.4> 81.9 87.5 91.3 75.6 75.8 2012-13 82.5 84.1 75.0 92.1 83.0 75.0 2013-14 83.9 84.7 * 90.6 76.8 86.2 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.64 n/a n/a 3.59 4.76 2011-12 3.01 1.78 n/a n/a 2.22 n/a 2012-13 2.45 2.29 n/a n/a 2.06 n/a REGION 2 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 17 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** 4-YEAR COHORT GRADUATION RATES ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 18 COLUMBUS COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Columbus County Schools enroll 6,119 students, of whom 351 are American Indians (6%). The American Indian students are mainly of the Waccamaw Siouan Tribe, which is indigenous to Bladen County and surrounding communities. In EOG/ EOC subjects, the district average is lower than the state average for the three EOCs and EOG reading and math. The percentage of American Indians proficient in EOG reading exceeds that for Black and Hispanic subgroups, but they trail White and Hispanic students in EOG math. The American Indian proficiency rate in Math I exceeds the rates for Whites, Blacks, Hispanics and the state as a whole. American Indians show a decrease in the 2013-14 cohort graduation rates. In Biology, American Indians lead Blacks, but lag behind Whites and Hispanics. More American Indians are proficient in English II than Hispanics and Blacks, but more Whites are proficient in English II than American Indians. The cohort graduation rate for American Indians surpasses the rates for Whites, Blacks, and Hispanics. DISTRICT CONTACT: KENWOOD ROYAL http://www.columbus.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 65.3 72.8 74.5 51.4 56.6 2012-13 43.9 32.4 33.7 41.4 20.9 20.8 2013-14 56.3 45.3 44.4 55.4 31.3 34.8 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 76.9 81.5 82.5 66.1 80.4 2012-13 42.3 28.0 19.3 38.4 16.2 18.3 2013-14 51.0 36.2 25.6 46.4 22.0 34.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 84.0 79.1 88.2 78.5 82.4 2012-13 36.3 14.6 20.7 15.2 11.3 17.1 2013-14 60.0 44.1 63.4 51.2 34.4 26.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 92.5 93.1 >95 87.6 >95 2012-13 45.6 30.0 20.6 38.3 17.5 25.0 2013-14 53.9 46.1 44.4 54.4 30.7 46.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 88.5 94.4 93.7 78.2 85.2 2012-13 51.2 44.3 30.8 52.8 34.7 25.9 2013-14 61.2 57.2 55.6 63.4 47.7 51.5 4-Year Cohort Graduation Rate 2011-12 80.4> 81.2 91.2 80.3 83.8 56.5 2012-13 82.5 84.8 92.9 84.6 83.5 83.3 2013-14 83.9 82.7 88.9 84.5 83.7 41.7 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.46 n/a 3.47 3.03 8.26 2011-12 3.01 3.54 n/a 2.85 3.65 10.24 2012-13 2.45 2.65 n/a 2.45 2.73 7.50 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 19 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 20 CUMBERLAND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 2011-12 2012-13 2013-14 Cumberland County Schools serve an expansive military community, which adds to the diversity profile of the district. The enrollment is 51,471, including 965 American Indian students (2%) mainly of the Lumbee Tribe. The district operates 87 schools, including 15 high schools and two early colleges. The proficiency percentage for the district lags behind the state in the five EOG/EOC assessments. The district dropout rate also is lower than the state rate for 2012-13. In each EOG/EOC subject, the rate of proficiency among American Indian students is lower than the district proficiency rate. The dropout rate for American Indian students is higher than the district rate. American Indian students exceed their Black peers in all EOG/EOC subjects. Compared to the other subgroups, American Indians have the lowest graduation rate, except Blacks, and the highest dropout rate of all subgroups. American Indian students lag behind their White peers in each EOG/EOC subject. DISTRICT CONTACT: DARLENE HOLMES RANSOM http://ccs.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.6 72.6 82.5 62.2 72.0 2012-13 43.9 41.2 39.9 55.4 29.5 41.4 2013-14 56.3 55.0 52.9 68.8 43.3 56.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 80.1 79.2 88.3 72.7 82.2 2012-13 42.3 34.5 31.6 47.8 22.6 36.2 2013-14 51.0 44.5 37.6 58.9 32.0 47.3 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 77.8 76.7 86.1 69.8 81.0 2012-13 36.3 29.9 15.7 42.3 18.8 31.3 2013-14 60.0 53.3 47.8 68.6 39.6 53.2 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 82.5 85.3 92.6 73.9 82.7 2012-13 45.6 41.5 41.9 57.3 27.4 44.6 2013-14 53.9 53.8 47.5 70.8 39.1 56.9 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 83.9 84.8 90.2 78.0 85.9 2012-13 51.2 48.0 46.8 60.0 35.8 52.4 2013-14 61.2 59.7 59.0 73.1 46.9 66.1 4-Year Cohort Graduation Rate 2011-12 80.4> 80.7 80.2 81.5 78.4 85.6 2012-13 82.5 81.7 72.2 82.9 80.0 84.6 2013-14 83.9 81.2 80.3 83.7 78.1 83.1 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.12 4.79 3.09 3.22 0.32 2011-12 3.01 2.63 4.49 2.94 2.65 2.09 2012-13 2.45 1.64 2.97 1.97 1.64 1.07 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 21 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students Percentage of Students 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 % at/above Level 3 % at/above Level 3 % at/above Level 3 ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 22 GRAHAM COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * * Located near the Qualla Boundary (Reservation of the Eastern Band of Cherokee), Graham County Schools enroll 1,188 students, including 181 American Indians (15%) mainly from the Eastern Band of Cherokee. The district operates an elementary, middle, and high school. The district lags behind the state in proficiency rates on four of the five EOG/EOC assessments, and in the cohort graduation rate. In all but two EOG/EOC areas (English II and Math I), American Indian students are behind the district average in grade-level proficiency. Comparatively, American Indians are more proficient in EOG reading than Hispanic students. American Indian students lag behind their White peers in all other EOG/EOC subjects except Math I. The three-year data show a fluctuation in the percentage of American Indians completing high school DISTRICT CONTACT: MARCIA HOLLIFIELD http://www.grahamcountyschools.org Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 76.7 62.8 78.9 * 80.0 2012-13 43.9 42.9 26.3 47.4 * 10.0 2013-14 56.3 53.5 39.3 58.1 * 15.0 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 86.1 79.5 87.7 * 60.0 2012-13 42.3 36.1 35.0 37.2 * 15.0 2013-14 51.0 46.0 33.7 49.8 * 15.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.7 70.6 79.7 * * 2012-13 36.3 27.8 45.5 25.5 * * 2013-14 60.0 65.3 69.2 64.4 * * Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 81.2 75.0 83.8 * * 2012-13 45.6 40.5 35.7 42.2 * * 2013-14 53.9 42.9 33.3 44.6 * * English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 86.2 87.5 86.6 * * 2012-13 51.2 38.2 52.9 34.8 * * 2013-14 61.2 50.0 50.0 50.7 * * 4-Year Cohort Graduation Rate 2011-12 80.4> 93.6 >95 92.4 n/a n/a 2012-13 82.5 86.5 90.9 86.7 n/a n/a 2013-14 83.9 81.6 91.7 79.7 n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.14 n/a 2.17 n/a n/a 2011-12 3.01 2.49 n/a 2.64 n/a n/a 2012-13 2.45 3.10 n/a 3.69 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 23 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a n/a n/a >95 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * Percentage of Students Percentage of Students ANNUAL DROPOUT RATES (GRADES 9-13) ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic Graduation Year 4-YEAR COHORT GRADUATION RATES 24 GUILFORD COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Guilford County Schools enroll 72,112 students, of whom 388 (0.5%) are American Indians representing both federal and state tribes. Guilford County operates 125 schools, including a myriad of magnet campuses. The percentage of proficient students in the district is lower than the rate for the state in EOG reading and math. However, district proficiency rates exceed the state in two EOC areas (Biology and English II), but the district is equal to the state in Math I. The district data show a noticeable gain in the cohort graduation rate and a decrease in the dropout rate for 2012-13. The percentage of proficient American Indian students in the five EOG/ EOCs is lower than the district percentage. The American Indian cohort graduation rate shows a positive upward trend over the three year period; however, sufficient data are not available for comparison of the dropout rate for American Indian students. Academically, more American Indian students in this district are proficient than Black students in all EOC/ EOG assessments, but they lag behind their White peers in all tested areas. DISTRICT CONTACT: ANGELA LYNCH http://www.gcsnc.com Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 68.1 60.4 85.0 55.2 57.7 2012-13 43.9 41.1 30.5 61.6 25.4 27.8 2013-14 56.3 52.1 44.2 73.2 37.0 39.5 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 82.1 76.0 92.2 72.6 80.2 2012-13 42.3 41.6 33.3 61.1 24.0 34.0 2013-14 51.0 49.2 42.9 69.1 31.8 43.8 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 78.2 74.4 88.6 68.7 77.4 2012-13 36.3 38.0 26.5 57.5 20.3 31.9 2013-14 60.0 60.0 47.5 77.8 42.3 50.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 80.1 83.7 92.8 69.6 76.0 2012-13 45.6 48.2 25.0 69.4 29.2 34.0 2013-14 53.9 56.3 50.0 75.9 38.3 51.5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 80.8 75.6 92.7 70.5 77.0 2012-13 51.2 51.6 50.0 69.7 34.3 44.4 2013-14 61.2 61.8 55.6 79.5 46.9 52.7 4-Year Cohort Graduation Rate 2011-12 80.4> 84.5 63.2 90.4 81.2 78.1 2012-13 82.5 86.2 78.9 91.2 83.5 81.2 2013-14 83.9 88.5 83.3 91.8 86.9 82.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.71 1.38 1.78 3.46 5.10 2011-12 3.01 2.15 3.57 1.55 2.47 3.01 2012-13 2.45 2.07 n/a 1.49 2.41 2.95 REGION 5 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 25 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 Percentage of Students Percentage of Students ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 26 HALIFAX COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Halifax County Schools enroll 3,250 students, of whom 193 (6%) are American Indian, mostly of the Haliwa- Saponi Indian Tribe. Across the district are 11 campuses, including two high schools. For the EOG/EOC subjects, the district proficiency rates fall behind the state rates. The district cohort graduation rate also lags behind the state rate. The percentage of American Indian students who are proficient on the EOG/EOC areas exceeds the district, except in Math I and English II. American Indians exceed Black students in the EOG reading and math assessments. Where data are displayed, the percentages reveal that American Indian students in this district are not keeping up with their White peers in the EOG-tested areas. Sufficient data are not available for comparison of the dropout rate and the four-year graduation rate for American Indian students. DISTRICT CONTACT: DOTTIE UMSTEAD http://www.halifax.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 38.6 48.4 58.8 36.1 55.3 2012-13 43.9 16.2 21.7 34.7 14.4 21.7 2013-14 56.3 26.6 26.9 50.8 25.1 32.7 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 51.8 61.3 67.5 50.1 58.7 2012-13 42.3 16.2 25.3 29.7 14.3 26.1 2013-14 51.0 23.3 33.3 44.4 21.2 26.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 61.1 80.0 * 59.2 >95 2012-13 36.3 9.4 12.5 28.6 8.2 14.3 2013-14 60.0 37.1 36.4 60.0 36.7 30.0 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 82.1 92.3 * 81.6 * 2012-13 45.6 25.3 42.9 33.3 24.1 20.0 2013-14 53.9 37.4 70.0 * 36.0 30.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 56.7 55.6 40.0 56.8 * 2012-13 51.2 22.7 30.0 * 22.6 * 2013-14 61.2 25.1 20.0 * 24.9 33.3 4-Year Cohort Graduation Rate 2011-12 80.4> 75.5 60.0 * 77.5 83.3 2012-13 82.5 74.8 92.9 * 75.2 n/a 2013-14 83.9 74.6 n/a * 76.7 n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.68 n/a n/a 3.77 n/a 2011-12 3.01 5.54 n/a n/a 5.56 n/a 2012-13 2.45 3.11 n/a n/a 2.96 n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 27 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * n/a n/a * n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION % at/above Level 3 % at/above Level 3 % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * Percentage of Students Percentage of Students ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 28 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * * * * * * HALIWA-SAPONI TRIBAL SCHOOL Approved as a charter school by the State Board of Education in 2000, the Haliwa-Saponi Tribal School enrolls 184 students, of whom many are members of the Haliwa-Saponi Tribe. The school is committed to the preservation of the Haliwa-Saponi traditions and integrates the customs and values across the curriculum. The school serves students in grades K-12 and is located in Warren County. The percent of proficient students in all EOG and EOC subjects is markedly lower than that for the state. However, the percent of proficient American Indian students in all EOCs is higher than the percent for the school. The school’s four-year cohort graduation rate for American Indian students is lower than the school’s average rate; however, sufficient data are not available for comparison of the dropout rate. DISTRICT CONTACT: GWEN RICHARDSON http://hstsedu.org Year State Charter School American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 61.6 62.2 * 42.9 * 2012-13 43.9 21.1 20.0 * 23.1 * 2013-14 56.3 26.7 26.4 * 10.0 * End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 70.9 70.3 * 71.4 * 2012-13 42.3 8.4 9.3 * 7.7 * 2013-14 51.0 7.0 6.9 * 10.0 * Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 78.3 73.7 * * * 2012-13 36.3 <5 <5 * * * 2013-14 60.0 22.2 23.1 * * * Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 66.7 66.7 * * * 2012-13 45.6 9.1 5.3 * * * 2013-14 53.9 35.3 38.5 * * * English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.5 85.7 * * * 2012-13 51.2 16.7 20.0 * * * 2013-14 61.2 35.3 42.9 * * * 4-Year Cohort Graduation Rate 2011-12 80.4> 72.7 77.8 n/a n/a n/a 2012-13 82.5 * * n/a n/a n/a 2013-14 83.9 83.3 80.0 n/a n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.89 n/a n/a n/a n/a 2011-12 3.01 * n/a n/a n/a n/a 2012-13 2.45 * n/a n/a n/a n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 29 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a * * n/a n/a n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a * n/a n/a n/a n/a * n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * <5 <5 * * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * * * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 30 HERTFORD COUNTY Hertford County Schools enroll approximately 3,060 students, of whom 20 (0.7%) identify as American Indian, mainly of the Meherrin Tribe, a native culture indigenous to Hertford, Bertie, Gates, and Northampton counties. The district operates seven schools, including two high schools and one early college. The district proficiency rates lag behind the state rates in all EOG/EOC subjects, except Biology. The cohort graduation rate for the state is slightly ahead of the district rate; however, the dropout rates for the district and the state are about the same. For the EOG math, the proficiency rate for American Indian students exceeds the rates for White, Black and Hispanic subgroups, but White students are slightly ahead in EOG reading. http://www.hertford.k12.nc.us 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 51.3 71.4 71.2 45.9 68.4 2012-13 43.9 23.2 41.7 39.6 19.0 20.0 2013-14 56.3 35.0 53.8 54.3 30.2 42.4 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 71.0 85.7 83.7 67.4 92.1 2012-13 42.3 21.9 41.7 38.7 17.0 35.0 2013-14 51.0 27.7 46.2 45.3 23.0 44.1 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.6 * 86.7 74.0 * 2012-13 36.3 11.0 * 16.3 8.8 28.6 2013-14 60.0 31.0 * 36.4 27.9 50.0 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 92.2 * 86.8 93.4 * 2012-13 45.6 28.9 * 39.0 25.9 * 2013-14 53.9 56.0 * 67.9 52.4 >95 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 85.3 * 91.4 83.8 * 2012-13 51.2 26.7 * 51.3 20.8 * 2013-14 61.2 39.3 * 41.7 39.0 33.3 4-Year Cohort Graduation Rate 2011-12 80.4> 79.9 n/a 61.9> 82.2> n/a 2012-13 82.5 82.6 n/a 80.5 82.7 n/a 2013-14 83.9 76.0 n/a 58.5 81.4 62.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.32 n/a 3.47 2.19 n/a 2011-12 3.01 1.40 n/a 3.60 1.04 n/a 2012-13 2.45 2.43 n/a 5.59 1.72 n/a REGION 1 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 31 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 Graduation Year 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * >95 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * * * ANNUAL DROPOUT RATES (GRADES 9-13) 4-YEAR COHORT GRADUATION RATES ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic 32 HOKE COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 The Hoke County Schools enroll 8,240 students, which includes 855 (10%) American Indians. The students attend one of 14 schools, which include one high school, one alternative school, and an early college. In all EOG/EOC subjects and the cohort graduation rate, the district proficiency rate is lower than the state rate. The dropout rate is lower for the district than the state; however, the cohort graduation rate for the district lags behind the state rate. In the EOG/EOC subjects, the proficiency rates for American Indians trailed the district rates. For American Indian students, deficits are noted in each EOG/EOC subject. American Indians lag behind the district and the state in the cohort graduation rate, while the American Indian dropout rate exceeds the rates for the district and state. The proficiency rates for American Indians in all EOG and EOC subjects, except Math I and Biology, are lower than other subgroups. In Math I, the proficiency rates for American Indians and Black students are about the same. DISTRICT CONTACT: ELIZABETH MITCHELL http://www.hcs.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 61.4 45.4 78.5 53.5 60.2 2012-13 43.9 30.8 17.8 48.7 22.2 29.2 2013-14 56.3 43.6 29.6 61.4 35.3 40.2 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 80.3 69.3 90.4 73.3 85.8 2012-13 42.3 30.0 17.6 45.9 20.5 31.6 2013-14 51.0 37.2 24.9 50.7 27.9 40.5 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 76.1 69.6 83.1 73.1 76.5 2012-13 36.3 21.6 13.4 34.5 18.1 13.3 2013-14 60.0 44.1 35.3 64.2 35.0 39.4 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 86.3 77.8 >95 81.5 81.0 2012-13 45.6 26.6 14.1 46.2 21.6 17.2 2013-14 53.9 42.3 37.3 59.4 31.6 45.8 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 75.1 69.4 85.6 70.0 73.0 2012-13 51.2 39.3 29.4 56.3 31.1 36.6 2013-14 61.2 54.9 42.3 76.4 44.2 55.4 4-Year Cohort Graduation Rate 2011-12 80.4> 73.7 54.0 75.4 77.6 70.4 2012-13 82.5 70.5 41.0 73.5 76.5 70.4 2013-14 83.9 70.7 62.0 68.0 78.4 54.8 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.31 7.09 1.64 3.15 3.75 2011-12 3.01 3.60 7.43 4.71 2.68 1.89 2012-13 2.45 2.32 3.99 2.53 2.03 2.59 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 33 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 34 JACKSON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Located on land contiguous with the Qualla Boundary, Jackson County Schools enroll 3,677 students, of whom 326 (9%) are American Indian, mainly the Eastern Band of Cherokee. Jackson County operates nine campuses, including one high school and two early college. The percentage of students who are proficient in Biology and English II exceeds the state. The district leads the state in the cohort graduation and dropout rates. The American Indian proficiency rates are lower than the district in EOG reading and math and EOC Math I and English II. The cohort graduation rate for American Indians is markedly lower than the district rate; however, sufficient data are not available for comparison of the dropout rate for American Indian students. The proficiency rates for American Indians are lower than the district rates in EOG reading and math, and EOC Math I and English II, but higher than the state and district in EOC Biology. Fewer American Indians than Whites and Blacks are proficient in EOG reading and math. American Indians are performing higher than their White peers in Biology. DISTRICT CONTACT: ANGELA LOVEDAHL http://www.jcps.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 72.5 61.9 75.4 69.0 57.0 2012-13 43.9 43.4 29.1 47.2 32.1 25.3 2013-14 56.3 56.2 43.8 59.4 61.5 38.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.9 72.9 85.8 72.4 80.3 2012-13 42.3 36.5 29.7 38.6 35.7 24.1 2013-14 51.0 46.0 29.4 48.5 38.5 40.6 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 74.8 80.0 74.9 * 61.5 2012-13 36.3 39.6 40.6 39.4 * 35.0 2013-14 60.0 56.5 50.0 57.7 * 52.9 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 86.6 70.0 91.7 * 42.9 2012-13 45.6 36.7 17.6 39.6 * 15.4 2013-14 53.9 57.4 59.1 58.1 * 47.4 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.5 88.0 87.2 * 88.9 2012-13 51.2 53.9 58.6 54.8 * 35.3 2013-14 61.2 62.4 44.4 65.7 * 48.0 4-Year Cohort Graduation Rate 2011-12 80.4> 86.4> 87.5 86.6> n/a 80.0> 2012-13 82.5 83.7 55.0 88.0 n/a 57.1 2013-14 83.9 88.0 78.9 88.9 n/a 87.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 2.11 7.59 1.72 n/a n/a 2011-12 3.01 3.75 7.95 3.30 n/a n/a 2012-13 2.45 1.73 n/a 1.83 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 35 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 36 JOHNSTON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Johnston County Schools enroll over 33,884 students, of whom 149 (0.4%) are American Indians of various tribes. The district operates 44 schools, including nine high schools and one early college. Compared with the state, the district proficiency rates are higher in all EOG/ EOC subjects, except EOG math. The cohort graduation rate for the district is slightly higher than the state; however, the dropout rate for the district lags behind the state. The percent of proficient American Indians is lower than the percent for the district in all EOG/EOC subjects, except Biology and English II. American Indian proficiency rates in EOG reading and math exceed that of Black and Hispanic students. More White students are proficient than American Indian students in all EOG/EOC subjects, except Biology. The American Indian cohort graduation rate lags behind rates for the district, the state, and other subgroups. DISTRICT CONTACT: ANA MILAZZOTTO http://www.johnston.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 77.9 69.4 86.0 64.2 63.2 2012-13 43.9 45.3 35.2 55.8 26.8 27.7 2013-14 56.3 59.5 58.8 70.9 40.0 41.2 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 88.7 81.2 92.8 77.4 85.1 2012-13 42.3 40.0 31.9 49.4 19.8 27.7 2013-14 51.0 50.9 48.8 61.5 28.6 37.4 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 83.1 88.2 89.5 65.6 77.5 2012-13 36.3 21.8 16.7 28.2 10.6 15.5 2013-14 60.0 62.3 44.4 70.8 38.0 50.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 88.0 80.0 >95 70.8 80.7 2012-13 45.6 42.1 20.0 54.3 17.7 25.8 2013-14 53.9 54.6 66.7 65.5 33.9 36.9 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 85.3 81.8 92.2 69.9 74.5 2012-13 51.2 51.2 56.5 61.7 31.1 31.8 2013-14 61.2 62.7 66.7 71.5 47.4 43.7 4-Year Cohort Graduation Rate 2011-12 80.4> 82.4 55.6 86.8 75.7 73.9 2012-13 82.5 82.5 87.5 84.9 78.2 77.8 2013-14 83.9 85.4 75.0 90.3 78.0 76.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.28 n/a 2.51 4.50 5.39 2011-12 3.01 2.65 n/a 2.22 3.55 3.32 2012-13 2.45 1.95 n/a 1.56 2.93 2.43 REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 37 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 38 PERSON COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 >95 Person County Schools enroll 4,596 students, of whom 28 (0.6%) are American Indians mainly of the Sappony Tribe. The students attend one of the 10 schools, including one high school. Other campuses include a pre-school center and a program that focuses on early intervention and family services. The data show that district proficiency rates are lower than state rates in all EOG/EOC subjects. In EOG reading and math, the proficiency rates for American Indian students are higher than the district and state rates. The sparse enrollment of American Indian students above the eighth grade restricts meaningful data analyses. DISTRICT CONTACT: MELANIE HESTER http://www.person.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 71.7 50.0 80.0 59.5 67.2 2012-13 43.9 39.6 50.0 50.1 26.7 26.8 2013-14 56.3 53.5 66.7 64.4 39.3 40.7 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.7 87.5 88.3 75.8 85.2 2012-13 42.3 38.2 50.0 48.1 22.9 37.6 2013-14 51.0 50.4 73.3 61.4 34.2 49.2 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 79.7 * 83.4 69.1 93.9 2012-13 36.3 18.8 * 24.1 8.5 22.6 2013-14 60.0 42.0 * 49.2 30.1 40.6 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 90.1 * 92.3 86.5 91.7 2012-13 45.6 37.6 * 50.0 21.1 37.0 2013-14 53.9 50.8 * 61.9 33.6 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 81.4 * 87.6 70.5 83.3 2012-13 51.2 47.1 * 54.2 37.1 40.7 2013-14 61.2 51.1 * 58.5 35.3 56.0 4-Year Cohort Graduation Rate 2011-12 80.4> 68.4 n/a 70.3 62.9 82.4 2012-13 82.5 77.5 n/a 81.7 72.3 71.4 2013-14 83.9 76.0 n/a 72.5 79.9 81.5 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 5.47 n/a 5.03 6.37 n/a 2011-12 3.01 6.10 n/a 6.30 6.35 n/a 2012-13 2.45 4.19 n/a 3.57 5.28 5.77 REGION 5 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 39 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 40 RICHMOND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Richmond County Schools enroll 7,627 students, of whom 305 (4%) are American Indians representing the Lumbee, Eastern Band of Cherokee, Tuscarora, Sioux, and the Pee Dee Indians of South Carolina. The district operates 16 schools, including one high school, one early college, and several special-focus schools. The district proficiency rates are lower than the state rates in all EOG/EOC subjects. American Indian students fall behind the district in all EOG/EOC subjects, except Biology and English II. However, American Indians are performing better than Black and Hispanic subgroups in EOC Biology and English II. In all EOG/EOC areas, fewer American Indians are proficient when compared with their White peers. The cohort graduation rate for American Indians is the lowest among all subgroups, except for Hispanics. However, the American Indian dropout rate is the highest among all subgroup rates. DISTRICT CONTACT: MARCIA PORTER http://www.richmond.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 60.0 58.1 71.3 46.8 54.2 2012-13 43.9 30.4 27.8 41.7 17.9 22.1 2013-14 56.3 45.9 37.9 58.9 30.8 38.1 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 76.7 72.7 84.0 66.3 80.7 2012-13 42.3 32.8 27.0 43.2 20.1 29.3 2013-14 51.0 42.4 40.0 52.7 27.7 45.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 77.3 77.1 86.9 67.8 75.6 2012-13 36.3 15.6 5.7 25.2 6.8 10.9 2013-14 60.0 47.5 30.0 59.3 33.3 54.2 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 83.4 73.3 94.9 69.5 94.1 2012-13 45.6 37.6 28.6 56.4 18.4 34.5 2013-14 53.9 31.7 36.2 41.8 20.0 27.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 77.8 74.2 87.0 69.4 69.7 2012-13 51.2 26.6 28.1 36.3 15.8 24.4 2013-14 61.2 39.1 44.8 49.8 26.9 34.1 4-Year Cohort Graduation Rate 2011-12 80.4> 73.5 54.1 72.8 77.6 71.9 2012-13 82.5 74.1 60.0 75.0 76.5 61.0 2013-14 83.9 79.2 72.7 79.7 81.5 67.4 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 4.32 6.36 4.01 4.03 7.14 2011-12 3.01 3.59 6.09 3.66 3.59 n/a 2012-13 2.45 2.47 6.15 2.73 1.28 5.56 REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 41 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 42 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 ROBESON COUNTY The Public Schools of Robeson County enroll 23,586 students, of whom 10,036 (43%) identify as American Indian, mainly of the Lumbee Tribe. Geographically expansive and rural, the district operates 41 schools, including six high schools, an early college, a career and technical education campus, and a pre-school center. The district proficiency rates are lower than the state rates in the EOG/ EOC subjects. However, the district cohort graduation rate is higher and the dropout rate is lower than the state rates. For American Indian students, these data show incremental improvements in the cohort graduation rate and the dropout rate since 2011-12. American Indian students lag behind the state, district, and White subgroups in all EOG/EOC assessments. They exceed Black students but lag behind their Hispanic peers in all subjects, except in EOG reading. DISTRICT CONTACT: CONNIE LOCKLEAR http://www.robeson.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 56.1 55.2 72.6 48.1 53.8 2012-13 43.9 24.9 23.6 41.0 19.0 19.3 2013-14 56.3 35.4 33.8 52.5 29.3 30.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 74.0 74.1 82.5 66.9 77.2 2012-13 42.3 23.7 22.5 37.3 15.5 25.8 2013-14 51.0 30.8 28.8 45.7 22.1 34.0 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 75.6 74.9 84.7 69.6 82.7 2012-13 36.3 17.8 17.1 27.6 10.0 22.7 2013-14 60.0 42.1 40.6 57.7 31.1 47.8 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 81.7 74.3 92.9 84.1 90.2 2012-13 45.6 27.0 23.4 43.2 18.9 35.8 2013-14 53.9 37.0 36.6 49.6 24.4 49.6 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 70.6 70.7 87.3 61.4 69.5 2012-13 51.2 30.5 29.0 50.3 20.0 33.1 2013-14 61.2 37.8 34.4 54.0 31.2 42.9 4-Year Cohort Graduation Rate 2011-12 80.4> 82.6 80.6 83.1 82.5 90.7 2012-13 82.5 85.1 82.6 83.7 87.4 93.5 2013-14 83.9 85.0 84.6 83.6 86.0 89.3 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.48 3.58 3.80 3.45 1.08 2011-12 3.01 2.71 3.25 3.89 1.87 n/a 2012-13 2.45 2.34 2.61 2.97 1.83 n/a REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 43 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 44 SCOTLAND COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Scotland County Schools enroll 6,068 students, including 928 American Indians (15%) mainly of the Lumbee Tribe. The district operates 14 campuses, including one high school and one early college. The district proficiency rates are below the state rates in all EOG/EOC subjects. For the district, the graduation rate falls below the state rate, and the district dropout rate exceeds the state, meaning that in both categories of school completion, the district is falling behind. The American Indian proficiency rates are lower than the district in all EOG/EOC subjects. In grades 3-8 reading and math, as well as all EOC subjects, American Indians lag behind their Hispanic peers. Compared with their White peers, American Indian students fall behind in all EOG/EOC-tested areas. The American Indian graduation rate falls below the rates for the district, state, and two subgroups, White and Black students; however, sufficient data are not available for comparison with their Hispanic peers. DISTRICT CONTACT: LYLE SHAW http://www.scotland.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 66.7 63.0 81.9 56.4 64.3 2012-13 43.9 35.3 30.4 51.2 24.3 40.0 2013-14 56.3 49.7 45.9 67.0 36.2 57.9 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 85.7 85.6 92.8 80.4 75.7 2012-13 42.3 37.2 29.9 53.3 26.6 42.9 2013-14 51.0 48.1 45.6 64.9 35.0 55.3 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 62.5 57.1 68.8 50.0 * 2012-13 36.3 35.5 29.1 49.8 26.6 45.0 2013-14 60.0 52.2 43.2 67.1 43.5 46.7 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 75.8 78.6 85.9 64.7 83.3 2012-13 45.6 23.9 11.8 30.3 20.6 28.6 2013-14 53.9 37.1 34.0 52.2 27.0 50.0 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 74.6 57.1 86.1 70.3 87.5 2012-13 51.2 37.5 32.1 48.8 28.4 53.8 2013-14 61.2 43.4 33.3 59.8 35.8 50.0 4-Year Cohort Graduation Rate 2011-12 80.4> 76.2 77.1 80.0 73.8 n/a 2012-13 82.5 72.8 70.2 72.7 74.4 * 2013-14 83.9 78.3 73.8 80.4 77.3 n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 5.37 5.69 2.83 7.06 n/a 2011-12 3.01 4.15 3.66 3.37 4.75 n/a 2012-13 2.45 4.22 8.13 3.64 3.57 n/a REGION 4 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 45 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a * n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 46 SWAIN COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 <5 * Swain County Schools enroll 2,016 students, of whom 475 (24%) are members of the Eastern Band of Cherokee. Located on land contiguous with the Qualla Boundary, the district operates five schools, including two early colleges, and one high school. The district proficiency rates lag behind the state in all EOG/EOC assessments. The district cohort graduation rate and the dropout rate are higher than the state rates. The EOG/EOC proficiency rates for American Indians are lower than the district rates. American Indian students perform better than Hispanics in all EOG/ EOC subjects where data are available. White students outperform American Indians in all EOG/EOC subjects. The cohort graduation rate for American Indians is higher than the district rate and their White peers; however, sufficient data are not available for comparison to two other subgroups, Black and Hispanic students. The American Indian dropout rate exceeds that of the district, the state, and the White subgroup. DISTRICT CONTACT: MICHAEL TREADWAY http://www.swain.k12.nc.us Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 70.8 62.6 75.4 * 27.6 2012-13 43.9 40.9 34.3 45.1 40.0 12.1 2013-14 56.3 51.0 41.9 55.2 25.0 26.5 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 83.1 74.2 86.5 * 65.5 2012-13 42.3 38.0 30.4 41.1 <5 26.5 2013-14 51.0 50.0 42.3 53.8 8.3 32.4 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 72.4 70.5 74.1 * 80.0 2012-13 36.3 21.0 12.2 25.3 * <5 2013-14 60.0 46.4 45.5 48.2 * <5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 75.2 75.0 75.3 * * 2012-13 45.6 30.9 19.4 36.4 * * 2013-14 53.9 42.3 39.5 46.7 * <5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 72.8 65.0 75.7 * 60.0 2012-13 51.2 33.3 25.0 37.6 * 20.0 2013-14 61.2 52.1 51.2 57.3 * 14.3 4-Year Cohort Graduation Rate 2011-12 80.4> 79.9 78.4 80.0 n/a 83.3 2012-13 82.5 80.8 78.2 81.6 n/a 85.7 2013-14 83.9 84.2 86.4 80.5 n/a n/a Annual Dropout Rate (Grades 9-13) 2010-11 3.43 6.81 7.46 6.74 n/a n/a 2011-12 3.01 3.59 4.35 3.35 n/a n/a 2012-13 2.45 3.04 4.55 2.44 n/a n/a REGION 8 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 47 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 n/a n/a n/a n/a 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * <5 <5 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 <5 * * * * * 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 * * * ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 48 WAKE COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Wake County Schools enroll 153,545 students and operates 170 schools, including 25 high schools, and a cadre of special-focus schools. Richly diverse in countries of origin, Wake County enrolls 524 (0.3%) American Indian students representing 78 tribal affiliations. In the five EOG/EOC subjects, the district proficiency rates are higher than the state rates. The proficiency rates for American Indian students are lower than the district rates in all tested areas of the EOG and EOC. American Indian students perform better than the other minority subgroups in each EOG/EOC subject, except EOC English II; however, they lag behind their White peers in these same tested areas. These data show that the graduation rate for American Indians is declining. When compared with minority subgroups, the American Indian cohort graduation rate lags behind rates for the state, district, and White students. DISTRICT CONTACT: JOHN WILLIAMS http://www.wcpss.net Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 77.4 69.6 90.0 59.2 60.2 2012-13 43.9 54.1 36.8 70.5 29.5 31.8 2013-14 56.3 65.8 56.6 81.2 42.8 44.3 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 86.4 85.3 94.8 72.0 78.8 2012-13 42.3 54.3 41.3 70.7 25.8 35.4 2013-14 51.0 62.4 50.0 78.1 34.9 44.7 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 86.1 74.2 93.8 72.0 80.6 2012-13 36.3 48.5 34.6 64.4 20.9 32.1 2013-14 60.0 71.4 61.0 83.3 45.0 56.1 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 87.2 86.0 >95 71.9 79.4 2012-13 45.6 58.7 49.2 75.5 30.8 43.8 2013-14 53.9 64.8 46.3 81.8 39.5 45.7 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 87.0 78.3 >95 74.5 77.1 2012-13 51.2 63.2 49.1 78.1 40.2 47.1 2013-14 61.2 72.6 57.1 85.4 52.5 57.6 4-Year Cohort Graduation Rate 2011-12 80.4> 80.6> 74.5> 90.3 69.6> 65.3> 2012-13 82.5 81.0 69.6 90.6 68.9 65.7 2013-14 83.9 82.2 60.0 91.2 74.0 67.8 Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.25 2.54 1.66 5.43 5.78 2011-12 3.01 2.83 6.16 1.49 4.59 4.97 2012-13 2.45 1.95 n/a 1.10 2.90 4.18 REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 49 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 50 WARREN COUNTY 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 Warren County Schools enroll 2,383 students, including 158 American Indian students (7%), mainly of the Haliwa- Saponi Tribe, who reside in Warren County and surrounding areas. Warren County operates six schools, including one high school and several special-focus schools. The district’s proficiency rates in all EOG/ EOC subjects trail the state rates. The district cohort graduation rate is lower, but the dropout rate is higher than the state rates. The proficiency rates for American Indians exceed the district rates in all EOG/EOC subjects, except EOC English II. American Indians outperform their Black and Hispanic peers in EOG reading and math, and EOC Biology. The American Indian cohort graduation rate is lower than the district rate, as well as the rates for White and Black subgroups. More White students than American Indian students are proficient in EOC Biology and English II; however, both subgroups perform equally in EOC Math I. DISTRICT CONTACT: PATRICIA RICHARDSON http://www.warrenk12nc.org Year State District American Indian White Black Hispanic End-of-Grade Reading (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 71.2 56.2 61.0 73.6 51.0 60.6 2012-13 43.9 27.5 34.4 45.3 22.1 30.7 2013-14 56.3 37.5 57.4 53.5 32.3 35.1 End-of-Grade Math (Grades 3-8 Combined)** – Percent at/above Level 3 2011-12 82.8 68.3 72.7 78.4 64.1 78.8 2012-13 42.3 21.0 35.9 30.2 16.3 33.3 2013-14 51.0 26.1 39.3 39.6 20.8 36.5 Math I: End-of-Course (Algebra I in 2011-12)** – Percent at/above Level 3 2011-12 78.7 72.6 82.4 88.0 66.9 50.0 2012-13 36.3 13.7 9.1 18.8 12.1 25.0 2013-14 60.0 42.2 50.0 50.0 38.8 54.5 Biology: End-of-Course** – Percent at/above Level 3 2011-12 83.0 67.6 80.0 87.5 62.0 66.7 2012-13 45.6 29.5 33.3 54.1 23.7 28.6 2013-14 53.9 38.5 44.0 61.8 31.0 12.5 English II: End-of-Course (English I in 2011-12)** – Percent at/above Level 3 2011-12 82.9 74.7 87.5 74.3 72.4 66.7 2012-13 51.2 42.9 42.1 60.0 42.6 12.5 2013-14 61.2 51.1 41.7 66.7 48.8 42.9 4-Year Cohort Graduation Rate 2011-12 80.4> 83.9> 89.5> 84.8> 83.2 85.7 2012-13 82.5 75.3 78.6 70.2 75.4 85.7 2013-14 83.9 71.7 70.6 86.7 71.9 * Annual Dropout Rate (Grades 9-13) 2010-11 3.43 3.90 n/a n/a 4.61 n/a 2011-12 3.01 2.92 n/a 4.24 1.98 n/a 2012-13 2.45 4.10 n/a 4.94 4.62 n/a REGION 3 % at/above Level 3 % at/above Level 3 END-OF-GRADE READING AND MATH (GRADES 3-8 COMBINED) READING** MATH** 51 40 50 60 70 80 90 100 Hispanic Black White A.LEA State 2011-12 2012-13 2013-14 * 0 2 4 6 8 10 12 Hispanic Black White A.LEA State 2010-11 2011-12 2012-13 n/a n/a n/a n/a n/a n/a n/a END-OF-COURSE TESTS HIGH SCHOOL COMPLETION Percentage of Students % at/above Level 3 % at/above Level 3 Percentage of Students % at/above Level 3 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 >95 0 10 20 30 40 50 60 70 80 90 100 Hispanic Black White A.Indian LEA State 2011-12 2012-13 2013-14 * >95 ALGEBRA I MATH I** ENGLISH I ENGLISH II** BIOLOGY** > = Scores changed due to data corrections. * = Indicates that the student population in the subgroup is too small to report the value (Fewer than five students in the cohort) n/a = Current year data are unavailable or contain no scores for the selected test. <5 or >95 = The percentage and number of students are not shown if the percentage is greater than 95 percent or less than five percent. Cautionary Note Regarding Comparisons: ** = Standards and assessments used in years after 2011-12 reflect higher standards and more rigorous expectations. Therefore, comparisons between 2011-12 and later years cannot be made with precision. Beginning in 2013-14, five achievement levels were reported as opposed to four the previous year. The new Achievement Level 3 identifies students who are prepared for the next grade but need additional academic support to meet the college- and career- readiness standard. State American LEA Indian White Black Hispanic ANNUAL DROPOUT RATES (GRADES 9-13) Graduation Year 4-YEAR COHORT GRADUATION RATES 52 Year State District American Indian White Black His-panic Charlotte/Mecklenburg 2011-12 11.3 11.1 9.7 19.2 3.6 6.2 2012-13 11.8 11.9 8.6 21.1 4.2 7.2 2013-14 12.9 19.2 17.5 30.7 9.3 13.2 Clinton City 2011-12 11.3 8.0 13.8 14.6 2.3 6.0 2012-13 11.8 12.1 9.4 22.2 3.6 10.0 2013-14 12.9 7.6 15.4 14.8 2.2 0.7 Columbus 2011-12 11.3 3.5 0.8 5.5 1.2 n/a 2012-13 11.8 3.7 2.5 5.1 1.6 1.8 2013-14 12.9 3.6 n/a 4.8 2.6 0.8 Cumberland 2011-12 11.3 9.9 10.7 12.9 4.8 8.2 2012-13 11.8 6.0 2.4 8.6 2.6 5.2 2013-14 12.9 11.3 10.9 16.5 5.9 8.7 Graham 2011-12 11.3 7.0 4.2 7.5 n/a n/a 2012-13 11.8 8.1 2.1 9.1 n/a n/a 2013-14 12.9 9.0 7.1 9.1 n/a 20.0 Guilford 2011-12 11.3 21.2 17.0 30.1 9.6 14.9 2012-13 11.8 23.5 20.0 32.7 11.3 16.2 2013-14 12.9 23.9 22.9 33.7 12.2 17.6 Halifax 2011-12 11.3 6.7 7.1 8.1 6.3 9.5 2012-13 11.8 5.4 8.6 10.0 5.0 6.3 2013-14 12.9 5.5 3.6 4.3 5.7 n/a Haliwa-Saponi Tribal School 2011-12 11.3 n/a n/a n/a n/a n/a 2012-13 11.8 n/a n/a n/a n/a n/a 2013-14 12.9 n/a n/a n/a n/a n/a Hertford 2011-12 11.3 6.5 25.0 11.2 5.0 7.7 2012-13 11.8 5.6 n/a 5.9 4.6 5.6 2013-14 12.9 2.5 n/a 3.0 2.4 4.5 Hoke 2011-12 11.3 6.1 2.4 8.9 5.1 1.9 2012-13 11.8 7.0 2.6 8.4 5.9 4.6 2013-14 12.9 13.0 5.9 17.8 10.8 10.8 Jackson 2011-12 11.3 6.8 4.9 6.9 n/a 1.6 2012-13 11.8 4.7 1.2 4.7 n/a 1.8 2013-14 12.9 2.7 4.5 2.7 n/a n/a Johnston 2011-12 11.3 9.9 18.6 11.8 3.5 5.4 2012-13 11.8 9.0 16.3 10.9 3.8 4.0 2013-14 12.9 8.5 5.4 9.6 2.9 3.9 Year State District American Indian White Black His-panic Person 2011-12 11.3 10.0 40.0 12.9 4.0 9.6 2012-13 11.8 12.5 40.0 15.2 6.6 13.3 2013-14 12.9 8.7 12.5 10.4 4.8 14.7 Richmond 2011-12 11.3 8.2 5.6 12.7 3.3 5.3 2012-13 11.8 8.7 6.6 12.9 3.7 5.9 2013-14 12.9 8.1 6.0 11.3 4.4 6.2 Robeson 2011-12 11.3 2.9 2.9 3.5 1.8 1.8 2012-13 11.8 3.2 3.1 4.2 2.3 1.6 2013-14 12.9 4.2 3.3 9.5 2.0 2.7 Scotland 2011-12 11.3 3.7 2.7 5.9 1.5 n/a 2012-13 11.8 3.1 1.7 5.1 1.7 n/a 2013-14 12.9 2.9 2.5 4.9 1.7 n/a Swain 2011-12 11.3 8.8 3.4 9.2 n/a 16.7 2012-13 11.8 7.8 1.7 7.0 n/a 5.3 2013-14 12.9 6.4 5.3 7.1 20.0 n/a Wake 2011-12 11.3 13.5 5.6 17.7 2.9 5.7 2012-13 11.8 14.4 13.3 18.9 3.3 6.5 2013-14 12.9 15.7 14.2 21.0 3.7 7.4 Warren 2011-12 11.3 n/a n/a n/a n/a n/a 2012-13 11.8 2.4 2.8 2.6 2.4 n/a 2013-14 12.9 3.4 3.9 4.4 3.2 n/a Students Taking an AP Exam by District (Percent of Students) Students Taking AP Exams by District Although the 10th Annual A |
OCLC number | 707728560 |