iii
Foreword....................................................................................................................... .............................. 1
Executive Summary
• Legislation, Policy and Purpose ...................................................................................... 5
• Composition and Responsibility of the Council........................................................... 5- 6
• State Advisory Council on Indian Education Recommendations .............................. 7- 10
Part I Pathway for Strengthening Indian Education in North Carolina
• Strategic Priorities of the Council ............................................................................ 13- 15
Part II Achievement of American Indian Students in North Carolina
• ABCs of Public Education ............................................................................................ 19
• Student Accountability Standards ............................................................................ 19- 21
• The North Carolina Testing Program ....................................................................... 22- 28
• Analysis of Achievement.......................................................................................... 29- 31
• Achievement Profile: Title IX Grantees .................................................................. 32- 65
Part III Dropout, Attendance and Other Outcomes for American Indian Students in North Carolina
• Overview ....................................................................................................................... 69
• Analysis of Dropout Data .............................................................................................. 69
• Tables and Graphs .................................................................................................... 70- 85
• Statewide Dropout Data Grades 7- 12
• Dropout Data Grades 7- 12 Duplicated
• Percent of Each Race/ Gender Group
• Statewide and American Indian Percentage of Dropouts Grades 1- 12
• North Carolina School Membership and Dropouts by Race
• North Carolina School Membership and Dropouts by Race & Gender
• Attendance Data by Ethnicity
• Suspension and Expulsion Data by Ethnicity
• High School, Honors, AP and SAT Data by Ethnicity
• Computer Availability in the Home
Appendices
• Title IX Cohort .............................................................................................................. 89
• Tribal Organizations in North Carolina .................................................................... 90- 91
• Members of the State Advisory Council on Indian Education ...................................... 92
• Map of North Carolina Title IX Grantees ..................................................................... 93
• President’s Executive Order 13096 .......................................................................... 94- 97
References ............................................................................................................................... 98
Table of Contents Pathways to the 21st Century
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3
Foreword
The State Advisory Council on Indian Education was established to identify issues and concerns that
affect academic achievement of American Indian students. Council members have spent a great deal of
time studying the yearly data collected on academic achievement and dropout rates, keeping abreast of
education policy issues at the local, state and national levels, and working closely with tribal leadership
in American Indian communities. As an outcome, the Council has devised a report that strives to address
relevant concerns pertaining to the education of American Indian students and provide appropriate
recommendations to the State Board of Education. Each year, the Council focuses its efforts on dropout
data and academic achievement. The 2001 Report also includes an examination of other outcome data
and its impact on American Indian students and their achievement.
This year the Report focuses its attention on the President’s Executive Order 13096 on American
Indian/ Alaska Native education and examines its alignment with the strategic priorities of the State
Board of Education. Recognizing the academic gains that have been made since the implementation of
the ABCs of Public Education and the adoption of the Student Accountability Standards, the Council
renewed its commitment to support the state and national education priorities. This report features the
Council’s adoption of five strategic priorities and accompanying goals that seek to create a systemic
program of student, parent, and community involvement in the areas of American Indian achievement.
These priorities are aligned with those of the President’s Executive Order and are designed to encourage
academic accountability in a manner which is culturally congruent to that of the American Indian.
Anthony Locklear, Chairman
State Advisory Council on Indian Education
1
4
5
Executive
Summary
State Advisory Council on
Indian Education Annual Report
6
7
State Advisory Council on Indian Education
Indian Education Report
Executive Summary
_________________________________________________________________________________
Background
In 1988, the State Board of Education adopted an Indian education policy to provide a process for
identifying issues pertaining to the education of Indian students in grades K- 12. In the same year, the
General Assembly passed House Bill 2560, which established a fifteen member, State Advisory Council
on Indian Education to serve as the mechanism for deliberating on and advocating for Indian students in
North Carolina.
While the Council has no governance responsibilities, it serves as a mechanism for advising the SBE
on issues pertaining to the education of Indian students in grades K- 12. More specifically, House Bill
2560 charges the Council with the following duties:
• to advise the State Board of Education on effective educational practices for Indian students;
• to explore programs that raise academic achievement and reduce the dropout rate among Indian
students;
• to advise the State Board of Education and the Department of Public Instruction on ways to
improve coordination and communication for the benefit of Indian students affected by state and
federal programs administered at the state level;
• to prepare and present an annual report to the SBE, tribal organizations, and to conferees at the
annual North Carolina Indian Unity Conference; and
• to advise the SBE on any other aspect of Indian education when requested by the State Board,
educators, parents, students, business leaders and other constituents.
_____________________________________________________________________
Council Membership
The composition of the Council ensures that multiple perspectives are raised and resolved in a
procedural manner. The Department of Public Instruction provides assistance to the Council in carrying
out its annual goals. A chairperson is elected to: 1) coordinate the annual meeting schedule, 2) ensure that
annual goals are achieved, and 3) communicate with Indian communities on critical issues affecting Indian
students in North Carolina public schools. The Council represents the following constituent groups:
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• NC Legislature one member appointed by the Senate President and
another by the House Speaker
• UNC Board of Governors two members representing institutions
of higher education
• Local School Districts ten Indian parents of students in grades K- 12
• NC Commission of Indian Affairs one representative from the Commission
_____________________________________________________________________________________
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9
Recommendations to the State Board of Education
7
In light of the information presented in this report, the State Advisory Council on Indian Education
proposes the following recommendations for improving the education of American Indian students in
North Carolina:
• Research on preparing teachers to teach culturally diverse student populations successfully shows a high
correlation between educators’ sensitivity, knowledge, and application of cultural awareness information
and students’ successful academic performance; therefore, the Council recommends the following:
Teacher preparation programs increase attention to American Indian customs and perspectives
including American Indian history, language, culture, and spiritual values.
• There is considerable evidence that the learning styles of some American Indian students differ from
non- native students; therefore, the Council recommends the following:
The Department of Public Instruction provide local school districts guidance in identifying and
implementing model programs and strategies designed to help teachers become more aware of how
their interactions with students determine students’ level of participation and students’ motivation to
remain in school; and,
The State Board of Education continue to support and provide additional resources to those local
school districts that implement effective strategies that are research- based and aimed at reducing the
dropout of American Indian students in grades 7 through 12.
• The involvement of American Indian parents in schools improves parental attitudes and behaviors and
positively affects student achievement, motivation, self- esteem and behavior; therefore, the Council
recommends the following:
School improvement plans, specifically in local school districts serving significant numbers of
American Indian students, include specific strategies to improve the involvement of American Indian
parents. Strategies should include ongoing staff development for teachers to improve communication
patterns with American Indian parents, parent education opportunities that address the changing
needs as students progress through grades and ongoing outreach to parents with a focus on positive
contacts with homes, rather than crisis intervention.
• A broad array of factors contribute to student learning— family characteristics, early childhood experiences,
parenting practices, language ability, community characteristics, the quality of teaching, retention and
attrition, school climate, educational technology. To be consistent with the Executive Order and the
emphasis on developing a research agenda in Indian education, it is essential to consider what steps
North Carolina can take to further understand and improve student learning for American Indian youth;
therefore, the Council recommends the following:
Active involvement of the newly formed section devoted to assisting schools with closing the achieve-ment
gap within the Department of Public Instruction in the work of the State Advisory Council on
Indian Education; and,
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8
As the State Board of Education continues its efforts to challenge all students to reach high levels of
performance, the Council recommends the following as research priorities requiring further investigation
and study as to their impact on the academic achievement and overall success of American Indian
students:
Strategic Priority: High Student Performance
• What are effects of truancy/ low attendance rates?
• Has the dropout rate for American Indian students increased or decreased as a result of graduation
exams?
• Which school reform model works best for American Indian students?
• How will all American Indian students benefit academically and socially from the active use of
teaching methods that employ varied learning styles?
• What would an “ Indian” education model look like?
• What is the relationship between academic achievement and culture?
• What are the characteristics of American Indian students who do well in school?
• How many American Indian students have started and completed high school during the last ten
years?
• What are effective practices for reducing the American Indian dropout rate or for serving those who
have already dropped out?
• What are the factors contributing to the dropout rate among American Indians?
• What are effective practices for implementing culturally relevant curricula?
• Are there basic elements of a culturally relevant curriculum?
• What programs have demonstrated effectiveness in promoting maximum learning capacity for
American Indian students?
• What is being done to develop and validate assessment instruments for use with American Indian
students?
• Are there existing assessments and tests that are effective in accurately assessing American Indian
students?
• What are the results of heritage immersion programs?
• What efforts have been made to compile previous research on American Indian students, including
theses and dissertations?
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9
Strategic Priority: Safe, Orderly, and Caring Schools
• To what extent do attitudes/ behavior, self- esteem, gender issues affect education processes?
• How do the effects of history of internalized oppression affect teachers’ and staff’s ability to advance
successful students�� performance?
• What are the effective practices in maintaining high levels of self- esteem among American Indian
students throughout their education? Furthermore, what support and/ or counseling services are
offered to American Indian students and do these services serve to decrease the dropout rate?
• Are drug and alcohol prevention programs successful in decreasing failure and drop out rates among
American Indian populations and, if so, what are the characteristics of successful programs and
interventions?
• How are the diversity and complexity of American Indian populations addressed in developing
culturally sound standards?
• How does cultural discontinuity impact communication structures between students and teachers?
• How can we train school administrators to identify culturally insensitive teachers and practices that
are detrimental to American Indians attending public schools?
• How can we improve the infrastructure of schools to provide students with a more comfortable
learning environment?
Strategic Priority: Quality Teachers, Administrators, and Staff
• Does knowing American Indian learning/ teaching styles improve quality of formal education?
• What kinds of teacher preparation positively affect the quality of teaching and learning for American
Indian students in urban or rural areas?
• What are the knowledge and skills teachers of American Indian children should possess to achieve
successful student outcomes?
• How are teachers who serve Indian children being prepared to teach?
• How is what teachers learn in teacher education programs ( content) aligned with the needs of
American Indian children who attend school?
• Do teacher education programs in colleges and universities provide effective training for teaching
Indian children? How can teacher education programs become more effective in preparing teachers
to teach Indian children?
• How can we collaborate with universities and community college systems to develop teacher
preparation programs that foster cultural sensitivity, focus on tribal language development, and
prepare teachers to meet the needs of culturally and linguistically diverse students?
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• To what degree does the presence of American Indian teachers and administrative staff impact the
success of Indian students?
• Does the cost of an education degree deter American Indian students from pursuing a career in
teaching?
• How can we support and motivate teachers’ aides or other members of the Indian community to enter
teacher preparation programs?
• How can teachers develop fundamental skills such as reading and math using culturally relevant
materials and methods?
Strategic Priority: Strong Family, Community, and Business Support
• How do we hold individuals, parents, families, and communities accountable?
• What factors are needed for a complete buy in [ by parents, families, communities] to an education
system?
• How can we distinguish if academic progress is impeded by cultural discontinuity in the classroom
and social problems like poverty?
• Is it possible that unproductive communication structures between students and teachers are the
result of social problems such as poverty? How can teachers distinguish between problems in
communication that are related to cultural discontinuity and those that are related to fatigue and poor
nourishment as caused by poverty?
• What are effective practices for ensuring that American Indian students feel comfortable in schools
( especially when they constitute the minority) and how can administrators and teachers welcome their
parents and elders into the school to share their knowledge?
• What are effective practices for involving parents in the education of their children and for
empowering them to motivate and encourage their children?
• How frequently do American Indian parents observe their students in school?
• What do parents and other Indian people expect their children to know when they graduate from high
school?
• How can we establish a network among tribal leaders, parent groups, schools, and school boards to
share information on promising practices?
Strategic Priority: Technology for Learning and Communication
• How can intergovernmental partnerships work to address the need for tribal specific history and
cultural awareness training for professionals who work with American Indian students?
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Part One
Pathways to
the 21st Century
Pathway for Strengthening
Indian Education in North Carolina
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PATHWAY FOR STRENGTHENING
INDIAN EDUCATION IN NORTH CAROLINA
In August 1998, President Clinton signed Executive Order 13096, American Indian and Alaska
Native Education. It stipulates that the federal government is committed to improving the academic
performance and reducing the dropout rate of American Indian and Alaska Native students attending
public schools and Bureau of Indian Affairs schools. The Executive Order sets forth six policy goals:
• Improve reading and mathematics;
• Increase high school completion and postsecondary attendance rates;
• Reduce the influence of long- standing factors that impede educational performance, such as
poverty and substance abuse;
• Create strong, safe, and drug- free school environments;
• Improve science education; and
• Expand the use of educational technology.
Several activities have taken place federally in response to the Executive Order. A series of regional
forums has been conducted throughout the nation to solicit input from educational policymakers,
practitioners, researchers, and tribal leaders. The Office of Indian Education announced select schools
and school districts for the program pilot sites and a research conference was held in May 2000 to
present and discuss initial perspectives on the research agenda.
Likewise, in North Carolina, much effort and energy have been expended to develop programs
and initiatives to improve the level of education among all children in the state. The ABCs of Public
Education, actions taken to focus on raising standards and closing the academic achievement gaps that
exist between white and minority students and various other initiatives and programs are reflective of
North Carolina’s comprehensive plan for improving the state’s public schools. This plan and the catalyst
for the state’s education improvement efforts is the ABCs Plus: North Carolina’s Strategic Plan for
Excellent Schools which includes the state’s strategic goals for promoting high student performance;
safe, orderly and caring schools; quality teachers, administrators, and staff; strong family, community,
and business support; and effective and efficient operations.
To be consistent with both national and state directions, Council members developed strategic
priorities to serve as a pathway in strengthening Indian education in North Carolina. The goal was to
create a guide for members of the Council, educators, families, and tribal communities and organizations
to direct their work toward solutions to problems and issues in the public schools and improve education
for the state’s American Indian youth. The Strategic Pathway was developed acknowledging several
guiding principles as an integral part of the philosophical paradigm shaping and directing our thoughts
and actions:
GUIDING PRINCIPLES:
• The challenges and issues prevalent among American Indian communities and schools serving
American Indian youth are complex. There is a broad array of factors that contribute to student
learning— family characteristics, early childhood experiences, parenting practices, language ability,
community characteristics, the quality of teaching, retention and attrition, school climate, educational
technology. Parents, tribal organizations and communities have responsibility in helping American
Indian students achieve the same challenging standards as all students.
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• Without a path to follow, efforts will continue to be fragmented; sharing of information about
promising practices will be limited and stories of our successes will remain untold.
• If there is to be a concerted effort toward an alignment in national and state education priorities, there
must be stability and continuity in local community and education leadership.
• Parents and tribal communities and organizations can assist teachers in learning about the American
Indian community and the unique educational and culturally related academic needs of American
Indian students.
• If we cannot begin to see and understand the differences that exist among American Indian students
and the dominant culture, we cannot value the students’ identity and uniqueness.
• American Indian students who are first grounded in their culture exhibit fewer at risk behaviors such
an academic difficulty, social, emotional, and psychological problems.
• Respecting what others value and do is a way to help them develop both the self- esteem and feelings
of integrity that will enhance their learning.
• Tribes, communities, parents, schools, teachers and students share responsibility in helping
students to be successful in both the Indian world and society at large. This responsibility must be
consciously acted on to enable students to live hopeful and purposeful lives.
It is our goal that American Indians in North Carolina are “ first” in educational gains. The Council
believes strongly that this can be accomplished by the creation of partnerships within our communities
and schools that join forces to ensure that the heritage of Indian children is valued and sustained through
education. The beginning of the new millennium provides an opportunity to bring together what we
know about the education of indigenous people, and to advance those ideas and practices that contribute
to strengthening education opportunities for our American Indian youth.
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Part Two
Pathways to
the 21st Century
Student Achievement Data
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ABCs of Public Education
In 1995, members of the General Assembly looked at public schools in North Carolina and found
that many improvements had taken place, but that change was not fast enough to meet the demands of
the workplace and of higher education. Legislators passed a law that directed the State Board of Education
to “ examine the structure and functions of the state public school system with a view to improving
student performance, to increasing local flexibility and control, and promoting economy and efficiency.”
In response to that mandate, the State Board of Education developed the ABCs of Public Education.
The ABCs is a comprehensive plan to reorganize public schools in North Carolina around three goals
of strong accountability, an emphasis on the basics and high educational standards and on providing
schools and school districts with as much local control over their work as possible. Schools that teach
kindergarten through eighth grade students began participating fully in the program in 1996- 97. High
schools became participants in 1997- 98.
Student Accountability Standards
Student Accountability Standards are the next level of accountability in the ABCs. The ABCs moved
accountability from the district to the school level; the Student Accountability Standards bring a new
level of accountability, or responsibility, to each student and parent.
In 1997, the General Assembly directed the State Board of Education to “ develop a plan to implement
high school exit exams, grade- level student proficiency benchmarks, student proficiency benchmarks for
academic courses required for admission to constituent institutions of the University of North Carolina,
and student proficiency benchmarks for the knowledge and skills necessary to enter the workforce.” The
State Board’s plan includes the grade levels for the benchmarks and standards for student accountability.
The State Board relied heavily on the work of the Committee on Standards and Accountability, a
committee established by the General Assembly, to advise the Board on student performance standards,
and the former Commission on Standards and Accountability. In addition to the work of the State Board,
the Committee and the Department of Public Instruction, teachers, parents, principals, students, education
associations and organizations, business leaders and many others who are concerned about student
performance were involved in the creation of these standards. The State Board voted to approve the
Student Accountability Standards in April, 1999.
The new standards, also called gateways, for promotion in grades 3, 5, and 8 will ensure that students
are working at grade level in reading, writing and mathematics before being promoted to the next grade.
For high school graduation, students will need a passing score on a new exit exam of essential skills.
Students who do not meet the standards will receive timely help as soon as they have difficulty with their
school work— not at the end of the year when time and options are running out.
The New High School Exit Exam
In 1997 the General Assembly directed the State Board of Education to develop a high school exit exam
for all students graduating from high school. Passing the exit exam is another way for graduates to
demonstrate to employers and others that a high school diploma is a meaningful accomplishment. For
the past several years, North Carolina has increased requirements for high school graduation by requiring
Algebra I for all graduates, eliminating the general track and strengthening courses.
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The Gateways
Although North Carolina students today are used to taking end- of- grade and end- of- course tests from the
third grade on up, the high school exam will be different in the quality and tone of questions. As a test
that measures students’ learning throughout their school careers, the exit exam will not be based on the
recall of facts, but on how well students apply and use the information and skills they have been building
during their years in school.
The best way to prepare for the exit exam is to take school work seriously, to read often and to take
challenging courses. Unlike previous tests required for high school graduation, such as the NC
Competency Test, first given in the late 1970s, this exit exam will be rooted firmly in the North Carolina
Standard Course of Study. It is designed to ensure that a student who passes the exam has the essential
knowledge and skills needed to be successful at the next level of education or at work. The exit exam
will measure how well students:
• communicate through reading and writing;
• process and use information from a variety of sources;
• solve problems; and
• use numbers and data.
Gateway 1 – Grade 3
In addition to meeting local promotion requirements, students in grade 3 shall demonstrate proficiency
by having test scores at Level III or above on end- of- grade tests in both reading and mathematics.
Students scoring at Level III or above and meeting all local promotion requirements shall be promoted
to grade 4 unless determined otherwise by the school principal, in consultation with teacher( s).
The effective date is 2001- 02.
Gateway 2 – Grade 5
In addition to meeting local promotion requirements, students in grade 5 shall demonstrate proficiency
by having test scores at Level III or above on end- of- grade tests in both reading and mathematics.
Additionally, the grade 4 writing assessment shall be used as a screen to determine whether students
are making adequate progress in developing writing skills. If a student has not scored at or above
proficiency level 2.5 on the grade 4 writing assessment, the school shall provide intervention and
assistance to develop writing skills. The principal and teacher( s) shall use locally developed and
scored writing samples during grade 5 to determine if students have made adequate progress in order
to be promoted to grade 6.
Students scoring at Level III or above on reading and mathematics, meeting all local promotion
standards, and making adequate progress in writing shall be promoted to grade 6, unless determined
otherwise by the school principal, in consultation with teacher( s).
The effective date is 2000- 01.
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Gateway 3 – Grade 8
In addition to meeting local promotion requirements, students in grade 8 shall demonstrate proficiency
by having test scores at Level III or above on an end- of- grade test in both reading and mathematics.
Additionally, the grade 7 writing assessment shall be used as a screen to determine whether students are
making adequate progress in developing writing skills. If a student has not scored at or above proficiency
level 2.5 on the grade 7 writing assessment, the school shall provide intervention and assistance to
develop writing skills. The principal and teacher( s) shall use locally developed and scored writing
samples during grade 8 to determine if students have made adequate progress to be promoted to grade 9.
Students scoring at Level III or above on reading and mathematics, meeting all local promotion standards,
and making adequate progress in writing shall be promoted to grade 9 unless determined otherwise by
the school principal, in consultation with teacher( s).
The effective date is 2001- 02.
Gateway 4 – High School
Students shall meet the following requirements to receive a North Carolina high school diploma.
1. Existing local and state graduation requirements
2. A passing score on an exit exam of essential skills. Students shall take this exam in the spring of
the students’ 11th grade year
( Effective date: Graduating Class of 2005).
3. A passing score on computer skills test
( Effective date: Graduating Class of 2001).
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2000- 2001 North Carolina Testing Program
The information below enumerates all state tests required under the 2000- 2001 North Carolina
Testing Program. State tests included in the ABCs Accountability Program are noted with an asterisk (*).
North Carolina Alternate Assessment at Grades 3- 8 and Grade 10
The Individuals with Disabilities Education Act ( IDEA) Amendments
of 1997 require all states to develop alternate assessments for
students with disabilities for whom the standard statewide assessment
program is not appropriate. North Carolina has developed an
alternate assessment for students who do not participate in the
administration of statewide tests at grades 3- 8 and grade 10. The
IEP team determines whether the student is to participate in the
( 1) statewide test administrations under standard conditions or with
accommodations or ( 3) the North Carolina Alternate Assessment
Portfolio ( NCAAP).
The eligibility requirements for students with disabilities to partici-pate
in the NCAAP are as follows:
a. The student must have a disability and a current IEP.
b. The student must be in membership at grades 3- 8 or grade 10 in
the student information management system ( e. g., SIMS and
NCWISE).
c. The student must have a serious cognitive deficit.
d. The student’s program of study focuses on functional/ life skills
as extensions of the North Carolina Standard Course of Study.
The purpose of this assessment is to measure student performance
and progress on the goals specified in the Individualized Education
Program ( IEP). The portfolio requires the collection of evidences
reflecting student work throughout the school year. The results of
student performance reflected in the portfolio are placed on a scale
that denotes student progress during the year.
North Carolina Testing Program, Grades 3- 8
The North Carolina Pretest— Grade 3 is a multiple- choice reading
and mathematics test. It is administered to students at the beginning
( within the first three weeks of school) of grade 3. The grade 3
pretest measures the knowledge and skills specified for grade 2 from
the reading and mathematics goals and objectives of the North
Carolina Standard Course of Study. This pretest provides pre- scores
for students at the beginning of grade 3 for the ABCs accountability
program. Grade 3 pre- scores are necessary to provide pre- data for
the growth analysis for students at the end of grade 3.
NC
Alternate
Assessment
Portfolio
( NCAAP)
NC
Pretest—
Grade 3*
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The end- of- grade tests are curriculum- based multiple- choice standard-ized
achievement tests that measure the achievement of curricular
competencies described in the North Carolina Standard Course of
Study. The tests and curricular competencies have a strong emphasis
on the application of knowledge and skills. The curricular competencies
measured by end- of- grade tests are closely aligned with national
curriculum standards.
End- of- grade tests are administered to all eligible students in grades
3- 8 within the final three weeks of school. ( continued)
NC End- of- Grade Tests— Reading Comprehension. These tests
assess reading by having students read authentic passages and then
answer questions directly related to the passages. Knowledge of
vocabulary is assessed indirectly through application and under-standing
of terms within the context of passages and questions.
Passages selected for the reading tests are chosen to reflect reading
for various purposes: literary experience, gaining information, and
performing a task.
NC End- of- Grade Tests— Mathematics. These tests assess students'
achievement in the four strands of the mathematics curriculum: ( 1)
Number Sense, Numeration, and Numerical Operations; ( 2) Spatial
Sense, Measurement, and Geometry; ( 3) Patterns, Relationships, and
Functions; and ( 4) Statistics, Probability, and Discrete Mathematics.
The tests contain two parts: calculator inactive and calculator active.
Students may use a ruler ( grades 3- 8) and a protractor ( grades 5- 8
only) during both parts of the test. Students may use a calculator
during the calculator active part of the test only ( grades 3- 8).
The North Carolina Writing Assessment measures written expression
( composing) skills, such as main idea, supportive details, organization,
coherence, and the application of grammatical conventions. Students
in grade 4 write a narrative essay that may be personal or imaginative.
Students in grade 7 write an expository ( clarification or point- of-view)
essay. This assessment, which consists of one writing prompt
at each grade, is administered statewide on one test date designated
by the NCDPI.
The North Carolina Open- Ended Assessment broadly measures
curricular goals and commonly requires integration of knowledge
and skills from more than one curricular goal or objective. Students
must generate responses by writing out their thoughts. Students are
required to analyze, explain, apply, interpret, and evaluate information
in response to tasks set forth by the assessment items. Responses are
scored using a rubric scale that varies depending upon the complexity
of the task. This assessment consists of 12 items that are thematically
linked ( six reading and six mathematics) at each grade level and is
administered statewide on one NCDPI- established date.
NC
End- of- Grade
Tests*
( Grades 3- 8)
NC
Writing Assessment*
( Grades 4
and 7)
NC Open- Ended
Assessment
( Grades 4
and 8)
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The North Carolina Tests of Computer Skills assess the K- 8
component of the computer skills curriculum. The assessment
consists of a multiple- choice test and a performance test. The tests
are administered initially to all students at grade 8. The testing dates
are locally established within the NCDPI- designated testing window.
Each student not meeting the standard has additional opportunities
to retake the test( s) throughout their high school career ( a maximum
of one test administration date in the fall, one in the spring, and one
in the summer). Seniors who have not met the proficiency standard
have an additional opportunity to take the test( s) during the last
month prior to graduation.
Computer Proficiency Requirements. Students who entered the
eighth grade during or after the 1996- 97 school year ( class of 2001)
must demonstrate computer skills proficiency as a requirement for
graduation. The revised standard for students who entered the eighth
grade from 1996- 1997 through 1999- 2000 ( effective July 1, 1997) is
a multiple- choice scale score of at least 47 and a performance scale
score of at least 49.
For students who begin grade 8 in the school year 2000- 2001 and
beyond, the standard- setting process is underway after an analysis
of the data from the equating study conducted in fall 2000.
Students tested during grade 8 who do not meet the proficiency
standard are to be retested during subsequent years on the test( s)
( i. e., performance and/ or multiple- choice) that they did not pass.
According to State Board of Education policy, some students with
disabilities may demonstrate computer skills proficiency through the
use of the computer skills portfolio accommodation if documented
in the students’ IEP.
The North Carolina Norm- Referenced Testing Program, which was
authorized by the North Carolina General Assembly and the State
Board of Education, permits the comparison of academic achievement
of a representative sample of North Carolina fifth- and eighth- graders
with that of other fifth- and eighth- graders across the nation in the
subject areas of reading, mathematics, and language. In 1992, the
State Board of Education adopted the Iowa Tests of Basic Skill,
Form K Survey Battery ( ITBS) as the most appropriate nationally-normed
test series for use in this testing program. The ITBS is
administered annually to a representative sample of North Carolina’s
fifth- and eighth- graders during the last two weeks of April. The
results from the current form of the ITBS provide information on the
educational status of students in North Carolina relative to 1995
national norms.
NC Tests of Computer
Skills*
NC
Norm- Referenced
Testing
Program
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North Carolina Testing Program, Grades 9- 12
The North Carolina Competency Tests are multiple- choice tests that
all students must pass in order to receive a North Carolina high
school diploma ( unless a student with a disability is following the
Occupational Course of Study).
Competency Requirements. Students who entered the ninth grade
during or after the 1994- 95 school year must meet a more rigorous
competency standard ( North Carolina Competency Tests of Reading
and Mathematics). The standard is equivalent to Level III on the
eighth- grade reading and mathematics end- of- grade tests ( i. e., 156
scale score or above for reading; 165 scale score or above for math-ematics).
Students who do not demonstrate performance at Level III
or above on the end- of- grade tests at the end of grade 8 must pass
the competency tests in order to meet the graduation requirement.
These competency tests are equivalent forms of the end- of- grade
tests at grade 8. Information regarding the content of the reading test
is located in the end- of- grade tests section of this publication.
The competency mathematics test must measure the North Carolina
Standard Course of Study goals and objectives presented to students
during eighth- grade instruction. As a result, the 2000- 2001 competency
mathematics test continues to measure the goals and objectives in
use prior to the revised 1998 mathematics curriculum. The test
measures the following seven strands: ( 1) numeration, ( 2) geometry,
( 3) patterns and pre- algebra, ( 4) measurement, ( 5) problem solving,
( 6) data analysis and statistics, and ( 7) computation. The competency
mathematics test contains two parts, a computation section and an
applications section. Students may use a ruler, protractor, and
calculator for the applications section only.
Students who entered the ninth grade prior to the 1994- 95 school
year must pass the North Carolina Minimum Competency Tests in
reading, mathematics, and writing objective to meet the competency
graduation requirement.
The North Carolina High School Comprehensive Test is a multiple-choice
test designed to assess the English Language Arts and
Mathematics competencies the typical student should master by the
end of grade 10. The test is used to measure student growth in
achievement in reading and mathematics since completing grade 8.
The test was administered initially in 1997- 98 to all students in
grade 10 within the last three weeks of April.
NC
Competency Tests*
25
NC High School Comprehensive
Test*
27
NC High School Comprehensive Test— Reading. The reading part of
the test assesses a student’s ability to read, understand, and critically
analyze printed material. The test measures the reading competencies
of the English Language Arts curriculum that students should have
mastered by the end of grade 10. Reading is assessed in the same
manner as the end- of- grade test of reading comprehension and is
similar to the Textual Analysis part of the English I end- of- course
test. The curriculum specifications were officially adopted by the
State Board of Education and are included in the Teacher Handbook.
( continued)
NC High School Comprehensive Test— Mathematics. The mathemat-ics
part of the test assesses a student’s ability to apply mathematical
knowledge to solve real- world problems. The curriculum specifica-tions,
presented to the State Board of Education as part of the North
Carolina Mathematics Framework ( K- 12), form the basis of the test.
The framework consists of three competencies—( 1) problem- solving,
( 2) reasoning, and ( 3) communication— and four content strands—
( 1) number sense, numeration, and numerical operations; ( 2) spatial
sense, measurement, and geometry; ( 3) patterns, relationships, and
functions; and ( 4) statistics, probability, and discrete mathematics.
Students are allowed to use rulers, protractors, and calculators. The
minimum requirement for calculator use is the graphing calculator.
The North Carolina End- of- Course Tests are designed to assess the
competencies defined by the North Carolina Standard Course of
Study for each course. All end- of- course tests are curriculum- based
multiple- choice standardized achievement tests with the exception
of the English II writing test. The end- of- course tests, with the
exception of English II, are administered within the final ten days
( or the equivalent for alternative schedules) of the school term when
and where the courses are taught. The English II test, also curriculum-based,
consists of one writing prompt and is administered statewide
on one NCDPI- established date after approximately two- thirds of
the instructional time has been provided. State Board of Education
policy states that beginning with the 2000- 2001 school year the
end- of- course test results must count 25 percent of a student's final
course grade for the following courses: Algebra I; Biology;
Economic, Legal, and Political Systems; English I; and US History.
NC Test of Algebra I. This test ( revised effective with the 2000- 2001
school year) assesses the study of algebraic concepts including ( 1)
operations with real numbers and polynomials, ( 2) relations and
functions, ( 3) creation and application of linear functions and relations,
and ( 4) introduction to nonlinear functions. The minimum
requirement for calculator use is a graphing calculator. Beginning
with the 2000- 2001 school year, the entire Algebra I test will be
calculator- active.
NC
End- of- Course
Tests*
26
28
NC Test of Algebra II. This test ( revised effective with the 2000-
2001 school year) assesses advanced algebraic concepts including
functions, polynomials, rational expressions, complex numbers,
systems of equations and inequalities, and matrices. The minimum
requirement for calculator use is the graphing calculator.
NC Test of Biology. This test assesses the eight goals of the biology
curriculum ( except Goal 4: Attitudes Towards Science). Students are
expected to have knowledge of important principles and concepts,
understand and interpret laboratory activities, and relate scientific
information to everyday situations.
NC Test of Chemistry. This test assesses the chemistry curriculum
( except Goal 4: Attitudes Towards Science). Students are expected to
have knowledge of important principles and concepts, understand
and interpret laboratory activities, and relate scientific information to
everyday situations. The expectation is that students will have access
to at least a scientific calculator during the test administration.
NC Test of Economic, Legal, and Political Systems ( ELPS). This test
assesses the economic, legal, and political systems curriculum.
Goals include understanding the function and importance of the
North Carolina and United States Constitution; knowing the features
of the economic system of the United States and factors that influence
the economy; and understanding why laws are needed and how they
are enacted, implemented, and enforced.
NC Test of English I. This test assesses three strands of the English
language arts curriculum ( reading, viewing and writing). Tasks
include editing/ revising for conventions and textual analysis. Editing
and revising are presented as peer editing of short student essays.
Students are required to edit for sentence formation, usage, mechanics,
and spelling. For textual analysis, students read several passages
from various genres, including literary, informational, and practical
texts. Based on the reading passages, students answer questions
which focus on the application of literary terms and techniques.
NC Test of English II. This test assesses the students’ mastery of the
writing strands as well as the textual analysis strand of the English
language arts curriculum. Students produce an essay that is scored
for composing skills ( main idea, supporting details, organization,
and coherence) as applied to a literary analysis of a literary work of
world literature other than United States or Britain. The assessment
also measures the students’ skills in sentence formation, usage,
grammar, and spelling.
27
29
NC Test of Geometry. This test ( revised effective with the 2000- 2001
school year) assesses geometric concepts building upon middle
school topics. Students move from an inductive approach to deductive
methods of proof in the study of geometric figures. The minimum
requirement for calculator use is the scientific calculator.
NC Test of U. S. History. This test assesses the U. S. History curricu-lum.
Students are expected to have knowledge of important ideas
and concepts, understand and interpret events in history, and connect
historical people and events across time. Many items ask the students
to analyze primary and secondary source documents.
NC Test of Physical Science. This test assesses the entire physical
science curriculum ( except Goal 4: Attitudes Towards Science).
Students are expected to have knowledge of important principles
and concepts, understand and interpret laboratory activities, and
relate scientific information to everyday situations. Students are
expected to have access to at least a scientific calculator during the
test administration.
NC Test of Physics. This test assesses the physics curriculum ( except
Goal 4: Attitudes Towards Science). Students are expected to have
knowledge of important principles and concepts, understand and
interpret laboratory activities, and relate scientific information to
everyday situations. Students are expected to have access to at least
a scientific calculator during the test administration.
28
29
An Analysis of Achievement:
American Indian Students in North Carolina
A primary purpose of this report is to provide state and system- level results for the end- of- grade ( EOG)
and end- of- course ( EOC) tests administered to American Indian students during the years 1998, 1999,
and 2000. Each year EOG and EOC test are administered to more than one million students in grades 3
through 12 in North Carolina. It should be noted that data reflects the seventeen local school districts
that receive Title IX federal funding. An (*) asterisk appears when the number of American Indian
students tested are statistically insignificant.
The numbers and percentages of students scoring as proficient in the following tables are based on the
numbers and percentages of American Indian students scoring at or above Achievement Level III on the
EOG and EOC tests as compared to all students in the state. The EOC tests for Algebra II, Physics,
Chemistry, Geometry and Physical Science were included in the state accountability model effective the
1998- 99 school year; therefore, tables also reflect the numbers and percentages of American Indian
students scoring proficient in 1999 and 2000. The following observations are relative to statewide results:
• The performance of American Indian students in North Carolina as measured by the end- of- grade
tests in reading and mathematics continues to improve slightly in grades 3- 8 with 56.3 percent of
American Indian students scoring at or above Level III in 2000.
• For each cohort of students, beginning in 1998 and moving through 2000, there are increases in the
percentage points demonstrated by the students on the EOG tests in the areas of reading and math-ematics.
Despite some decreases in performance in mathematics from 1999, the cohorts of students
in 2000 continue to demonstrate performance gains when compared to their performance in 1998.
• While it is accurate to report that the performance of American Indian students in grades 3 through 8
is consistently improving in the areas of reading and mathematics, it is also accurate to report these
students continue to perform considerably lower than the aggregate of comparable students in North
Carolina for the year 2000. The range of differences in scores is from a low of 3.9% in 4th grade
mathematics EOG to a high of 16.5% in 6th grade reading EOG. The achievement gap continues to
exist.
• Gains among American Indian students were demonstrated on the English I EOC test only. Improve-ments
were not as significant as the gains shown in the EOG tests for grades 3 through 8.
• For advanced high school courses, ( i. e., Algebra II, Chemistry, Geometry, Physics) American Indians
made significant gains on all examinations.
• While the performance of American Indian students has shown improvement on the EOC tests,
the percent of American Indian students demonstrating proficiency on the ten high school EOC
examinations continues to lag behind comparable students in the state in all areas. The results of
American Indian students on the Algebra I EOC examination is closest to the performance of
comparable students with 16.8 percentage points difference. The difference in the EOC results for
American Indian students as compared to other high school students is greatest in the area of ELP,
25.4 percentage points. The range of difference in EOC results for American Indian students as
compared to other high school students enrolled in advanced high school courses is from a low of
22.2 % in Chemistry to a high of 27% in Physics. Once again, the achievement gap is present.
30
STATE ( ALL STUDENTS) SUMMARY DATA
EOG/ EOC Tests
Reading at or above Grade Level
1998 1999 2000
Grade AI State AI State AI State
3 57.6 71.6 64.3 73.6 62.6 74.4
4 52.8 70.9 60.0 71.4 61.2 72.1
5 66.1 75.2 59.3 75.8 65.1 79.1
6 55.9 70.0 58.8 72.3 53.0 69.5
7 55.4 71.1 61.9 76.6 61.5 76.4
8 64.5 79.5 66.6 79.9 73.8 82.5
EOG Tests
Mathematics at or Above Grade Level
1998 1999 2000
Grade AI State AI State AI State
3 57.0 68.2 63.5 70.0 63.3 71.8
4 67.4 79.3 76.6 82.7 80.5 84.4
5 66.5 78.1 70.5 82.4 71.9 82.9
6 72.1 78.3 74.2 81.1 70.2 81.0
7 68.5 76.9 76.1 82.4 72.7 80.7
8 65.9 76.4 68.7 77.6 74.7 80.6
EOC Tests
At or Above Achievement Level III
1998 1999 2000
Subject AI State AI State AI State
Alg. 1 49.9 61.6 54.4 65.4 52.1 68.9
Bio. 42.4 59.0 44.2 57.7 36.6 57.6
ELP 48.9 66.9 46.8 67.4 41.9 67.3
Eng. 1 33.3 58.5 46.4 64.6 48.3 68.4
US His. 27.9 49.6 29.5 51.0 27.4 46.9
Algebra II 34.2 59.0 37.3 62.7
Chemistry 37.5 60.4 39.8 62.0
Geometry 30.9 58.3 37.6 60.0
Physics 36.1 72.1 45.9 72.9
Phy. Science 34.2 55.6 32.4 57.1
32
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG COLUMBUS COUNTY Math
American Indian System ( All students) State ( All students)
EOG COLUMBUS COUNTY Reading
American Indian System ( All students) State ( All students)
EOC COLUMBUS COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 54.8 43.0 41.4 61.8 58.0 64.5 71.6 73.6 74.4
N Tested 31 32 29 539 565 538 98304 100415 101064
4 % Grade Level 50.0 62.0 54.5 63.1 63.0 59.3 70.9 71.4 72.1
N Tested 28 32 33 526 503 535 93947 97914 99451
5 % Grade Level 65.5 60.0 75.8 70.7 67.0 74.9 75.2 75.8 79.1
N Tested 29 30 33 523 521 491 91412 94807 98099
6 % Grade Level 53.1 54.0 51.9 57.2 63.0 62.6 70.0 72.3 69.5
N Tested 32 31 27 563 541 546 91369 93607 96489
7 % Grade Level 52.9 61.0 60.0 59.3 68.0 71.6 71.1 76.6 76.4
N Tested 34 31 35 580 554 545 91154 91872 94031
8 % Grade Level 67.9 54.0 67.7 73.6 71.0 77.4 79.5 79.9 82.5
N Tested 28 33 31 588 553 539 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 62.5 56.0 62.1 61.5 61.0 68.8 68.2 70.0 71.8
N Tested 31 32 29 539 567 539 98759 100911 101572
4 % Grade Level 64.2 75.0 78.8 76.7 80.0 80.2 79.3 82.7 84.4
N Tested 28 32 33 526 505 540 94339 98393 99990
5 % Grade Level 65.5 66.0 66.7 74.6 80.0 79.1 78.1 82.4 82.9
N Tested 29 30 33 523 525 492 91775 95258 98558
6 % Grade Level 68.8 67.0 55.6 70.5 75.0 76.1 78.3 81.1 81.0
N Tested 32 31 27 563 543 547 91501 93841 96708
7 % Grade Level 47.1 68.0 80.0 68.8 75.0 80.4 76.9 82.4 80.7
N Tested 34 32 35 580 555 546 91255 92000 94124
8 % Grade Level 71.4 66.0 87.1 72.8 73.0 77.3 76.4 77.6 80.6
N Tested 28 33 31 588 553 538 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 48.9 56.7 45.5 46.6 54.1 63.9 61.6 65.4 68.9
N Tested 45 30 11 686 754 510 82881 87449 90109
Biology % Grade Level 44.4 36.4 66.7 33.6 46.1 42.5 59.0 57.7 57.6
N Tested 27 11 21 131 401 492 78497 76950 80549
ELP % Grade Level 68.4 61.3 65.0 64.1 62.8 63.2 66.9 67.4 67.3
N Tested 19 31 20 498 521 497 77225 77740 78992
English I % Grade Level 47.2 51.9 41.7 56.3 56.1 58.5 60.7 64.6 68.4
N Tested 36 27 36 535 533 586 88025 89775 93434
US History % Grade Level 52.0 33.3 48.3 40.0 37.2 43.5 49.6 51.0 46.9
N Tested 25 18 29 422 441 469 68004 69701 70930
Algebra II % Grade Level 35.3 42.1 50.4 39.5 59.0 62.7
N Tested 17 19 256 299 48957 52451
Physics % Grade Level 66.7 100.0 79.4 58.1 72.1 72.9
N Tested 3 1 34 31 11223 11429
Chemistry % Grade Level 20.0 22.2 36.4 47.7 60.4 62.0
N Tested 5 9 165 216 41262 42605
Geometry % Grade Level 33.3 26.1 34.9 39.6 58.3 60.0
N Tested 27 23 312 407 60413 64572
Phys. Science % Grade Level 66.7 0 45.5 53.4 55.6 57.1
N Tested 21 1 209 73 66838 67066
33
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Columbus County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Columbus County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
240
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
240
34
EOG CUMBERLAND COUNTY Reading
American Indian System ( All students) State ( All students)
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG CUMBERLAND COUNTY Math
American Indian System ( All students) State ( All students)
EOC CUMBERLAND COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 53.4 66.0 59.4 70.2 74.0 71.1 71.6 73.6 74.4
N Tested 73 60 69 4202 4219 4022 98304 100415 101064
4 % Grade Level 51.6 61.0 61.4 72.6 70.0 70.1 70.9 71.4 72.1
N Tested 62 68 57 3988 4013 4037 93947 97914 99451
5 % Grade Level 63.8 54.0 64.5 94.8 78.0 78.6 75.2 75.8 79.1
N Tested 58 64 76 3910 3882 3885 91412 94807 98099
6 % Grade Level 58.1 69.0 47.1 70.6 73.0 71.0 70.0 72.3 69.5
N Tested 74 65 68 3986 3822 3884 91369 93607 96489
7 % Grade Level 59.7 63.0 64.1 73.1 76.0 73.8 71.1 76.6 76.4
N Tested 72 82 64 3816 3915 3861 91154 91872 94031
8 % Grade Level 80.0 66.0 71.4 80.2 77.0 81.4 79.5 79.9 82.5
N Tested 75 63 77 3638 3707 3885 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 56.1 65.0 63.8 68.1 69.0 67.3 68.2 70.0 71.8
N Tested 73 60 69 4202 4222 4022 98759 100911 101572
4 % Grade Level 71.0 79.0 82.5 80.1 82.0 82.1 79.3 82.7 84.4
N Tested 62 68 57 3988 4019 4042 94339 98393 99990
5 % Grade Level 69.0 68.0 77.6 77.2 83.0 83.0 78.1 82.4 82.9
N Tested 58 64 76 3910 3891 3893 91775 95258 98558
6 % Grade Level 73.0 71.0 61.8 76.8 78.0 78.4 78.3 81.1 81.0
N Tested 74 64 68 3986 3827 3883 91501 93841 96708
7 % Grade Level 65.3 72.0 67.2 73.0 80.0 75.6 76.9 82.4 80.7
N Tested 72 83 64 3816 3916 3863 91255 92000 94124
8 % Grade Level 53.3 58.0 71.4 71.5 68.0 75.0 76.4 77.6 80.6
N Tested 75 63 77 3638 3716 3888 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 50.0 44.4 60.6 49.7 52.9 54.9 61.6 65.4 68.9
N Tested 46 63 66 3194 3437 3651 82881 87449 90109
Biology % Grade Level 45.7 41.2 36.1 54.5 48.5 50.2 59.0 57.7 57.6
N Tested 46 68 61 3073 3227 3352 78497 76950 80549
ELP % Grade Level 58.0 48.1 59.2 66.4 64.4 64.7 66.9 67.4 67.3
N Tested 81 77 76 4061 3872 3943 77225 77740 78992
English I % Grade Level 48.7 47.6 50.7 61.3 64.1 66.4 60.7 64.6 68.4
N Tested 78 82 73 3744 3807 3978 88025 89775 93434
US History % Grade Level 51.3 50.0 34.5 49.9 49.2 41.2 49.6 51.0 46.9
N Tested 39 46 55 2693 2859 3080 68004 69701 70930
Algebra II % Grade Level 66.7 34.3 38.0 42.7 59.0 62.7
N Tested 24 35 2220 2262 48957 52451
Physics % Grade Level 100.0 100.0 59.2 60.2 72.1 72.9
N Tested 1 1 304 420 11223 11429
Chemistry % Grade Level 50.0 52.9 54.3 51.9 60.4 62.0
N Tested 20 17 1518 1593 41262 42605
Geometry % Grade Level 41.9 36.5 43.8 39.0 58.3 60.0
N Tested 43 52 2679 2948 60413 64572
Phys. Science % Grade Level 38.9 49.2 45.2 44.1 55.6 57.1
N Tested 54 63 3103 3136 66838 67066
35
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Cumberland County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Cumberland County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
260
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
260
36
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG GRAHAM COUNTY Reading
American Indian System ( All students) State ( All students)
EOG GRAHAM COUNTY Math
American Indian System ( All students) State ( All students)
EOC GRAHAM COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 88.2 66.0 75.0 75.8 71.0 76.1 71.6 73.6 74.4
N Tested 17 9 12 116 87 88 98304 100415 101064
4 % Grade Level 85.7 77.0 60.0 76.1 74.0 67.0 70.9 71.4 72.1
N Tested 14 18 10 88 112 94 93947 97914 99451
5 % Grade Level 88.9 60.0 72.2 77.3 70.0 76.1 75.2 75.8 79.1
N Tested 18 15 18 97 86 113 91412 94807 98099
6 % Grade Level 61.5 81.0 30.8 75.0 81.0 71.6 70.0 72.3 69.5
N Tested 13 16 13 88 96 88 91369 93607 96489
7 % Grade Level 60.0 60.0 88.2 75.9 86.0 79.6 71.1 76.6 76.4
N Tested 5 10 17 87 84 103 91154 91872 94031
8 % Grade Level 90.9 100.0 90.9 89.9 92.0 94.3 79.5 79.9 82.5
N Tested 11 3 11 89 84 87 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 76.5 77.0 58.3 75.0 74.0 71.6 68.2 70.0 71.8
N Tested 17 9 12 116 86 88 98759 100911 101572
4 % Grade Level 50.0 88.0 90.0 65.9 88.0 86.2 79.3 82.7 84.4
N Tested 14 18 10 88 112 94 94339 98393 99990
5 % Grade Level 94.4 73.0 94.4 87.6 87.0 90.3 78.1 82.4 82.9
N Tested 18 15 18 97 86 113 91775 95258 98558
6 % Grade Level 92.3 93.0 69.2 95.0 97.0 90.9 78.3 81.1 81.0
N Tested 13 16 13 5 96 88 91501 93841 96708
7 % Grade Level 60.0 90.0 100.0 88.5 94.0 95.1 76.9 82.4 80.7
N Tested 5 10 17 87 84 103 91255 92000 94124
8 % Grade Level 100.0 100.0 90.9 91.0 92.0 94.3 76.4 77.6 80.6
N Tested 11 3 11 89 84 87 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 100.0 80.0 100.0 89.7 85.4 84.6 61.6 65.4 68.9
N Tested 10 10 2 78 82 78 82881 87449 90109
Biology % Grade Level 77.8 87.5 37.5 73.7 78.3 63.9 59.0 57.7 57.6
N Tested 9 8 8 99 83 61 78497 76950 80549
ELP % Grade Level 100.0 87.5 70.0 94.3 83.3 73.5 66.9 67.4 67.3
N Tested 5 8 10 35 72 68 77225 77740 78992
English I % Grade Level 85.7 75.0 50.0 90.0 76.1 86.7 60.7 64.6 68.4
N Tested 7 12 4 60 92 90 88025 89775 93434
US History % Grade Level * 50.0 55.6 63.2 57.0 66.2 49.6 51.0 46.9
N Tested 3 8 9 68 86 71 68004 69701 70930
Algebra II % Grade Level 75.0 100.0 58.3 84.9 59.0 62.7
N Tested 4 5 24 53 48957 52451
Physics % Grade Level 100.0 100.0 62.5 72.1 72.9
N Tested 1 3 8 11223 11429
Chemistry % Grade Level 25.0 40.0 8.6 54.5 60.4 62.0
N Tested 4 5 58 33 41262 42605
Geometry % Grade Level 40.0 50.0 68.4 76.3 58.3 60.0
N Tested 5 4 57 38 60413 64572
Phys. Science % Grade Level 20.0 100.0 45.7 76.7 55.6 57.1
N Tested 5 5 46 43 66838 67066
37
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Graham County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Graham County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
380
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
380
38
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOC GUILFORD COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
EOG GUILFORD COUNTY Reading
American Indian System ( All students) State ( All students)
EOG GUILFORD COUNTY Math
American Indian System ( All students) State ( All students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 64.3 64.0 60.6 59.6 70.0 71.8 71.6 73.6 74.4
N Tested 42 25 33 5034 4991 5106 98304 100415 101064
4 % Grade Level 85.7 64.0 64.3 71.1 68.0 70.4 70.9 71.4 72.1
N Tested 21 42 28 4654 4950 5021 93947 97914 99451
5 % Grade Level 60.0 77.0 73.2 75.1 75.0 77.5 75.2 75.8 79.1
N Tested 25 27 41 4522 4672 4928 91412 94807 98099
6 % Grade Level 70.4 60.0 69.6 72.3 72.0 70.0 70.0 72.3 69.5
N Tested 27 30 23 4503 4559 4780 91369 93607 96489
7 % Grade Level 61.3 71.0 53.1 73.7 77.0 74.7 71.1 76.6 76.4
N Tested 31 28 32 4450 4556 4656 91154 91872 94031
8 % Grade Level 52.2 66.0 87.1 80.4 80.0 83.3 79.5 79.9 82.5
N Tested 232 42 31 4147 4428 4546 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 61.9 56.0 54.5 66.0 66.0 68.2 68.2 70.0 71.8
N Tested 42 25 33 5034 5007 5114 98759 100911 101572
4 % Grade Level 100.0 81.0 79.3 78.3 78.0 82.8 79.3 82.7 84.4
N Tested 21 42 29 4654 4961 5036 94339 98393 99990
5 % Grade Level 44.0 85.0 80.5 76.5 80.0 79.9 78.1 82.4 82.9
N Tested 25 27 41 4522 4693 4941 91775 95258 98558
6 % Grade Level 75.0 66.0 78.3 76.6 77.0 79.9 78.3 81.1 81.0
N Tested 27 30 23 4503 4558 4789 91501 93841 96708
7 % Grade Level 70.0 78.0 65.6 74.6 80.0 75.9 76.9 82.4 80.7
N Tested 31 28 32 4450 4565 4662 91255 92000 94124
8 % Grade Level 40.9 59.0 70.0 73.0 74.0 77.6 76.4 77.6 80.6
N Tested 23 39 30 4147 4430 4540 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 53.8 42.1 48.5 56.9 56.5 64.3 61.6 65.4 68.9
N Tested 13 19 33 3953 4573 4877 82881 87449 90109
Biology % Grade Level 41.7 57.1 58.8 62.4 58.1 65.2 59.0 57.7 57.6
N Tested 12 14 17 3518 3659 3864 78497 76950 80549
ELP % Grade Level 50.0 45.0 73.7 73.0 73.3 72.8 66.9 67.4 67.3
N Tested 10 20 19 3345 3519 3922 77225 77740 78992
English I % Grade Level 55.6 41.2 57.6 63.4 65.7 69.4 60.7 64.6 68.4
N Tested 9 17 33 3961 4232 4559 88025 89775 93434
US History % Grade Level 35.7 23.5 23.1 59.9 57.9 50.3 49.6 51.0 46.9
N Tested 14 17 13 3068 3387 3366 68004 69701 70930
Algebra II % Grade Level 40.0 62.5 60.1 63.7 59.0 62.7
N Tested 5 8 2696 2774 48957 52451
Physics % Grade Level 50.0 100.0 71.8 75.7 72.1 72.9
N Tested 4 2 653 638 11223 11429
Chemistry % Grade Level 40.0 66.7 60.0 63.5 60.4 62.0
N Tested 5 3 2200 2195 41262 42605
Geometry % Grade Level 55.6 70.0 59.7 61.4 58.3 60.0
N Tested 9 10 3059 3488 60413 64572
Phys. Science % Grade Level 50.0 53.1 56.9 55.1 55.6 57.1
N Tested 12 32 3706 3933 66838 67066
39
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Guilford County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Guilford County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
410
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
410
40
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOC HALIFAX COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
EOG HALIFAX COUNTY Reading
American Indian System ( All Students) State ( All Students)
EOG HALIFAX COUNTY Math
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 68.3 95.0 77.8 66.0 75.0 67.6 71.6 73.6 74.4
N Tested 41 24 36 500 451 490 98304 100415 101064
4 % Grade Level 76.9 69.0 79.2 66.5 68.0 68.8 70.9 71.4 72.1
N Tested 26 36 24 475 465 446 93947 97914 99451
5 % Grade Level 73.5 72.0 77.4 70.2 79.0 75.5 75.2 75.8 79.1
N Tested 34 25 31 420 458 436 91412 94807 98099
6 % Grade Level 63.0 71.0 81.0 53.1 69.0 58.7 70.0 72.3 69.5
N Tested 27 31 21 401 404 453 91369 93607 96489
7 % Grade Level 63.0 67.0 66.7 46.6 59.0 61.2 71.1 76.6 76.4
N Tested 27 28 30 476 399 410 91154 91872 94031
8 % Grade Level 40.0 68.0 83.3 54.2 55.0 61.4 79.5 79.9 82.5
N Tested 25 25 24 459 454 404 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 61.0 70.0 83.3 59.5 70.0 61.8 68.2 70.0 71.8
N Tested 41 24 36 500 459 497 98759 100911 101572
4 % Grade Level 92.6 91.0 100.0 85.6 86.0 83.0 79.3 82.7 84.4
N Tested 26 36 24 475 479 459 94339 98393 99990
5 % Grade Level 82.4 80.0 74.2 78.4 88.0 81.5 78.1 82.4 82.9
N Tested 34 26 31 410 467 453 91775 95258 98558
6 % Grade Level 81.5 80.0 90.9 75.4 79.0 76.4 78.3 81.1 81.0
N Tested 27 31 22 401 412 461 91501 93841 96708
7 % Grade Level 77.8 82.0 73.3 70.6 77.0 72.9 76.9 82.4 80.7
N Tested 27 28 30 476 404 410 91255 92000 94124
8 % Grade Level 52.0 76.0 87.5 64.4 66.0 72.7 76.4 77.6 80.6
N Tested 25 25 24 459 455 406 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 52.6 58.6 54.1 32.3 43.4 32.1 61.6 65.4 68.9
N Tested 19 29 37 458 484 521 82881 87449 90109
Biology % Grade Level 57.9 56.5 43.8 28.4 32.5 23.9 59.0 57.7 57.6
N Tested 19 23 16 348 418 380 78497 76950 80549
ELP % Grade Level 60.0 90.9 52.6 26.9 48.9 44.7 66.9 67.4 67.3
N Tested 5 22 19 201 468 349 77225 77740 78992
English I % Grade Level 27.0 29.6 54.2 28.3 28.9 33.5 60.7 64.6 68.4
N Tested 37 27 24 481 492 526 88025 89775 93434
US History % Grade Level 5.6 9.5 12.5 15.5 15.7 6.4 49.6 51.0 46.9
N Tested 18 21 24 354 343 357 68004 69701 70930
Algebra II % Grade Level 15.4 16.7 8.2 19.1 59.0 62.7
N Tested 13 12 231 230 48957 52451
Physics % Grade Level 0 0 8.6 33.3 72.1 72.9
N Tested 2 3 35 27 11223 11429
Chemistry % Grade Level 10.0 7.1 8.3 12.0 60.4 62.0
N Tested 10 14 206 175 41262 42605
Geometry % Grade Level 7.1 14.3 5.8 7.6 58.3 60.0
N Tested 14 21 293 380 60413 64572
Phys. Science % Grade Level 19.0 26.7 13.1 15.7 55.6 57.1
N Tested 21 30 381 491 66838 67066
41
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
420
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Halifax County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Halifax County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
420
42
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG HERTFORD COUNTY Reading
American Indian System ( All Students) State ( All Students)
EOG HERTFORD COUNTY Math
American Indian System ( All Students) State ( All Students)
EOC HERTFORD COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 100.0 100.0 62.5 53.8 53.0 58.6 71.6 73.6 74.4
N Tested 2 2 8 301 307 331 98304 100415 101064
4 % Grade Level 50.0 100.0 0 50.8 51.0 53.0 70.9 71.4 72.1
N Tested 2 2 1 303 285 300 93947 97914 99451
5 % Grade Level 75.0 0 100.0 52.7 55.0 61.9 75.2 75.8 79.1
N Tested 4 1 1 294 288 291 91412 94807 98099
6 % Grade Level 25.0 25.0 33.3 45.4 45.0 49.0 70.0 72.3 69.5
N Tested 4 4 3 313 290 298 91369 93607 96489
7 % Grade Level 100.0 50.0 50.0 46.6 55.0 54.3 71.1 76.6 76.4
N Tested 1 4 6 343 313 282 91154 91872 94031
8 % Grade Level 0 100.0 83.3 63.5 66.0 68.7 79.5 79.9 82.5
N Tested 1 1 6 307 333 313 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 50.0 100.0 62.5 46.8 48.0 55.8 68.2 70.0 71.8
N Tested 2 2 8 301 307 335 98759 100911 101572
4 % Grade Level 66.7 50.0 100.0 63.8 64.0 73.5 79.3 82.7 84.4
N Tested 2 2 1 303 285 302 94339 98393 99990
5 % Grade Level 75.0 50.0 100.0 56.4 63.0 65.1 78.1 82.4 82.9
N Tested 4 2 1 294 291 292 91775 95258 98558
6 % Grade Level 50.0 75.0 66.7 41.7 64.0 69.8 78.3 81.1 81.0
N Tested 4 4 3 313 291 298 91501 93841 96708
7 % Grade Level 0 50.0 66.7 50.3 63.0 65.4 76.9 82.4 80.7
N Tested 1 4 6 343 313 283 91255 92000 94124
8 % Grade Level 100.0 100.0 66.7 46.6 61.0 62.5 76.4 77.6 80.6
N Tested 1 1 6 307 335 312 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level * 100.0 100.0 22.7 22.1 39.2 61.6 65.4 68.9
N Tested 2 1 3 309 321 347 82881 87449 90109
Biology % Grade Level 33.3 na 0 15.9 31.3 26.6 59.0 57.7 57.6
N Tested 6 na 1 523 262 222 78497 76950 80549
ELP % Grade Level * 100.0 33.3 65.4 58.6 59.4 66.9 67.4 67.3
N Tested 3 3 3 243 220 234 77225 77740 78992
English I % Grade Level * 0 100.0 44.8 37.1 38.5 60.7 64.6 68.4
N Tested 0 1 1 279 369 379 88025 89775 93434
US History % Grade Level * 33.3 na 14.4 18.3 21.9 49.6 51.0 46.9
N Tested 2 3 na 250 290 260 68004 69701 70930
Algebra II % Grade Level 0 na 8.4 41.1 59.0 62.7
N Tested 4 na 226 192 48957 52451
Physics % Grade Level na na 37.5 16.7 72.1 72.9
N Tested na na 8 6 11223 11429
Chemistry % Grade Level 0 na 22.1 31.4 60.4 62.0
N Tested 3 na 181 159 41262 42605
Geometry % Grade Level na 0 14.4 15.6 58.3 60.0
N Tested na 1 229 250 60413 64572
Phys. Science % Grade Level 25.0 0 27.2 24.9 55.6 57.1
N Tested 4 1 401 458 66838 67066
43
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Hertford County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Hertford County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
460
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
460
44
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG HOKE COUNTY Reading
American Indian System ( All students) State ( All students)
EOG HOKE COUNTY Math
American Indian System ( All students) State ( All students)
EOC HOKE COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 54.0 59.0 52.9 60.4 66.0 65.7 71.6 73.6 74.4
N Tested 63 83 51 5.2 543 487 98304 100415 101064
4 % Grade Level 49.1 49.0 59.0 59.7 60.0 61.6 70.9 71.4 72.1
N Tested 55 57 78 439 489 528 93947 97914 99451
5 % Grade Level 58.7 63.0 58.2 70.2 67.0 71.4 75.2 75.8 79.1
N Tested 46 57 55 420 435 476 91412 94807 98099
6 % Grade Level 47.9 62.0 45.8 59.1 69.0 61.1 70.0 72.3 69.5
N Tested 71 53 59 425 444 442 91369 93607 96489
7 % Grade Level 38.3 56.0 61.8 59.8 65.0 67.5 71.1 76.6 76.4
N Tested 47 74 55 433 436 452 91154 91872 94031
8 % Grade Level 55.4 53.0 66.2 68.5 68.0 71.2 79.5 79.9 82.5
N Tested 56 41 68 422 399 413 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 54.7 66.0 51.9 59.0 64.0 63.8 68.2 70.0 71.8
N Tested 63 83 52 520 549 497 98759 100911 101572
4 % Grade Level 53.6 70.0 80.0 64.6 77.0 80.4 79.3 82.7 84.4
N Tested 65 58 80 439 494 535 94339 98393 99990
5 % Grade Level 61.7 72.0 62.5 78.7 76.0 76.0 78.1 82.4 82.9
N Tested 46 59 56 420 439 479 91775 95258 98558
6 % Grade Level 67.1 75.0 70.7 69.7 80.0 77.4 78.3 81.1 81.0
N Tested 71 54 58 425 453 443 91501 93841 96708
7 % Grade Level 52.1 66.0 67.9 65.6 66.0 74.3 76.9 82.4 80.7
N Tested 47 72 56 433 438 451 91255 92000 94124
8 % Grade Level 53.6 68.0 66.2 61.3 73.0 70.9 76.4 77.6 80.6
N Tested 56 41 68 422 399 412 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 37.2 36.7 50.8 46.9 45.8 52.2 61.6 65.4 68.9
N Tested 43 49 59 392 498 513 82881 87449 90109
Biology % Grade Level 23.5 22.6 28.1 44.0 37.4 35.9 59.0 57.7 57.6
N Tested 44 53 64 334 476 443 78497 76950 80549
ELP % Grade Level 62.0 61.5 50.0 65.8 60.9 60.6 66.9 67.4 67.3
N Tested 5 26 30 263 256 254 77225 77740 78992
English I % Grade Level 27.7 47.1 36.5 47.7 54.7 52.7 60.7 64.6 68.4
N Tested 65 68 52 480 475 442 88025 89775 93434
US History % Grade Level 41.7 27.5 14.3 43.8 32.2 29.1 49.6 51.0 46.9
N Tested 24 40 35 265 332 316 68004 69701 70930
Algebra II % Grade Level 25.0 42.9 37.0 45.6 59.0 62.7
N Tested 24 21 230 250 48957 52451
Physics % Grade Level 0 100.0 37.5 71.4 72.1 72.9
N Tested 2 1 24 14 11223 11429
Chemistry % Grade Level 9.5 4.3 12.1 16.4 60.4 62.0
N Tested 21 23 215 280 41262 42605
Geometry % Grade Level 24.2 15.9 33.8 26.1 58.3 60.0
N Tested 33 44 337 440 60413 64572
Phys. Science % Grade Level 0 0 26.7 39.1 55.6 57.1
N Tested 5 7 30 69 66838 67066
45
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Hoke County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Hoke County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
470
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
470
46
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG JACKSON COUNTY Reading
American Indian System ( All students) State ( All students)
EOG JACKSON COUNTY Math
American Indian System ( All students) State ( All students)
EOC JACKSON COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 64.5 60.0 59.4 76.2 74.0 73.5 71.6 73.6 74.4
N Tested 31 25 32 261 290 294 98304 100415 101064
4 % Grade Level 57.1 67.0 44.0 74.3 72.0 73.4 70.9 71.4 72.1
N Tested 14 28 25 237 262 304 93947 97914 99451
5 % Grade Level 91.7 80.0 74.2 76.9 79.0 75.3 75.2 75.8 79.1
N Tested 24 15 31 277 235 291 91412 94807 98099
6 % Grade Level 72.0 84.0 68.8 81.4 80.0 76.5 70.0 72.3 69.5
N Tested 25 26 16 258 275 247 91369 93607 96489
7 % Grade Level 61.1 85.0 82.8 75.1 85.0 79.6 71.1 76.6 76.4
N Tested 18 27 29 257 280 294 91154 91872 94031
8 % Grade Level 67.6 71.0 85.2 85.5 79.0 87.1 79.5 79.9 82.5
N Tested 34 21 27 282 278 286 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 74.2 72.0 84.4 73.2 74.0 77.2 68.2 70.0 71.8
N Tested 31 25 32 261 290 294 98759 100911 101572
4 % Grade Level 78.6 78.0 72.0 82.3 89.0 90.2 79.3 82.7 84.4
N Tested 14 28 25 237 262 305 94339 98393 99990
5 % Grade Level 87.5 86.0 80.6 75.9 85.0 84.9 78.1 82.4 82.9
N Tested 24 15 31 277 235 291 91775 95258 98558
6 % Grade Level 88.0 96.0 81.3 89.5 85.0 91.5 78.3 81.1 81.0
N Tested 25 26 16 258 276 248 91501 93841 96708
7 % Grade Level 77.8 88.0 89.7 83.3 91.0 85.8 76.9 82.4 80.7
N Tested 18 27 29 257 279 295 91255 92000 94124
8 % Grade Level 100.0 71.0 81.5 80.7 80.0 89.1 76.4 77.6 80.6
N Tested 2 21 27 410 278 285 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 50.0 61.9 71.4 64.2 76.6 77.3 61.6 65.4 68.9
N Tested 16 21 14 243 274 273 82881 87449 90109
Biology % Grade Level 33.3 50.0 39.1 58.4 66.0 65.7 59.0 57.7 57.6
N Tested 12 12 23 259 209 248 78497 76950 80549
ELP % Grade Level 47.1 40.0 31.8 71.2 65.0 69.6 66.9 67.4 67.3
N Tested 17 30 22 347 329 299 77225 77740 78992
English I % Grade Level 40.9 47.1 46.2 64.6 68.8 76.9 60.7 64.6 68.4
N Tested 22 34 26 305 295 294 88025 89775 93434
US History % Grade Level 38.9 33.3 22.2 41.9 47.0 53.1 49.6 51.0 46.9
N Tested 18 9 9 191 217 241 68004 69701 70930
Algebra II % Grade Level 22.2 0 58.9 52.8 59.0 62.7
N Tested 9 5 185 161 48957 52451
Physics % Grade Level na 100.0 63.2 91.3 72.1 72.9
N Tested na 1 19 23 11223 11429
Chemistry % Grade Level 66.7 66.7 72.1 57.9 60.4 62.0
N Tested 3 6 111 114 41262 42605
Geometry % Grade Level 22.2 33.3 54.9 61.7 58.3 60.0
N Tested 9 12 195 206 60413 64572
Phys. Science % Grade Level 37.5 36.7 62.3 63.9 55.6 57.1
N Tested 32 30 324 316 66838 67066
47
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Jackson County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Jackson County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
500
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
500
48
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG PERSON COUNTY Reading
American Indian System ( All students) State ( All students)
EOG PERSON COUNTY Math
American Indian System ( All students) State ( All students)
EOC PERSON COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 50.0 66.0 na 68.9 74.0 71.6 73.6 74.4
N Tested 4 3 na 488 510 492 98304 100415 101064
4 % Grade Level 100.0 0 50.0 70.9 74.0 75.6 70.9 71.4 72.1
N Tested 5 3 2 416 469 488 93947 97914 99451
5 % Grade Level 66.7 100.0 100.0 75.7 84.0 85.6 75.2 75.8 79.1
N Tested 3 4 1 453 433 457 91412 94807 98099
6 % Grade Level 100.0 66.0 100.0 70.4 68.0 68.8 70.0 72.3 69.5
N Tested 3 3 3 436 472 464 91369 93607 96489
7 % Grade Level 100.0 100.0 66.7 73.3 80.0 74.3 71.1 76.6 76.4
N Tested 1 3 3 405 427 471 91154 91872 94031
8 % Grade Level 100.0 100.0 100.0 81.0 85.0 81.3 79.5 79.9 82.5
N Tested 2 1 2 410 393 401 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 50.0 100.0 na 67.2 68.0 68.3 68.2 70.0 71.8
N Tested 4 3 na 488 512 492 98759 100911 101572
4 % Grade Level 100.0 66.0 100.0 82.7 84.0 89.0 79.3 82.7 84.4
N Tested 4 3 2 416 471 489 94339 98393 99990
5 % Grade Level 66.7 100.0 100.0 78.4 87.0 88.2 78.1 82.4 82.9
N Tested 3 4 2 453 434 459 91775 95258 98558
6 % Grade Level 100.0 100.0 100.0 81.0 81.0 82.6 78.3 81.1 81.0
N Tested 3 3 3 436 473 465 91501 93841 96708
7 % Grade Level 10.0 100.0 66.7 78.0 80.0 77.9 76.9 82.4 80.7
N Tested 1 3 3 405 428 471 91255 92000 94124
8 % Grade Level 100.0 100.0 100.0 80.7 82.0 86.1 76.4 77.6 80.6
N Tested 2 1 2 410 392 402 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level * 100.0 100.0 55.3 59.7 69.0 61.6 65.4 68.9
N Tested 0 3 1 450 501 426 82881 87449 90109
Biology % Grade Level * 100.0 100.0 60.3 61.5 56.4 59.0 57.7 57.6
N Tested 2 1 1 325 364 305 78497 76950 80549
ELP % Grade Level * na 75.0 62.3 66.7 64.0 66.9 67.4 67.3
N Tested 1 na 4 443 21 392 77225 77740 78992
English I % Grade Level * 50.0 na 54.6 70.4 79.6 60.7 64.6 68.4
N Tested 1 2 na 441 423 401 88025 89775 93434
US History % Grade Level * 100.0 100.0 42.3 39.9 34.9 49.6 51.0 46.9
N Tested 3 1 1 343 321 358 68004 69701 70930
Algebra II % Grade Level 100.0 na 54.5 63.4 59.0 62.7
N Tested 1 na 200 227 48957 52451
Physics % Grade Level na 100.0 57.5 42.6 72.1 72.9
N Tested na 1 40 61 11223 11429
Chemistry % Grade Level 100.0 na 61.8 64.9 60.4 62.0
N Tested 1 na 144 148 41262 42605
Geometry % Grade Level na 66.7 57.5 65.6 58.3 60.0
N Tested na 3 299 311 60413 64572
Phys. Science % Grade Level 50.0 na 63.2 61.9 55.6 57.1
N Tested 2 na 250 344 66838 67066
49
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Person County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Person County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
730
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
730
50
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG RICHMOND COUNTY Reading
American Indian System ( All students) State ( All students)
EOG RICHMOND COUNTY Math
American Indian System ( All students) State ( All students)
EOC RICHMOND COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 57.1 57.0 60.0 72.3 77.0 67.4 71.6 73.6 74.4
N Tested 7 7 15 669 648 654 98304 100415 101064
4 % Grade Level 81.8 88.0 22.2 61.7 64.0 62.8 70.9 71.4 72.1
N Tested 11 9 9 601 659 646 93947 97914 99451
5 % Grade Level 81.8 66.0 77.8 73.6 70.0 69.7 75.2 75.8 79.1
N Tested 11 12 9 557 591 644 91412 94807 98099
6 % Grade Level 45.4 100.0 77.8 74.1 79.0 71.6 70.0 72.3 69.5
N Tested 11 9 9 564 555 592 91369 93607 96489
7 % Grade Level 50.0 28.0 75.0 67.7 76.0 74.0 71.1 76.6 76.4
N Tested 4 7 12 643 578 600 91154 91872 94031
8 % Grade Level 58.3 100.0 77.8 77.4 80.0 82.4 79.5 79.9 82.5
N Tested 12 2 9 552 606 535 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 57.1 42.0 53.3 69.5 71.0 65.0 68.2 70.0 71.8
N Tested 7 7 15 669 649 654 98759 100911 101572
4 % Grade Level 63.6 66.0 40.0 78.3 78.0 79.7 79.3 82.7 84.4
N Tested 11 9 10 601 662 649 94339 98393 99990
5 % Grade Level 90.0 83.0 66.7 78.3 80.0 73.8 78.1 82.4 82.9
N Tested 11 12 9 557 591 646 91775 95258 98558
6 % Grade Level 72.7 100.0 77.8 83.9 87.0 82.6 78.3 81.1 81.0
N Tested 11 9 9 564 554 591 91501 93841 96708
7 % Grade Level 50.0 100.0 83.3 73.9 84.0 80.4 76.9 82.4 80.7
N Tested 4 7 12 643 576 601 91255 92000 94124
8 % Grade Level 66.7 100.0 66.7 73.5 80.0 80.4 76.4 77.6 80.6
N Tested 12 2 9 552 605 536 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 18.2 14.3 na 53.2 52.0 85.0 61.6 65.4 68.9
N Tested 11 7 na 510 523 160 82881 87449 90109
Biology % Grade Level 57.1 28.6 42.9 47.0 44.2 40.3 59.0 57.7 57.6
N Tested 14 7 7 541 582 556 78497 76950 80549
ELP % Grade Level 60.0 50.0 0 69.1 52.6 57.9 66.9 67.4 67.3
N Tested 5 12 1 601 576 610 77225 77740 78992
English I % Grade Level * 45.5 0 62.8 60.3 68.2 60.7 64.6 68.4
N Tested 4 11 1 581 585 623 88025 89775 93434
US History % Grade Level * 60.0 25.0 36.1 40.5 41.4 49.6 51.0 46.9
N Tested 4 10 4 393 412 428 68004 69701 70930
Algebra II % Grade Level 40.0 0 33.5 44.6 59.0 62.7
N Tested 5 2 269 285 48957 52451
Physics % Grade Level 100.0 na 97.5 97.1 72.1 72.9
N Tested 1 na 40 34 11223 11429
Chemistry % Grade Level 100.0 100.0 75.4 82.2 60.4 62.0
N Tested 3 1 195 197 41262 42605
Geometry % Grade Level 0 0 37.6 35.4 58.3 60.0
N Tested 6 4 394 418 60413 64572
Phys. Science % Grade Level 30.0 100.0 53.2 57.0 55.6 57.1
N Tested 1 457 449 66838 67066
51
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Richmond County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Richmond County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
770
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
770
52
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG ROBESON COUNTY Reading
American Indian System ( All students) State ( All students)
EOG ROBESON COUNTY Math
American Indian System ( All students) State ( All students)
EOC ROBESON COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 51.7 60.0 61.8 54.8 63.0 65.2 71.6 73.6 74.4
N Tested 750 804 844 1823 1849 1894 98304 100415 101064
4 % Grade Level 44.8 55.0 57.9 51.5 56.0 61.2 70.9 71.4 72.1
N Tested 712 713 767 1713 1751 1768 93947 97914 99451
5 % Grade Level 54.1 51.0 58.4 56.1 54.0 59.4 75.2 75.8 79.1
N Tested 798 715 700 1774 1741 1725 91412 94807 98099
6 % Grade Level 51.8 52.0 47.0 54.8 55.0 51.5 70.0 72.3 69.5
N Tested 706 771 692 1656 1735 1708 91369 93607 96489
7 % Grade Level 52.4 59.0 54.4 55.6 61.0 57.7 71.1 76.6 76.4
N Tested 710 670 776 1581 1608 1736 91154 91872 94031
8 % Grade Level 629 64.0 71.3 66.1 64.0 69.1 79.5 79.9 82.5
N Tested 739 705 675 1709 1626 1611 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 51.4 60.0 61.2 52.6 63.0 63.1 68.2 70.0 71.8
N Tested 750 815 858 1823 1866 1912 98759 100911 101572
4 % Grade Level 63.2 75.0 78.7 65.5 75.0 79.0 79.3 82.7 84.4
N Tested 712 722 775 1713 1773 1787 94339 98393 99990
5 % Grade Level 62.3 65.0 66.5 61.8 67.0 65.7 78.1 82.4 82.9
N Tested 798 719 704 1774 1750 1737 91775 95258 98558
6 % Grade Level 71.7 72.0 68.1 71.3 71.0 69.6 78.3 81.1 81.0
N Tested 706 778 698 1656 1757 1722 91501 93841 96708
7 % Grade Level 71.1 77.0 70.5 71.6 76.0 69.4 76.9 82.4 80.7
N Tested 710 671 784 1581 1615 1759 91255 92000 94124
8 % Grade Level 69.9 68.0 72.6 70.8 67.0 70.9 76.4 77.6 80.6
N Tested 739 709 676 1709 1636 1616 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 46.8 50.6 43.8 51.8 56.2 47.5 61.6 65.4 68.9
N Tested 530 563 696 1322 1316 1591 82881 87449 90109
Biology % Grade Level 46.8 41.8 29.5 51.8 43.7 35.7 59.0 57.7 57.6
N Tested 530 462 613 1322 1108 1437 78497 76950 80549
ELP % Grade Level 37.3 38.4 31.0 42.2 48.4 36.5 66.9 67.4 67.3
N Tested 550 581 710 1250 1406 1643 77225 77740 78992
English I % Grade Level 41.1 42.1 43.1 47.1 46.5 45.5 60.7 64.6 68.4
N Tested 628 788 785 1476 1814 1785 88025 89775 93434
US History % Grade Level 31.3 20.9 19.8 39.5 25.9 23.5 49.6 51.0 46.9
N Tested 754 98 479 1660 1183 1151 68004 69701 70930
Algebra II % Grade Level 25.0 28.2 25.5 29.7 59.0 62.7
N Tested 324 287 813 824 48957 52451
Physics % Grade Level 15.7 16.7 31.4 35.9 72.1 72.9
N Tested 51 24 140 117 11223 11429
Chemistry % Grade Level 32.8 37.3 35.3 38.8 60.4 62.0
N Tested 290 201 688 613 41262 42605
Geometry % Grade Level 21.9 29.5 28.1 31.9 58.3 60.0
N Tested 375 386 971 928 60413 64572
Phys. Science % Grade Level 26.9 22.6 35.8 24.5 55.6 57.1
N Tested 547 704 1304 1731 66838 67066
53
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Robeson County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Robeson County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
780
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
780
54
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG SAMPSON COUNTY Reading
American Indian System ( All students) State ( All students)
EOG SAMPSON COUNTY Math
American Indian System ( All students) State ( All students)
EOC SAMPSON COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 75.0 81.0 66.7 67.4 72.0 76.7 71.6 73.6 74.4
N Tested 8 11 12 589 590 584 98304 100415 101064
4 % Grade Level 83.3 60.0 66.7 72.1 67.0 68.0 70.9 71.4 72.1
N Tested 6 10 12 567 592 581 93947 97914 99451
5 % Grade Level 75.0 66.0 100.0 70.7 78.0 81.7 75.2 75.8 79.1
N Tested 8 9 7 526 586 590 91412 94807 98099
6 % Grade Level 42.9 75.0 60.0 67.1 69.0 67.7 70 72.3 69.5
N Tested 7 8 10 532 527 606 91369 93607 96489
7 % Grade Level 88.9 37.0 62.5 69.8 72.0 71 71.1 76.6 76.4
N Tested 9 8 8 524 550 520 91154 91872 94031
8 % Grade Level 50.0 77.0 88.9 73.0 77.0 77.4 79.5 79.9 82.5
N Tested 6 9 9 463 530 561 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 87.5 81.0 91.7 69.3 68.0 75.8 68.2 70.0 71.8
N Tested 8 11 12 589 598 590 98759 100911 101572
4 % Grade Level 50.0 70.0 75.0 82.7 82.0 85.4 79.3 82.7 84.4
N Tested 6 10 12 567 594 588 94339 98393 99990
5 % Grade Level 87.5 66.0 85.7 69.8 85.0 84.6 78.1 82.4 82.9
N Tested 8 9 7 526 588 596 91775 95258 98558
6 % Grade Level 71.4 87.0 80.0 82.4 79.0 82.7 78.3 81.1 81.0
N Tested 7 8 10 532 529 608 91501 93841 96708
7 % Grade Level 66.7 62.0 87.5 74.2 82.0 76.2 76.9 82.4 80.7
N Tested 9 8 8 524 552 521 91255 92000 94124
8 % Grade Level 50.0 88.0 88.9 71.8 81.0 76.6 76.4 77.6 80.6
N Tested 6 9 9 463 531 563 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 0 100.0 80.0 38.9 59.4 68.4 61.6 65.4 68.9
N Tested 7 2 5 471 480 554 82881 87449 90109
Biology % Grade Level 12.5 0 50.0 38.2 44.4 44.5 59.0 57.7 57.6
N Tested 8 2 4 479 471 434 78497 76950 80549
ELP % Grade Level * 66.7 20.0 51.2 63.8 61.6 66.9 67.4 67.3
N Tested 3 3 5 588 450 424 77225 77740 78992
English I % Grade Level * 75.0 71.4 45.1 62.2 65.7 60.7 64.6 68.4
N Tested 3 4 7 592 468 543 88025 89775 93434
US History % Grade Level * 75.0 0 36.2 55.8 46.3 49.6 51.0 46.9
N Tested 3 4 2 434 400 447 68004 69701 70930
Algebra II % Grade Level 50.0 50.0 46.7 58.8 59.0 62.7
N Tested 2 4 319 279 48957 52451
Physics % Grade Level na na 64.3 70.6 72.1 72.9
N Tested na na 42 34 11223 11429
Chemistry % Grade Level 66.7 0 58.3 62.2 60.4 62.0
N Tested 3 1 247 230 41262 42605
Geometry % Grade Level 20.0 100.0 53.4 58.2 58.3 60.0
N Tested 5 3 341 335 60413 64572
Phys. Science % Grade Level 66.7 na 52.2 25.0 55.6 57.1
N Tested 3 na 469 4 66838 67066
55
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Sampson County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Sampson County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
820
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
820
56
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG CLINTON CITY Reading
American Indian System ( All students) State ( All students)
EOG CLINTON CITY Math
American Indian System ( All students) State ( All students)
EOC CLINTON CITY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 77.8 50.0 71.4 80.0 78.0 80.3 71.6 73.6 74.4
N Tested 9 4 7 200 203 213 98304 100415 101064
4 % Grade Level 71.4 75.0 40.0 67.2 73.0 74.9 70.9 71.4 72.1
N Tested 7 8 5 177 199 207 93947 97914 99451
5 % Grade Level 85.7 50.0 80.0 72.4 77.0 77.8 75.2 75.8 79.1
N Tested 7 4 10 174 189 198 91412 94807 98099
6 % Grade Level 58.3 57.0 40.0 76.1 68.0 65.5 70.0 72.3 69.5
N Tested 12 7 5 184 170 200 91369 93607 96489
7 % Grade Level 25.0 80.0 71.4 74.4 85.0 75.9 71.1 76.6 76.4
N Tested 4 10 7 176 184 170 91154 91872 94031
8 % Grade Level 88.8 25.0 81.8 81.5 77.0 88.8 79.5 79.9 82.5
N Tested 9 4 11 184 171 179 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 55.6 50.0 71.4 71.0 75.0 71.8 68.2 70.0 71.8
N Tested 9 4 7 200 203 213 98759 100911 101572
4 % Grade Level 85.7 87.0 60.0 84.7 82.0 88.4 79.3 82.7 84.4
N Tested 7 8 5 177 199 207 94339 98393 99990
5 % Grade Level 71.4 75.0 100.0 77.0 84.0 83.8 78.1 82.4 82.9
N Tested 7 4 10 174 189 198 91775 95258 98558
6 % Grade Level 83.3 85.0 80.0 87.0 79.0 80.5 78.3 81.1 81.0
N Tested 12 7 5 184 170 200 91501 93841 96708
7 % Grade Level 50.0 90.0 100.0 81.3 90.0 79.4 76.9 82.4 80.7
N Tested 4 10 7 176 185 170 91255 92000 94124
8 % Grade Level 77.8 50.0 81.8 71.7 81.0 90.5 76.4 77.6 80.6
N Tested 9 4 11 184 171 179 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 36.4 40.0 100.0 56.2 59.1 73.1 61.6 65.4 68.9
N Tested 11 5 4 174 98 156 82881 87449 90109
Biology % Grade Level 28.6 28.6 25.0 50.9 54.7 39.1 59.0 57.7 57.6
N Tested 7 7 8 171 159 184 78497 76950 80549
ELP % Grade Level 55.6 50.0 33.3 63.2 56.5 59.6 66.9 67.4 67.3
N Tested 9 10 6 182 209 193 77225 77740 78992
English I % Grade Level 37.5 50.0 33.3 55.5 60.0 65.6 60.7 64.6 68.4
N Tested 8 10 6 173 195 186 88025 89775 93434
US History % Grade Level 20.0 20.0 28.6 41.0 50.0 47.2 49.6 51.0 46.9
N Tested 10 10 7 178 176 159 68004 69701 70930
Algebra II % Grade Level 20.0 33.3 35.2 49.6 59.0 62.7
N Tested 5 6 142 137 48957 52451
Physics % Grade Level na na 66.7 100.0 72.1 72.9
N Tested na na 6 12 11223 11429
Chemistry % Grade Level 40.0 100.0 50.7 66.7 60.4 62.0
N Tested 5 3 134 87 41262 42605
Geometry % Grade Level 42.9 25.0 53.5 51.0 58.3 60.0
N Tested 7 4 144 145 60413 64572
Phys. Science % Grade Level 44.4 0 56.7 56.6 55.6 57.1
N Tested 9 4 187 175 66838 67066
57
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Clinton City vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Clinton City vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
821
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
821
58
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG SCOTLAND COUNTY Reading
American Indian System ( All students) State ( All students)
EOG SCOTLAND COUNTY Math
American Indian System ( All students) State ( All students)
EOC SCOTLAND COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 51.6 67.0 53.6 56.5 66.0 61.6 71.6 73.6 74.4
N Tested 62 58 69 529 554 583 98304 100415 101064
4 % Grade Level 53.3 64.0 65.3 63.0 57.0 64.2 70.9 71.4 72.1
N Tested 60 54 49 521 511 514 93947 97914 99451
5 % Grade Level 62.2 67.0 70.5 70.3 66.0 69.3 75.2 75.8 79.1
N Tested 45 64 61 461 510 512 91412 94807 98099
6 % Grade Level 60.0 54.0 50.8 64.6 68.0 61.4 70.0 72.3 69.5
N Tested 50 44 63 505 473 508 91369 93607 96489
7 % Grade Level 65.8 75.0 57.4 66.5 76.0 70.7 71.1 76.6 76.4
N Tested 38 49 54 486 509 488 91154 91872 94031
8 % Grade Level 40.6 79.0 72.7 68.4 75.0 77.7 79.5 79.9 82.5
N Tested 32 43 55 532 484 498 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 52.3 62.0 62.3 58.0 64.0 64.6 68.2 70.0 71.8
N Tested 62 59 69 529 559 587 98759 100911 101572
4 % Grade Level 69.4 71.0 88.0 69.4 79.0 80.1 79.3 82.7 84.4
N Tested 60 60 50 521 519 518 94339 98393 99990
5 % Grade Level 68.9 73.0 79.7 74.9 75.0 79.2 78.1 82.4 82.9
N Tested 45 65 64 461 513 515 91775 95258 98558
6 % Grade Level 68.0 70.0 63.5 71.9 75.0 74.4 78.3 81.1 81.0
N Tested 50 44 63 505 476 507 91501 93841 96708
7 % Grade Level 86.8 83.0 74.1 79.2 84.0 83.9 76.9 82.4 80.7
N Tested 38 49 54 486 510 490 91255 92000 94124
8 % Grade Level 43.8 90.0 81.5 68.6 77.0 81.9 76.4 77.6 80.6
N Tested 32 43 54 532 483 498 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 69.2 80.0 87.5 58.5 70.8 82.0 61.6 65.4 68.9
N Tested 26 30 40 417 483 434 82881 87449 90109
Biology % Grade Level 45.0 44.7 38.5 45.2 53.6 51.1 59.0 57.7 57.6
N Tested 40 38 26 487 502 364 78497 76950 80549
ELP % Grade Level 64.4 71.4 74.1 64.2 79.3 66.2 66.9 67.4 67.3
N Tested 45 7 27 531 193 396 77225 77740 78992
English I % Grade Level 46.0 35.3 50.0 52.6 55.0 59.9 60.7 64.6 68.4
N Tested 50 34 46 500 553 499 88025 89775 93434
US History % Grade Level 35.7 12.0 53.8 35.0 36.3 42.0 49.6 51.0 46.9
N Tested 28 25 26 417 366 348 68004 69701 70930
Algebra II % Grade Level 31.6 58.8 52.7 66.1 59.0 62.7
N Tested 19 17 277 230 48957 52451
Physics % Grade Level 100.0 na 62.1 56.8 72.1 72.9
N Tested 1 na 58 37 11223 11429
Chemistry % Grade Level 50.0 75.0 60.7 74.6 60.4 62.0
N Tested 6 4 140 173 41262 42605
Geometry % Grade Level 56.3 88.9 60.9 72.6 58.3 60.0
N Tested 16 18 248 288 60413 64572
Phys. Science % Grade Level 35.7 60.0 53.1 48.3 55.6 57.1
N Tested 14 45 271 414 66838 67066
59
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Scotland County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Scotland County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
830
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
830
60
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG SWAIN COUNTY Reading
American Indian System ( All students) State ( All students)
EOG SWAIN COUNTY Math
American Indian System ( All students) State ( All students)
EOC SWAIN COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 73.9 85.0 50.0 78.6 81.0 75.6 71.6 73.6 74.4
N Tested 23 21 20 117 124 119 98304 100415 101064
4 % Grade Level 54.3 65.0 68.2 75.0 79.0 75.0 70.9 71.4 72.1
N Tested 35 26 22 132 123 132 93947 97914 99451
5 % Grade Level 72.7 62.0 73.1 80.2 79.0 82.1 75.2 75.8 79.1
N Tested 22 37 26 11 145 134 91412 94807 98099
6 % Grade Level 66.7 80.0 54.5 84.0 84.0 72.6 70.0 72.3 69.5
N Tested 18 25 33 119 119 146 91369 93607 96489
7 % Grade Level 87.0 66.0 73.9 87.4 83.0 78.0 71.1 76.6 76.4
N Tested 23 27 23 111 128 123 91154 91872 94031
8 % Grade Level 84.6 85.0 72.0 86.3 89.0 87.5 79.5 79.9 82.5
N Tested 26 27 25 139 119 128 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 78.3 85.0 60.0 88.0 89.0 79.8 68.2 70.0 71.8
N Tested 23 21 20 117 124 119 98759 100911 101572
4 % Grade Level 94.3 76.0 90.9 94.7 91.0 91.7 79.3 82.7 84.4
N Tested 35 26 22 132 123 132 94339 98393 99990
5 % Grade Level 86.4 78.0 92.3 89.2 86.0 91.8 78.1 82.4 82.9
N Tested 22 37 26 111 145 134 91775 95258 98558
6 % Grade Level 66.7 92.0 72.7 89.9 95.0 84.9 78.3 81.1 81.0
N Tested 18 25 33 118 119 146 91501 93841 96708
7 % Grade Level 78.3 77.0 82.6 82.0 89.0 86.2 76.9 82.4 80.7
N Tested 23 27 23 111 128 123 91255 92000 94124
8 % Grade Level 65.4 77 76.0 79.1 87.0 88.3 76.4 77.6 80.6
N Tested 26 27 25 139 119 128 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 84.6 64.0 59.4 61.3 66.1 69.0 61.6 65.4 68.9
N Tested 13 25 32 97 124 145 82881 87449 90109
Biology % Grade Level 84.6 51.6 43.5 80.4 74.8 57.5 59.0 57.7 57.6
N Tested 13 31 23 97 143 106 78497 76950 80549
ELP % Grade Level 93.8 86.4 93.8 92.0 89.0 93.3 66.9 67.4 67.3
N Tested 16 22 16 75 73 90 77225 77740 78992
English I % Grade Level 48.6 73.3 80.8 72.6 73.7 81.7 60.7 64.6 68.4
N Tested 35 30 26 146 137 120 88025 89775 93434
US History % Grade Level 51.9 55.0 42.9 62.4 64.8 64.2 49.6 51.0 46.9
N Tested 27 20 28 101 105 120 68004 69701 70930
Algebra II % Grade Level 68.8 66.7 73.7 71.0 59.0 62.7
N Tested 16 9 57 69 48957 52451
Physics % Grade Level 80.0 na 71.4 100.0 72.1 72.9
N Tested 5 na 21 4 11223 11429
Chemistry % Grade Level 25.0 35.0 35.8 54.6 60.4 62.0
N Tested 12 20 67 97 41262 42605
Geometry % Grade Level 30.8 58.8 67.5 66.7 58.3 60.0
N Tested 13 17 83 87 60413 64572
Phys. Science % Grade Level 70.8 50.0 76.0 53.8 55.6 57.1
N Tested 24 4 125 13 66838 67066
61
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Swain County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Swain County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC Sta te
NC Am.
Indian
LEA
Whi te
LEA
LEA Am.
Indian
870
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
870
62
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG WAKE COUNTY Reading
American Indian System ( All students) State ( All students)
EOG WAKE COUNTY Math
American Indian System ( All students) State ( All students)
EOC WAKE COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 88.2 87.0 78.9 79.3 80.0 82.8 71.6 73.6 74.4
N Tested 17 24 19 7448 7610 7918 98304 100415 101064
4 % Grade Level 72.2 85.0 68.0 80.3 80.0 81.3 70.9 71.4 72.1
N Tested 18 21 25 71.8 7406 7725 93947 97914 99451
5 % Grade Level 88.2 88.0 84.6 84.3 84.0 87.7 75.2 75.8 79.1
N Tested 17 17 26 69.87 7244 7674 91412 94807 98099
6 % Grade Level 53.3 84.0 83.3 78.9 80.0 77.9 70.0 72.3 69.5
N Tested 15 19 18 6776 7034 7646 91369 93607 96489
7 % Grade Level 83.3 88.0 87.5 80.5 84.0 84.3 71.1 76.6 76.4
N Tested 12 9 24 6669 6768 7316 91154 91872 94031
8 % Grade Level 83.3 100.0 80.0 86.5 87.0 88.7 79.5 79.9 82.5
N Tested 12 14 15 6326 6587 6958 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 70.6 87.0 73.7 75.3 77.0 79.5 68.2 70.0 71.8
N Tested 17 24 19 7448 7635 7960 98759 100911 101572
4 % Grade Level 66.7 85.0 84.0 84.1 88.0 88.9 79.3 82.7 84.4
N Tested 18 21 25 7180 7425 7758 94339 98393 99990
5 % Grade Level 83.3 82.0 84.6 84.0 87.0 88.7 78.1 82.4 82.9
N Tested 17 17 26 6987 7273 7709 91775 95258 98558
6 % Grade Level 53.3 80.0 94.4 82.7 84.0 85.2 78.3 81.1 81.0
N Tested 15 20 18 6776 7028 7642 91501 93841 96708
7 % Grade Level 83.3 77.0 75.0 83.7 87.0 86.6 76.9 82.4 80.7
N Tested 12 9 24 6669 6760 7309 91255 92000 94124
8 % Grade Level 75.0 92.0 73.3 83.2 83.0 85.6 76.4 77.6 80.6
N Tested 12 14 15 6326 6600 6966 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 62.5 69.2 81.8 77.0 78.4 81.4 61.6 65.4 68.9
N Tested 16 13 11 6210 6615 6868 82881 87449 90109
Biology % Grade Level 63.6 72.7 58.3 74.3 68.4 70.7 59.0 57.7 57.6
N Tested 22 11 12 6127 5939 6340 78497 76950 80549
ELP % Grade Level 76.9 56.5 76.9 75.7 73.7 78.3 66.9 67.4 67.3
N Tested 13 23 13 5994 6984 6784 77225 77740 78992
English I % Grade Level 73.7 81.8 93.3 72.4 74.2 78.7 60.7 64.6 68.4
N Tested 19 11 15 6248 6446 6946 88025 89775 93434
US History % Grade Level 33.3 68.8 41.7 67.0 66.7 60.1 49.6 51.0 46.9
N Tested 6 16 12 4872 5119 5526 68004 69701 70930
Algebra II % Grade Level 46.2 70.0 77.3 75.8 59.0 62.7
N Tested 13 10 4206 4621 48957 52451
Physics % Grade Level 75.0 80.0 81.9 79.3 72.1 72.9
N Tested 4 5 1707 1785 11223 11429
Chemistry % Grade Level 84.6 70.0 77.7 74.6 60.4 62.0
N Tested 13 10 3773 4020 41262 42605
Geometry % Grade Level 56.3 87.5 74.1 75.0 58.3 60.0
N Tested 16 8 4850 5109 60413 64572
Phys. Science % Grade Level 46.2 100.0 59.2 62.4 55.6 57.1
N Tested 13 4 3727 3283 66838 67066
63
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Wake County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Wake County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
920
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
920
64
Public Schools of North Carolina
American Indian Students At or Above Grade Level:
Percent and Number Tested
EOG WARREN COUNTY Reading
American Indian System ( All students) State ( All students)
EOG WARREN COUNTY Math
American Indian System ( All students) State ( All students)
EOC WARREN COUNTY High School Subjects
American Indian System ( All Students) State ( All Students)
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 61.5 91.0 54.5 59.5 66.0 60.5 71.6 73.6 74.4
N Tested 13 12 11 262 273 253 98304 100415 101064
4 % Grade Level 42.9 75.0 70.0 61.2 58.0 58.7 70.9 71.4 72.1
N Tested 14 12 10 273 255 259 93947 97914 99451
5 % Grade Level 58.3 88.0 71.4 727 68.0 65.9 75.2 75.8 79.1
N Tested 12 9 14 220 255 252 91412 94807 98099
6 % Grade Level 48.8 46.0 54.5 55.2 62.0 52.5 70.0 72.3 69.5
N Tested 15 13 11 250 234 259 91369 93607 96489
7 % Grade Level 66.7 64.0 50.0 53.2 58.0 59.5 71.1 76.6 76.4
N Tested 12 14 16 284 250 257 91154 91872 94031
8 % Grade Level 100.0 61.0 92.3 67.9 70.0 71.2 79.5 79.9 82.5
N Tested 7 13 13 234 281 87669 90331 90984
Grade Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
3 % Grade Level 69.2 75.0 81.8 53.5 64.0 62.5 68.2 70.0 71.8
N Tested 13 12 11 262 276 259 98759 100911 101572
4 % Grade Level 57.1 75.0 80.0 71.8 70.0 74.5 79.3 82.7 84.4
N Tested 14 12 10 273 268 267 94339 98393 99990
5 % Grade Level 58.3 88.0 78.6 75.1 81.0 71.2 78.1 82.4 82.9
N Tested 12 9 14 220 261 260 91775 95258 98558
6 % Grade Level 45.8 76.0 72.7 57.1 72.0 64.4 78.3 81.1 81.0
N Tested 15 13 11 250 237 261 91501 93841 96708
7 % Grade Level 69.2 85.0 68.8 57.2 65.0 65.2 76.9 82.4 80.7
N Tested 12 14 16 284 250 256 91255 92000 94124
8 % Grade Level 85.7 76.0 100.0 59.8 70.0 70.9 76.4 77.6 80.6
N Tested 7 13 13 234 281 234 87745 90397 91053
Course Participation 1998 1999 2000 1998 1999 2000 1998 1999 2000
Algebra I % Grade Level 57.1 45.5 50.0 44.2 38.8 30.6 61.6 65.4 68.9
N Tested 14 11 12 217 240 245 82881 87449 90109
Biology % Grade Level 0 46.2 50.0 30.1 35.2 31.9 59.0 57.7 57.6
N Tested 7 13 8 216 213 204 78497 76950 80549
ELP % Grade Level 40.0 46.2 26.7 47.1 40.4 33.4 66.9 67.4 67.3
N Tested 10 13 15 263 280 296 77225 77740 78992
English I % Grade Level 30.8 62.5 42.9 47.3 49.6 50.0 60.7 64.6 68.4
N Tested 13 8 14 256 228 282 88025 89775 93434
US History % Grade Level 33.3 14.3 33.3 33.5 29.1 34.3 49.6 51.0 46.9
N Tested 12 7 9 197 179 216 68004 69701 70930
Algebra II % Grade Level 0 50.0 23.9 35.0 59.0 62.7
N Tested 4 10 92 103 48957 52451
Physics % Grade Level 33.3 0 69.8 72.9 72.1 72.9
N Tested 3 1 43 48 11223 11429
Chemistry % Grade Level 33.3 50.0 52.4 40.5 60.4 62.0
N Tested 3 4 82 84 41262 42605
Geometry % Grade Level 58.3 16.7 56.3 42.3 58.3 60.0
N Tested 12 6 103 137 60413 64572
Phys. Science % Grade Level 30.0 26.7 27.6 27.4 55.6 57.1
N Tested 10 15 293 288 66838 67066
65
Trend of EOG Reading Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Warren County vs. NC
Trend of EOG Math Performance: 1993 to 2000
Percent of Grades 3 to 8 Students at/ above Grade Level
by Ethnicity - Warren County vs. NC
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC White
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
930
30
40
50
60
70
80
90
100
1992- 93 1993- 94 1994- 95 1995- 96 1996- 97 1997- 98 1998- 99 1999- 2000
Percent of Students (%)
NC Whi te
NC State
NC Am.
Indian
LEA
White
LEA
LEA Am.
Indian
930
66
67
Part Three
Pathways to
the 21st Century
Dropout, Attendance
and Other Outcomes for
American Indian Students
in North Carolina
68
69
Overview
Under the North Carolina’s ABCs program for school reform, local education agencies as well as the
Department of Public Instruction have increased responsibilities for keeping students enrolled in school
through high school graduation. It goes without saying that the dropout rate among high school students
is a national tragedy, particularly for American Indian students. Closer examination of dropout data for
North Carolina reveals that males are more at risk in each racial group. The disaggregated data show that
American Indian males, Black males, and Hispanic males continue to dominate in terms of the percent of
each race and gender group in grades 1- 12 who dropped out in 1999- 2000 ( see table 1). Tables and graphs
are included in this part of the report as visual presentation of the statistics related to the dropout rate of
American Indian students in North Carolina. Specific information is provided regarding those local
education agencies who are grantees for Title IX Indian Education Programs.
In the 2001 Report, additional tables and graphs are presented to display evidences of other factors
that contribute to the overall performance of American Indian students in the North Carolina public schools.
This includes information on attendance, suspension and expulsion, enrollment in honors courses,
enrollment in and performance in advanced placement ( AP) courses, SAT results, and availability of
computers in the homes.
An Analysis of Dropout Data:
American Indian Students in North Carolina
The data in this report are presented in such a way that it is possible to: ( 1) look at trend data over
time; ( 2) compare the number of American Indian dropouts with the total number of all dropouts in a
school system and the state; and ( 3) compare the dropout rate for American Indian students with that
of all students in a school system and the state. It is important to note that data are reported as a
duplicated count, which counts each incident of dropping out. Specific findings include:
• Dropout data for American Indians continues to show increases higher than any other disaggregated
group when compared to dropout data in 1998- 99.
• The rate of dropout for American Indian males improved statewide by four tenths of a percent while
female increased by almost seven tenths of a percent when compared to dropout data in 1998- 99.
• The percentage of American Indian males who dropped out of school in 2000 remains greater than
all other race and gender groups.
• The percentage of American Indian females who dropped out of school in 2000 represents the
highest of all other female groups.
• While American Indian students represented only 1.5% of the total school membership in 2000,
they represent 2.6% of the total dropouts.
70
Statewide Dropout Data for Grades 7- 12
1998- 2000
( Duplicated Count)
Note: In accordance with a State Board of Education policy change, students who left school prior to
graduating and enrolled in community college programs were counted as dropouts beginning in
1998- 99. This change will make comparisons of the 1998- 99 and 1999- 00 data with previous
years of data difficult at best.
A student is counted as a dropout if he or she:
• has enrolled in school at some time during the reporting year;
• was not enrolled on the 20th day of the current school year; and
• has not graduated from high school or completed a state or district approved education
program and does not meet any of the following exclusions.
Exclusions are made for students who transferred to another public school district, private
school, home school or state/ district approved educational program; were temporarily absent
due to suspension or illness; or death.
American Indian Students State ( All Students)
98 99 00 98 99 00
Total
Number of 7,616 7,645 7,751 518,193 525,582 532,765
Students
Total
Number of 439 618 643 19,541 25,555 24,596
Dropouts
Dropout
Rate ( per 5.76 8.08 8.30 3.77 4.86 4.62
100
students)
71
System American Indian System State
Columbus County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 171 175 183 181 3,404 3,376 3,379 3,370 508,140 518,193 525,582 532,765
Total Number of Dropouts 13 9 12 18 140 130 159 190 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 7.60 5.14 6.56 9.94 4.11 3.85 4.71 5.64 3.88 3.77 4.86 4.62
Cumberland County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 350 362 387 424 21,209 21,272 21,840 22,238 508,140 518,193 525,582 532,765
Total Number of Dropouts 27 20 30 38 868 776 994 803 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 7.71 5.52 7.75 8.96 4.09 3.65 4.55 3.61 3.92 3.77 4.86 4.62
Graham County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 69 47 49 60 537 507 514 502 508,140 518,193 525,582 532,765
Total Number of Dropouts 7 2 6 1 32 17 47 20 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 10.14 4.26 12.24 1.67 5.96 3.35 9.14 3.98 3.88 3.77 4.86 4.62
Guilford County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 140 151 151 166 24,364 24,931 25,574 26,248 508,140 518,193 525,582 532,765
Total Number of Dropouts 12 15 10 16 723 852 1,152 1,104 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 8.57 9.93 6.62 9.64 2.97 3.42 4.50 4.21 3.88 3.77 4.86 4.62
Halifax County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 173 176 159 164 2,814 2,789 2,657 2,624 508,140 518,193 525,582 532,765
Total Number of Dropouts 8 18 10 14 108 105 98 138 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 4.62 10.23 6.29 8,54 3.84 3.76 3.69 5.26 3.88 3.77 4.86 4.62
Hertford County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 18 14 15 15 1,956 1,953 1,954 1,875 508,140 518,193 525,582 532,765
Total Number of Dropouts 0 0 1 0 45 34 78 111 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 0.00 0.00 6.67 0.00 2.30 1.74 3.99 5.92 3.88 3.77 4.86 4.62
North Carolina Public Schools Dropout Data for Grades 7- 12
( Duplicated Count)
Note: Data provided by the Effective Practices Section of the Department of Public Instruction.
72
System American Indian System State
Hoke County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 345 320 338 325 2,384 2,425 2,492 2,450 508,140 518,193 525,582 532,765
Total Number of Dropouts 15 29 109 31 86 63 129 165 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 4.69 8.58 4.53 9.54 2.60 5.18 3.92 6.73 3.88 3.77 4.86 4.62
Jackson County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 142 138 131 138 1,658 1,651 1,640 1,635 508,140 518,193 525,582 532,765
Total Number of Dropouts 11 6 10 8 72 65 75 68 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 7.75 4.35 7.63 5.80 4.34 3.94 4.57 4.16 3.88 3.77 4.86 4.62
Person County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 11 10 11 11 2,347 2,395 2,420 2,457 508,140 518,193 525,582 532,765
Total Number of Dropouts 0 0 0 0 76 81 118 110 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 0.00 0.00 0.00 0.00 3.24 3.38 4.88 4.48 3.88 3.77 4.86 4.62
Richmond County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 44 37 42 44 3,438 3,433 3,396 3,350 508,140 518,193 525,582 532,765
Total Number of Dropouts 3 1 2 2 84 72 172 163 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 6.82 2.70 4.76 4.55 2.44 2.10 5.06 4.87 3.88 3.77 4.86 4.62
Robeson County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 4,429 4,322 4,308 4,311 9,956 9,817 9,883 9,999 508,140 518,193 525,582 532,765
Total Number of Dropouts 331 245 353 369 598 450 706 735 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 7.47 5.67 8.19 8.56 6.01 4.58 7.14 7.35 3.88 3.77 4.86 4.62
Sampson County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 31 35 33 33 3,113 3,168 3,089 3,108 508,140 518,193 525,582 532,765
Total Number of Dropouts 0 0 4 0 37 38 131 85 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 0.00 0.00 12.12 0.00 1.19 1.20 4.24 2.73 3.88 3.77 4.86 4.62
73
System American Indian System State
Clinton City 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 57 53 46 46 1,140 1,089 1,106 1,114 508,140 518,193 525,582 532,765
Total Number of Dropouts 4 2 2 3 40 26 44 58 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 7.02 3.77 4.35 6.52 3.51 2.39 3.98 5.21 3.88 3.77 4.86 4.62
Scotland County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 273 242 242 260 3,160 3,093 2,959 2,869 508,140 518,193 525,582 532,765
Total Number of Dropouts 25 15 19 20 163 125 149 169 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 9.16 6.20 7.85 7.69 5.16 4.04 5.04 5.89 3.88 3.77 4.86 4.62
Swain County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 151 171 166 163 735 758 757 766 508,140 518,193 525,582 532,765
Total Number of Dropouts 6 12 19 11 25 51 44 33 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 3.97 7.02 11.45 6.75 3.40 6.73 5.81 4.31 3.88 3.77 4.86 4.62
Wake County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 69 76 88 90 34,729 36,777 37,946 39,404 508,140 518,193 525,582 532,765
Total Number of Dropouts 0 1 6 7 1,015 1,079 1,224 1,114 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 0.00 1.32 6.82 7.78 2.92 2.93 3.23 2.83 3.88 3.77 4.86 4.62
Warren County 97 98 99 00 97 98 99 00 97 98 99 00
Total Number of Students 76 71 67 70 1,422 1,391 1,403 1,429 508,140 518,193 525,582 532,765
Total Number of Dropouts 5 2 3 2 86 62 72 116 19,730 19,541 25,555 24,596
Dropout Rate ( per 100 students) 6.58 2.82 4.48 2.86 6.05 4.46 5.13 8.12 3.88 3.77 4.86 4.62
Note: In accordance with a State Board of Education policy change, students who left school prior to graduating and enrolled in community
college programs were counted as dropouts beginning in 1998- 99. This change will make comparisons of the 1998- 99 and 1999- 00 data
with previous years of data difficult at best.
74
Table I
One of the most informative graphs is shown below and presents that part of each gender/ racial group
which drops out in grades 1- 12. Note that the state rate for each group shown elsewhere in this book is
for grades 7- 12. In addition, close study of this graph indicates that males are the more at risk in each
racial group.
Since last year, the dropout rates for Native American students, both male and female, show increases.
Percent of Each Race/ Gender Group in Grades 1- 12 Who Dropped Out
1999- 00
* ( as a percent of total student population, grades 1- 12)
0.0%
1.0%
2.0%
3.0%
4.0%
Percent of Membership in Grades
1- 12 Who Dropped Out
Total 1- 12 Dropouts = ( 25,155)
Total Student Population = ( 1,153,305)
2.19%
1.67%
3.02%
2.02%
3.98%
3.61%
2.99%
2.56%
1.74%
1.23%
2.18%
Native
American
Males
Native
American
Females
Asian
Males
Asian
Females
Black
Males
Black
Females
Hispanic
Males
Hispanic
Females
White
Males
White
Females
Total
Dropouts*
75
Percent of American Indian Students Who Dropped Out by Gender
Statewide and American Indian Percentage of Dropouts
3- Year Trend for Grades 1- 12
96- 97 97- 98 99- 00
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Statewide
American Indian
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
3.50%
4.00%
1996- 97 1997- 98 1999- 00
0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
3.0%
3.5%
4.0%
American Indian Males
Ame