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Fuquay-Varina Middle: NC ABCs Results

The ABCs of Public Education is North Carolina's accountability program that is designed to improve student achievement, reward excellence, and provide assistance to schools that need extra help. The program evaluates student achievement by a formula that measures student progress from one year to the next, as indicated by student scores on End-of-Grade and End-of-Course tests.

At the elementary and middle school levels, the formula takes into account scores on End-of-Grade tests in reading, science, and mathematics. Because many middle-school students also take Algebra I, middle schools are also evaluated on scores on the End-of-Course exam for Algebra I.

At the high school level, the ABCs results are based on the performance of students in three core End-Of-Course tests: Algebra I, English I, and Biology. The formula the state uses to evaluate high schools also considers the school's five-year graduation rate and the percentage of students who graduate in the college prep track.

Comparing data across several years


In 2009, the state Department of Public Instruction (DPI) changed the way Performance Composites and Performance Recognitions are calculated to reflect the number of elementary and middle school students passing either the initial test administration, or the first retest. In 2010, high school level results also use the first retest.

However, only students passing the initial test administration are counted by DPI in determining the Growth Recognition.

As a result of these changes, comparing elementary and middle school results from 2009 onward to earlier results is difficult. Likewise, comparing high school results from 2010 onward to earlier results is also problematic.

Results

Year Performance Composite Growth Recognition Performance Recognition
2012 78.3 Met Expected Growth School of Progress
2011 78.2 High Growth School of Progress
2010 79.9 High Growth School of Progress
2009 76.4 Expected Growth School of Progress
2008 67.6 Expected Growth School of Progress
2007 76.6 Expected Growth School of Progress
2006 73.7 Expected Growth School of Progress
2005 86.1 Below Expected
2004 85.0 Below Expected
2003 84.7 Expected Growth School Of Distinction
2002 83.8 Did Not Meet Expected Growth Standard
2001 82.7 Did not meet the expected growth standard School of Distinction
2000 77.2 Met the expected growth standard

Key

  • Honor School of Excellence: At least 90 percent of students' scores are at or above achievement Level III and the school makes or exceeds its expected growth goal. Additionally, the school has achieved Adequate Yearly Progress (AYP).
  • School of Excellence: At least 90 percent of students' scores are at or above achievement Level III and the school makes or exceeds its expected growth goal.
  • School of Distinction: 80-89 percent of students' scores are at or above achievement Level III and school makes or exceeds its expected growth goal.
  • School of Progress: 60-79 percent of students' scores are at or above achievement Level III and school makes or exceeds its expected growth goal.
  • School Receiving No Recognition: School fails to reach its expected growth goals but has at least 60 percent of its students performing at or above achievement Level III.
  • Priority School: School has less than 60 percent of its students' scores at or above achievement Level III, irrespective of making its expected growth status, and is not identified as a Low-Performing School.
  • Low-Performing School: School fails to reach its expected growth goal and has significantly less than 50 percent of its students performing at or above achievement Level III.
  • High Growth: School made expected growth & at least 60% of the students achieved their growth expectations.
  • Expected Growth: School makes its expected growth goal.