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Annual standardized test scores released in NC

READ MORE: Annual standardized test scores released in NC

WILMINGTON, NC (WWAY) -- Schools across our five-county area now know what to celebrate and where they need work. The State Board of Education released end-of-year test results today.

The ABC accountability model measures school achievement in three ways: How proficient its students are; the school's academic growth; and it's AYP score or, Annual Yearly Progress.

Columbus County Schools have a lot to celebrate. For the first year, it was designated as a high growth district, and that's not all.

"Our drop out rate was cut in half this year with the state dropout rate," superintendent Dan Strickland said.

And while the numbers represent some of the successes, they also represent some of the challenges that lie ahead. Compared to 75 last year, only 16 schools across the state were designated as low performing. One of those was the Boys and Girls Home in Lake Waccamaw.

"Are we where we want to be? Of course not," Strickland said. "There's room for growth, and that's what we're going to be looking at. How we can improve this coming year?"

In Pender County, seven schools are above 80 percent proficient.

"Our principals, teachers and students remained focused despite the challenges of larger classes in some cases, fewer resources and uncertainty resulting from the budget situation," superintentdent Allison Sholar said in a statement. "I am extremely proud of the efforts made by our students and staff to move to higher levels of proficiency."

Statewide, more schools met or exceeded expectations and fewer schools were lower performing.

To see how your child's school did, visit



Pender County Schools Meet High Growth As a District

Pender County Schools continue to make progress in the number of students reaching proficiency under the state testing mandates. “On state tests, more Pender County students are at proficiency than ever before,” Allison Sholar, Superintendent of Pender County Schools said. She added, “2009 ABC proficiency for the school district was 76.7% and in 2010 it rose to 82.3%.”

All schools in Pender County met growth except Pender Early College, which was already at 95.8% proficient. Topsail High School and South Topsail Elementary School earned high growth and the state’s highest recognition as Honor Schools of Excellence.

Seven of Pender’s schools are over and well above 80% proficient. The school district increased grade 3-8 reading and math End of Grade (EOG) proficiency rates and high school End of Course (EOC) proficiency rates. The graduation rate increased 11% from 69.2% in 2009 to 80.25% in 2010. Additionally, 24.3% of Limited English Proficient students attained English proficiency, which is well above North Carolina’s requirement of 14.7% of LEP students to attain proficiency. This achievement will allow Pender County to come out of Title III LEA Improvement.

“Our principals, teachers, and students remained focused despite the challenges of larger classes in some cases, fewer resources, and uncertainty resulting from the budget situation,” said Sholar. She added, “As a district, our schools attained high growth status and I am extremely proud of the efforts made by our students and staff to move to higher levels of proficiency.”

The complete ABCs report includes AYP and information about student achievement, growth, and the percentage of students in each school who are performing at or above grade level. Visit the Pender County School system’s website, to view the results. A detailed overview of district results will be presented during the August 9, 2010 Board of Education meeting.

Disclaimer: Comments posted on this, or any story are opinions of those people posting them, and not the views or opinions of WWAY NewsChannel 3, its management or employees. You can view our comment policy here.


meaning less and meaningless; yes, both

First piece of meaninglessness: Early College did not meet growth? What happens when you're already that far? Oh sorry you didn't make improvements from 96%; so you're saddled with an NR (no recognition). If they are in early college, they are probably the smartest bunch of kids in six counties; however, sorry guys, you didn't meet growth.

Second piece of meaninglessness: It doesn't matter how well your school did. It doesn't matter how well your county did. It certainly doesn't matter how well your state did. It only matters what you did as an individual. When a student sees his or her school listed at 78% proficiency or worse while sitting there with all A's, scholarship offers, and a sense of accomplishment and pride for putting forth the effort, I hope he or she knows that it's about the individual not one person in a crowd of 800, or 8000, or a whole state.

Your education is what you do and what effort you put forth, not where you went to school and certainly not how well or how poorly others did.

It doesn't matter if you go to Harvard, Stamford, Chapel Hill,UNCP, UNCG, or UNCW. What matters is the effort you put forth.

If you go to one of the schools on this page that is put in a poor light, ignore it if you as an individual did well. And don't forget to brag

As for the state, for all the lack of meaning of high stakes testing, you need to take the ABC's and the AYP and try doing something right.


keep sending your kids to government schools, they will get a great edjamakation.

Well, Well

One looks at the results in Pender County and must wonder.

How much better might the results have been had the little leader of the County NAACP chapter not thrown a dog into the fight with unfounded and unproven charges against the chairman of the Board of Health. A fair amount of resources were expended to address those challenges and prove them all false.

How much better might a certain middle school have been had that same individual not spouted off with unfounded charges concerning the Principal. Could those students have done even better had the school and its leader not been distracted by that dog fighting little woman who talks big but can not substantiate a single allegation?

Is it not past time for her to apologize to the individuals whom she attacked? Is it not time for her to apologize to the Board of Education? Is it not time she appologized to the taxpayers of this county who fund the schools? For that matter, is it not time she apologize to her chapter members for placing them and their organization in such a discredited position?

The next time she spouts off, she may have a valid issue. But most thinking folks will remember the story of Peter & The Wolf.

Let's hope they keep her in the kennel if she can not back up what she charges.

Money and testing

My child failed most of the school year. but when it came time to take the EOG. He made 4's which is the highest you can get on the testing. The state and Federal Government give money to each county. The poorer the school test. The more money they get. They will test kids 3 times before the end of the year. But, the state only looks and gives money to the first time the kids take the test. The so call Education Lottery over 1/2 of that money goes back into the lottery for prizes. A very small amount goes to schools. This information is on the NCDPI website. Back in 2005 each school that had a child with special needs and with a IEP got $4000 each child. Pender county alone had 954 kids . They all got $4000 to teach and get what they needed in the school. 98% of the $4000went to salaries. This is wrong this system. Has been wrong for a very long time. There are a lot of good schools, teachers and kids, parents out there. We need to show up in numbers to school board meetings. and call the local officals that work and live in your community.. Get involved with the ones that handle the money. I seen in 2008 that North Topsail was getting more money because it was proforming so poorly. Have you seen the area and the money that is in Pender county. I have said it on here before change the ones that are handling the money and you will see a big differences.


At first, your numbers sound like you did research; then, you wrote "98% of the $4000 went to salaries." You have to substantiate that; you can't just pull numbers out of your hoo-hah.

You reveal your social status when you don't use the right verbal forms such as adding the s or the ed.

What's this: "This is wrong this system. Has been wrong for a very long time"? and this: "I seen." and these: "proforming so poorly" "you will see a big differences"

No, not nitpicking, not simple typos; it is in fact careless use of the language (and I still want to see where you got those numbers).

Negative Reinforcement

The entire premise of training is to reward good behavior and punish bad behavior....but here in North Carolina we reward bad behavior by providing more money to schools that are failing. It's the same mindset that led us to increase welfare payments every time a welfare queen delivered another bundle of taxpayer responsibility.

That didn't work and neither will throwing more money at failing schools.

I'm assuming

that you expect the schools to follow them home to make sure that they get plenty of sleep, plenty to eat, and that the parents support their students in getting their work done and behave in a way that supports their learning and the learning of others as well...


REALLY have to take these stupid tests with a grain of salt...I have a child that makes A's and B's all thru the year...gets to the standardized test and FAILS. They simply CANNOT sit down for that length of time and concentrate on a test. When they retest...they get extra time to walk away, take breaks and...guess what...she passes. These stupid test do nothing but cause a bunch of unneeded stress. In my childs case, the test shows NOTHING. ON top of it all..I got a call from the teacher explaining how bad my child had done and she needed to do better...I then replied that they bring home A's and B's all year long and what exactly was I supposed to say...ANYTHING I said would chop down the moral of the child and cause them to think they are doing bad...I then kind of got into it with the teacher and the teacher just replied...its what I get reviewed which my reply was...MUST SUCK to get reviewed on something that isn't a good indicator of progress...I then told the teacher that I wasn't planning on making my child feel like they had failed in ANY WAY...but I would stress the importance of the test and try to get them to realize they should try and concentrate and do the best they could...I bet I couldn't keep the attention of ANY of the teachers or BOE for more than two hours either!

Have you thought about this?

She gets A's and B's all year long because political correctness now demands that teachers give out A's and B's to just about everyone?

Deadlines and pressure are a fact of life. It's hysterical that people attack the EOG exams, SAT, ACT, GMAT, LSAT and claim they're "not valid" when so many students and graduate do exceptionally well on them. They measure both your knowledge and ability to perform under pressure.

They are exceptional indicators of progress and ability.


The tests are represented in such a way that the results mean nothing. A lazy student can do little to just barely pass and then get 3 or 4 on the EOC. There is hysteria from teachers and students toward the end of the semester/year. Administrators go totally nuts and come up with silly and sometimes asinine schemes. The teachers and test proctors also have to sit there for 3-4 hours.


When in adult life do we have to sit that long for a job? Worse, what's with the multiple choice? Teachers spend so much time teaching tricks and tips for multiple choice. Guess what? Those tips and tricks have no application on the job.

You wrote "because political correctness now demands that teachers give out A's and B's to just about everyone." I don't know how to respond to that. If that's happpening, it sounds not so much like political correctness as an employee trying to keep her job. What do you think? Anyway the demonizing of teachers and testing certainly makes the whole thing seem worthless.

Schools not meeting Adequate Yearly Progress

With the below schools not meeting Adequate Yearly Progress, it makes you wonder what our School Board is doing with all the money.

Castle Hayne Elementary
R Freeman Sch of Engineering
D C Virgo Middle
Emsley A Laney High
Eugene Ashley High
Gregory Elementary
John T Hoggard High
Lake Forest Academy
New Hanover High
Roland-Grise Middle
A H Snipes Academy of Arts/Des
Williston Middle


Castle Hayne - 14 out of 15 subgroups
Freeman - 16 out of 17
Virgo - 18 out of 21
Laney - 16 out of 19
Ashley - 12 out of 15
Gregory - 15 out of 17
Hoggard - 14 out of 17
ROLAND GRISE - 26 out of 27!!!!!
Williston - 26 out of 27!!!!!
Snipes - 16 out of 17

Wow! 26 out of 27 my opinion that is a successful school. No one every takes in to consideration the populations the schools serve...and are quick to bash them and label them as failing. Those teachers deserve a huge pat on the back.

Codington - 13 out of 13
Eaton - 13 out of 13

Way to go to these schools also...but look at the whole picture before passing judgement on our "failing" schools.

Subgroups - Look at the WHOLE picture

For the schools that did not pass...did you happen to look at the number of sub-groups each school had to meet? You need to check out the DPI website. Don't look at pass/fail as a whole...look at how many subgroups each school had to pass. I think you would be shocked. Is it fair to look at a school that only had to pass 15 out of 15 subgroups and call them passing...and then look at a school who passed 24 out of 25 and call them failing?

The media needs to start paying attention to the sub-groups before they report on failing schools. But I guess negative sells papers...

And yet still

Codington or Eaton Elementary are not on this list but our backwards school board won't allow more year round schools. Guess it makes too much sense to use what works. I know, lets redistrict. Again.

What money? The schools keep

What money? The schools keep losing money and teachers. Then the state wants to put more and more students into one room. I don't care how good the students are if there is more then 20 high schoolers in a room a teacher will lose some of them. And as far as AYP goes, thats a joke. If a school has 25 goals and misses one because lets say they only have 94% of students testing instead of 95%, then the school misses AYP. It is all a numbers game. To really see a difference in education build more schools and have more teachers, so there are less students in a class. The only real number that should matter is the number of kids in a room. the more students in a class the lower the scores are going to be.

Classroom size counts but

Then there is the dirty secret that if one member of a subgroup doesn't show up on test day, your school has already lost.

The only number that matters is the individual's report card. If he or she is American Indian, it doesn't matter that 10,362 other merican Indians were tested, it doesn't matter that 100% of the subgroup was tested and that 56.1% are proficient. [info from]

What matters is what the individual did. What effort did I put into my education?

Although some students have difficulty learning, school is not set up to make students fail. School is set up with challenges; you must make the individual commitment to meet those challenges.

Is it a shame that only 56.1% are proficient? Yes. I submit to the reader that a great deal of the discrepancies fall on the extent to which each subgroup values education.

And yes, a lot of that comes from not seeing the value in the neighborhood or family in which you grow up. If I lived in a household or neighborhood where generations of women don't work, that probably becomes my role model; if I grew up in a household whose adults are always scraping every penny together working in jobs that require little experience and little education, and still seem to be buying everything in sight (mostly trinkets and items of little value or usefulness)that's my model. If I grow up in a houselhold, even a single parent househld, where the parent had finished a four year degree and got up and went to work every day, well then, that's my model. That's what I value.

Here are the subgroups divided by way too many distinctions that in other industries would be called racist. If I were the owner of Wilmington Widgets and broke down sales calls and sales successes and posted them like this, I'd have far too many agencies investigating.

American Indian
Economically Disadvantaged
Limited English Proficiency
Students With Disabilities

Now consider:
How many students are in multiple categories?
Are comparisons valid?
Can we really expect an Economically Disadvantaged Limited English Proficiency student to make the same growth as the student who's not?
To what extent do each of these subgroups value education?
Why are we teaching everyone as if he or she is going to a 4 year college.
Are the trades not honorable?
Why doesn’t every district have a trade and technical high school?

Imagine me sending out a press release from the Widget Co. announcing that the white sales force was 83% proficient with growth, but that the black sales force was only 56.3%. [figures from same Webpage]

What happens at the next rah-rah sales coach meeting?

“C’mon now black folks, you’re not going to let the white sales team make all the commissions are you? Let’s see a little hustle out there. Let’s make them phones ring. Of course you’re economically disadvantaged, you’re not English proficient. Talk English to your prospects and rack up those sales. Multi-racial employee, why did I even hire you?”


You beat me to the punch. I'm sure the Board of Aggravation...oops...Education will say they need more money and more schools. Sadly, each year graduating seniors receive their diplomas who cannot balance a checkbook or properly dress for a job interview.

Every child has a right to graduate having earned what amounts to 6th grade seems.

Prepared for after high school

Students are taught to "balance a checkbook [and] properly dress for a job interview." The problem is the student doesn't take this info seriously and integrate it into his worldview.

If a student leaves school not using the information he has been taught, that's his decision. There are too many students who decide that they don't need the info being taught.

Your remarks imply that teachers are failing in their duties; however, education is not something done to you so much as something you must choose to do for yourself.

Wise values make for wise choices. Parents who support their child's derogatory manners at school teach their child that school and the people who work there are not to be valued.

Otherwise they wouldn't be acting out at school. Further, they wouldn't be absent multiple times. How many absences do you think should be allowed in a 90-day semester? How many absences would your supervisor accept from you before repercussions including being fired? How much insubordination or acting out would your supervisor accept?

Now, if the parent or the parents don't work, it's all absences. What does a child learn from that?