Long Branch Elementary

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Long Branch Elementary - EOG Test Scores - 3rd Grade - Mathematics

About this chart About EOG

EOG			% proficient			% minimal performance			% superior performance
Test	Year	Grade	School	District	State	School	District	State	School	District	State
Mathematics	2004	3	68.3	84.2	88	3.1	1.8	1.7	19.5	30.3	43.1
Mathematics	2005	3	69.5	80.2	85.1	1.2	2.2	2	19.5	28.1	42.1
Mathematics	2006	3	49.1	54.9	67.9	17.3	11.2	8.2	8.7	9.3	19.7
Mathematics	2007	3	71.2	61.1	70.8	12.1	9.6	7.3	13.6	11.5	22.1
Mathematics	2008	3	55.8	63.8	73.2	17.4	9.5	6.6	10.5	14.1	25

Source:  North Carolina Dept of Public Instruction

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Long Branch Elementary - EOG Test Scores - 3rd Grade - Reading

About this chart About EOG

EOG			% proficient			% minimal performance			% superior performance
Test	Year	Grade	School	District	State	School	District	State	School	District	State
Reading	2004	3	75.6	74.6	82.3	5.1	6	4.4	31.7	31.6	45.7
Reading	2005	3	76.8	76.3	82.3	4.9	5.9	3.9	31.7	31.3	45.7
Reading	2006	3	68.3	73.3	82.9	15.4	7.3	0	23.1	30	46.8
Reading	2007	3	77.2	74.5	81.7	9.1	5.9	4.2	33.3	28.7	44.7
Reading	2008	3	33.7	36.7	54.5	39.5	39	25.6	0	7.1	18.9

Source:  North Carolina Dept of Public Instruction

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These graphs show three data columns for the “% proficient” scoring students of the North Carolina End-Of-Grade (EOG) for each year. The first column is the score for Long Branch Elementary, the second is the district average, and the third is the state average.

The North Carolina End-of-Grade tests are designed to measure student performance on the competencies specified in the goals and objectives of the North Carolina Standard Course of Study (SCS).

The North Carolina End-of-Grade Tests are required by General Statute 115C.174.10 as a component of the North Carolina Annual Testing Program. As stated, the purposes of North Carolina state-mandated tests are “(i) to assure that all high school graduates possess those minimum skills and that knowledge thought necessary to function as a member of society, (ii) to provide a means of identifying strengths and weaknesses in the education process in order to improve instructional delivery, and (iii) to establish additional means for making the education system at the state, local, and school levels accountable to the public for results.”

Source: North Carolina End-Of-Grade Test, North Carolina Dept of Public Instruction