Summary
Third Creek Middle is a public school in Statesville, NC, serving 402 students in grades 6-8 as part of Iredell-Statesville Schools. The school ranks 752nd out of 778 North Carolina middle schools for 2025-2026, placing it in the 3rd percentile with a 0-star rating, and it has languished near the bottom of the state rankings for more than a decade. With 99.25% of students qualifying for free or reduced-price lunch and a chronic absenteeism rate of 32.2% — well above the district rate of 19.9% — the school faces real challenges, but comparisons to nearby schools show those challenges are not the whole story.
Academic proficiency at the school trails district and state averages by roughly 20 to 49 percentage points in every subject and grade. For instance, only 13.2% of 8th graders are proficient in math, versus 53% statewide, while 8th grade science proficiency is 19.9% compared to 68.6% statewide. The contrast with Oakwood Middle IB School is especially telling: it is in the same district, only about 2.7 miles away, with a similarly high-poverty population, yet its 8th graders post 70.3% proficiency in math and 85.7% in science, and the school ranks in the 91st percentile statewide. Even East Iredell Middle, another low-performing school with similar demographics, ranks slightly above Third Creek.
Attendance appears to be one of the most actionable differences. The school's chronic absenteeism rate of 32.2% is roughly five times higher than Oakwood Middle IB School's rate of 6.5%, and it also exceeds the rates at Troutman Middle (20.5%) and River Bend Middle (20.6%). There is one relative strength worth studying: English Learner students at Third Creek ranked in the 20th percentile statewide in 2025-2026, up from the 6th percentile three years earlier. Notably, the school spends more per student ($11,158) than any nearby comparison school and has a student-teacher ratio of about 16, which suggests additional funding alone is unlikely to turn things around. Instead, the school's entrenched low performance points to the need for deliberate, sustained work on attendance, instruction, and school climate.
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