Welcome to our profiles site, where
you can obtain detailed information about individual schools,
learning communities and our district as a whole.
By navigating from the menu at the top of this page, you can access
a wealth of data on student demographics and the academic performance
of students in Charlotte-Mecklenburg Schools.
These pages contain the most recent testing scores as well as
our progress documented under the federal No Child Left Behind
Act. We have made significant progress in improving student achievement.
More information about schools is available on two sites linked
to the CMS Web site. The Data Dashboard offers data about schools
displayed in a variety of ways with graphic indication of progress.
School Progress Reports, released for each school, also provide
information about individual schools. These reports include other
measures that assess the quality of our schools and progress against
goals in our Strategic Plan 2010. Both can be accessed through
Quick Links on the right side of the CMS home page.
Each school is required to meet specific goals for Adequate Yearly
Progress, or AYP. Adequate Yearly Progress measures the progress
of 10 separate groups - the school as a whole, six student ethnic
groups (black, white, Hispanic, Native American, multi-racial,
and Asian), economically disadvantaged students, those with limited
English proficiency, and those with disabilities. Additional elements
of AYP include percentage of students tested and either student
attendance throughout the school year or High School graduation
Targets vary depending on a school’s diversity. Some schools
can have as many as 37 subgroups and thus 37 AYP targets. Other
schools can have as few as 10. It’s important to remember
that No Child Left Behind is an absolute standard: If a single
subgroup misses the Adequate Yearly Progress target, the school
as a whole does, too.
The state introduced a new, more rigorous reading test in grades
three through eight last year. The increased rigor was needed
– the state test had not been adjusted since the early 1990s.
However, the higher standard resulted in a decline in reading
scores in CMS and across the state. The reading scores are used
to calculate Adequate Yearly Progress, and the number of schools
making AYP also declined.
In CMS, the number of schools making AYP in 2007-2008 fell to
32 of 158 schools, or 20.3 percent, compared to 61 of 151 schools,
or 40.4 percent, in 2006-2007.
We will continue to work toward the goal of increasing student
achievement. We've began intense reading and mathematics instruction
for struggling students in the early grades and we are making
structural and significant changes to our middle schools so that
students arrive in high school with the skills needed to succeed.
Many of our students are succeeding. But we have set a high goal
for ourselves - we want every student to leave CMS ready to compete
locally, nationally, and internationally. As the information in
these profiles shows, we are not there yet. Like all school districts,
we must lift a substantial number of our students over the barriers
of poverty, learning English as a second language and other external
conditions that can impede learning.
We will continue to develop new and innovative ways to help our
children learn and become academically successful.