10801 Plaza Rd Ext, Charlotte, NC 28215
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2020-21 Overall Performance
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Subgroup
Overall Performance
Academic Growth
School Academic Growth represents the academic progress of a student compared to the average progress of students across the state in a given grade and/or subject. When the state has compelling evidence that the students in a school are progressing far above the average, the school is exceeding expected growth. When there is evidence that the students in a school are progressing consistent with the average, the school is meeting expected growth.
Growth is displayed in the School Report Card for subgroups when growth is part of the subgroup letter grade. To see additional growth details or growth of subgroups not part of the subgroup letter grade, including Academically/Intellectually Gifted and Homeless subgroups, use this link.
How the School Performance Grade is Determined
- 80 percent of the grade is based on the school achievement score, which is determined by points earned on accountability measures for that school.
- 20 percent of the grade is based on academic growth. School academic growth represents the academic progress of a student compared to the average progress of students across the state in a given grade and/or subject. When the state has compelling evidence that the students in a school are progressing far above the average, the school is exceeding expected growth. When there is evidence that the students in a school are progressing consistent with the average, the school is meeting expected growth.
- If a school has met or exceeded expected growth but inclusion of the school's growth score reduces the performance score and grade, a school may choose to use the school's achievement score solely to calculate the performance score and grade.
A+NG Schools
- A grade of A+NG indicates that the school has earned a score of 85-100 and does not have significant achievement or graduation gaps.
School Performance Grading Scale
| Grade Range | Letter Grade |
|---|---|
| 85-100 | A |
| 70-84 | B |
| 55-69 | C |
| 40-54 | D |
| Below 40 | F |
Please Note: The accountability measures used to calculate the achievement score and growth score changed slightly in 2017–18 to comply with the Every Student Succeeds Act requirements. Comparisons of School Performance Grades in 2017–18 to earlier school years’ results should be reviewed within that context.
For additional information about accountability indicators used in the calculation of the School Performance Grades see: https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/school-accountability-and-reporting/accountability-data-sets-and-reports.
Alternative Accountability Schools - Reedy Creek Elementary was approved to participate in the North Carolina Alternative Schools' Accountability Model (ASAM). For this reason, School Performance Grades are not available for this report. For more information about the ASAM please see the Alternative Schools' Modified Accountability System Manual. Review the ASAM performance of Reedy Creek Elementary at Option B Ratings or Option C Reports. |
Note on missing data: For the 2020-21 school year, the U.S. Department of Education and the North Carolina General Assembly (Session Law 2021-130) waived requirements for reporting the school-level accountability model and School Performance Grades; including achievement and growth. A condition of the federal waiver requires continued support for schools previously designated as Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI). Likewise, Session Law 2021-130 requires continued support for schools and districts identified as low performing based on data from 2018–19 school year.
Additionally, as a condition of the federal waiver test performance must be reported in the school report card, along with the cohort graduation rate, and the percent of English learners exiting such status. All of which are included in the 2020-21 School Report Card.
When possible, any stakes associated with the test results should be minimized. Schools and the state were not held to the 95 percent participation rule as required by the Every Student Succeeds Act (ESSA), but as a condition of the federal waiver, states were to report participation disaggregated by student subgroups. The disaggregated participation data were reported (1) for eligible students who took the tests and (2) for eligible students who did not take the tests. Please see the 2020-21 Participation Requirements report at Accountability Data Sets and Reports | NC DPI for more information.
Performance Grade Score History
Academic Growth History
Note - To protect student privacy, some data values for small groups will be suppressed as “> 95%” or “< 5%” in the charts or tables below. For counts less than 10, no data will be displayed.
2020-21 Student Characteristics & Participation
This section describes some key measures about the students at this school.
Percentage Economically Disadvantaged
Economically Disadvantaged
This measure shows the percentage of students in this school who are economically disadvantaged. Students from economically disadvantaged families face additional challenges.
2020-21 Career and College Ready
This section describes data around College and Career Ready in Reedy Creek Elementary. For more information about College and Career Ready please see: http://www.ncpublicschools.org/cte/.
2020-21 Student Performance
by School/DistrictStudent Performance
by Subgroup
Alternate Assessment Participation
Students with significant cognitive disabilities are instructed on the NC Extended Content Standards and participate in the alternate assessment. This table reflects the number and percent of students assessed on NCEXTEND1 alternate assessment in this school.
The Every Student Succeeds Act (ESSA) requires states to ensure that the total number of students with disabilities tested in English Language Arts/Reading, Mathematics, and Science using an alternate assessment does not exceed 1.0 percent of the total number of all students assessed in each subject at the state level.
For information on the NC Extended Content Standards, see https://ec.ncpublicschools.gov/disability-resources/significant-cognitive-disabilities/nc-extended-content-standards
This section describes student performance in various test subject areas. Student test performance is reported as one of four achievement levels. Not Proficient is below grade level. Level 3 is grade level proficient. Levels 4 and 5 indicate students are on track for career-and-college readiness.For grade 3 reading, the prior five achievement levels were used in 2020-21 so that there was no impact on the fulfillment of the Read to Achieve program. Levels 1 and 2 are below grade level, Level 3 is grade level proficient. Levels 4 and 5 indicate students are on track for career-and-college readiness.
Measuring Proficiency
This section describes student performance in various test subject areas. Student test performance is reported as one of four achievement levels. Not Proficient is below grade level. Level 3 is grade level proficient. Levels 4 and 5 indicate students are on track for career and college readiness.
- NOT PROFICIENT: Inconsistent understanding of grade-level content standards
- LEVEL 3: Sufficient understanding of grade-level content standards
- LEVEL 4: Thorough understanding of grade-level content standards
- LEVEL 5: Comprehensive understanding of grade-level content standards
What does the achievement level number mean? Students scoring at Not Proficient will likely need additional help in the next year to succeed in that subject area. Students scoring at Level 3 are considered proficient for that grade level or course but may still need some targeted help in the next grade or course. Students scoring at Levels 4 and 5 are ready for the next grade or course and are also on a path to be prepared for a career or college by the time they graduate.
In 2020-21, for third grade reading only, student test performance is reported as one of five achievement levels. Levels 1 and 2 are below grade level. Level 3 is grade level proficient. Levels 4 and 5 indicate students are on track for career and college readiness.
- LEVEL 1: Limited Command of knowledge and skills
- LEVEL 2: Partial Command of knowledge and skills
- LEVEL 3: Sufficient Command of knowledge and skills
- LEVEL 4: Solid Command of knowledge and skills
- LEVEL 5: Superior Command of knowledge and skills
What does the achievement level number mean? Students scoring at Levels 1 and 2 will likely need additional help in the next year to succeed in that subject area. Students scoring at Level 3 are considered proficient for that grade level or course but may still need some targeted help in the next grade or course. Students scoring at Levels 4 and 5 are ready for the next grade or course and are also on a path to be prepared for a career or college by the time they graduate.
Proficiency in Subject Areas
Science Performance
End-of-Grade (EOG) Science assessments measure a student's performance on the NC Essential Standards for Science in grades 5 and 8.
The NC Essential Standards for Science are available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/science.
To review the Grades 5 and 8 Science EOG Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
Biology Performance
The Biology EOC assessment measures a student's performance on the NC Essential Standards for Science in Biology. The NC Essential Standards for Science are available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/science.
To review the Biology EOC Achievement Level Descriptors, see:
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
English II Performance
The English II EOC assessment measures a student's performance on the NC Standard Course of Study (NCSCS) for English Language Arts. The NC Standard Course of Study for English Language Arts is available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/english-language-arts.
To review the English II EOC Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
Reading Performance
End-of-Grade (EOG) English Language Arts/Reading assessments measure students’ performance on the NC Standard Course of Study (NCSCS) for English Language Arts in grades 3–8.
The NC Standard Course of Study for English Language Arts is available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/english-language-arts.
To review the Grades 3–8 English Language Arts/Reading EOG Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
Math Performance
End-of-Grade (EOG) Mathematics assessments measure a student's performance on the NC Standard Course of Study (NCSCS) for Mathematics in grades 3–8. Some students are instructed in the NC Math 1 NCSCS in middle school and thus take the NC Math 1 EOC before grade 9. The Math Performance is a combination of EOG Mathematics scores at grades 3-8 and the NC Math 1 scores at grade 8.
The NC Standard Course of Study for Mathematics is available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/mathematics.
To review the Grades 3–8 Mathematics EOG Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.NC Math I Performance
The NC Math 1 EOC assessment measures student's performance on the NC Standard Course of Study (NCSCS) for Mathematics in NC Math 1.
The NC Standard Course of Study for Mathematics is available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/mathematics.
To review the Math 1 EOC Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
NC Math 3 Performance
The NC Math 3 EOC assessment measures student's performance on the NC Standard Course of Study (NCSCS) for Mathematics in NC Math 3.
The NC Standard Course of Study for Mathematics is available online:
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/mathematics.
To review the Math 3 EOC Achievement Level Descriptors, see
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/technical-information-state-tests#AchievementLevelDescriptors-1463.
Math Performance
- Summary Chart
- Table
Reading Performance
- Summary Chart
- Table
Science Performance
- Summary Chart
- Table
Other Measures
4 Year Graduation Rate
The four-year cohort graduation rate shows the percent of students who graduate in four years or less after first enrolling in 9th grade.
Read to Achieve
Research has shown the importance of learning to read by the end of third grade. The Read to Achieve program is a part of the Excellent Public Schools Act which became law in July of 2012 and applies to all schools at the beginning of the 2013-2014 school year. The goal of the State is to ensure that every student reads at or above grade level by the end of third grade. Students who are proficient on the 3rd-grade EOG or qualify for a "good cause exemption" are promoted to Grade 4. Students who are not proficient may be retained in 3rd grade or placed in 4th grade with extra reading instruction and interventions. For more information on the "Read to Achieve" Program please see:
https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/state-tests/grade-3-read-achieve-rtaRead to Achieve - Met Grade 3 Benchmark
Read to Achieve - Did Not Meet Grade 3 Benchmark
Students with Disabilities Alternate Test Participation
The percent of tested students is expected to be below 1% at the state level. Participation data is not published when the percentage of students participating is less than five percent to protect student privacy. When the percentage of students participating is greater than five percent, the participation data is published.
Participation Rates
The Every Student Succeeds Act (ESSA) requires 95% of eligible students be tested on reading and mathematics assessments. Additionally, North Carolina has a requirement of 95% of eligible students be tested on science, ACT WorkKeys and ACT assessments. This information shows the percent of participation targets met in each category.
For more details on missed targets, see https://www.dpi.nc.gov/2021-22-participation-requirements-report.
For more information on determining the percent of students tested, see https://www.dpi.nc.gov/ncdpi-school-grade-technical-guide.
2020-21 Teachers and Qualifications
This section provides information on teachers and their qualifications.
National Board Professional Certified Teachers |
|---|
| 15 |
National Board Certification
National Board Certification, offered by the National Board For Professional Teaching Standards (NBPTS), recognizes the accomplished teaching that is occurring in North Carolina's classrooms. The certification process is based on high and rigorous standards that evaluate teaching practice through performance-based assessments. NBPTS Standards can be found at www.nbpts.org or www.boardcertifiedteachers.org .
National Board Certified Teachers
Educator Effectiveness
North Carolina is reporting on the effectiveness of teachers across the State, which is measured using the North Carolina Educator Evaluation System. This system engages teachers, principals, and their evaluators in dynamic discussions that recognize educators' individual strengths and focuses on how they can improve their craft. The reports show ratings of the performance of teachers who were evaluated during the school year.
Important Information:
Please keep the following in mind when reviewing the educator effectiveness data.
- North Carolina’s Educator Evaluation System is a growth instrument. It identifies the knowledge, skills, and dispositions expected of teachers, and measures the level at which they meet the standard as they move from ratings of “not demonstrated” to “distinguished.”
- As lifelong learners, teachers and school leaders are constantly learning and growing. Since educators (like all employees) always have room to improve, it is uncommon to see a school in which the majority of teachers are distinguished. It is expected that educators in a school or district would be distributed across the rating categories.
- During the 2010-11 school year, the State only required school districts to complete evaluations for teachers in their first three years in the classroom and tenured teachers renewing their licenses. As a result, new teachers are heavily over-represented in the data, and the data do not fully represent the school or school district. New teachers are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge.
- For the 2011-12 school year and after, principals could elect to complete abbreviated evaluations for career-status teachers. Career-status teachers, however, must receive a full evaluation at least once during the five-year license renewal cycle. An abbreviated evaluation consists of ratings on Standards 1, 4, and Student Growth. This explains why the teacher counts for Standards 2, 3, and 5 are different than the counts for Standards 1, 4, and Student Growth.
Standards
- Teachers demonstrate leadership.
- Teachers establish a respectful environment for a diverse population of students.
- Teachers know the content they teach.
- Teachers facilitate learning for their students.
- Teachers reflect on their practice
Student Growth
Evaluation Ratings
For Standards 1 – 5, educators can receive one of five ratings on a standard. The individual evaluating the educator selects the ratings.
- Not demonstrated - indicates that the educator did not demonstrate competence on the standard, or display adequate growth toward the standard.
- Developing - indicates that the educator is growing in his or her understanding of that standard, but has not yet demonstrated competence.
- Proficient -indicates that the educator demonstrated basic competence of the standard.
- Accomplished-indicates that the educator exceeded basic competence on the standard, most of the time.
- Distinguished - indicates that the educator consistently and significantly exceeds basic expectations on the standard.
For Student Growth, educators can receive one of three ratings on a standard.
- Does Not Meet Expected Growth - the student growth value for the teacher (or school) is lower than what was expected relative to the state average.
- Meets Expected Growth - the student growth value for the teacher (or school) is what was expected relative to the state average.
- Exceeds Expected Growth - the student growth value for the teacher (or school) exceeds what was expected relative to the state average.
Teachers Effectiveness
North Carolina is reporting on the effectiveness of teachers across the State, which is measured using the North Carolina Educator Evaluation System. This system engages teachers, principals, and their evaluators in dynamic discussions that recognize educators' individual strengths and focuses on how they can improve their craft. The reports show ratings of the performance of teachers who were evaluated during the school year.
Important Information:
Please keep the following in mind when reviewing the educator effectiveness data.
- North Carolina’s Educator Evaluation System is a growth instrument. It identifies the knowledge, skills, and dispositions expected of teachers, and measures the level at which they meet the standard as they move from ratings of “not demonstrated” to “distinguished.”
- As lifelong learners, teachers and school leaders are constantly learning and growing. Since educators (like all employees) always have room to improve, it is uncommon to see a school in which the majority of teachers are distinguished. It is expected that educators in a school or district would be distributed across the rating categories.
Standards for Educator Effectiveness
- Teachers demonstrate leadership.
- Teachers establish a respectful environment for a diverse population of students..
- Teachers know the content they teach.
- Teachers facilitate learning for their students.
- Teachers reflect on their practice
Educators are assigned effectiveness ratings based on their overall performance on the five observational standards and the overall growth rating (where available). The classification process is the same for educators whether they are on a comprehensive, standard, or abbreviated evaluation process. The three rating categories are listed below with a description of how they are derived
- Needs Improvement – the educator demonstrated a less than proficient rating on one of the five observational standards and/or demonstrated growth that did not meet expectation (if an individual growth measure is available for that educator). For educators without a growth measure, only the observational standards are used in the determination of effectiveness.
- Effective – the educator demonstrated a rating of at least “Proficient” on all observational standards and the educator met or exceeded expectation on the growth measure (where available). If the educator demonstrated a rating of “Proficient” on one of the five observational standards or only met expected growth, then he or she is classified as “Effective” regardless of greater than proficient ratings on the other standards. For teachers without a growth measure, only the observational standards are used in the determination of effectiveness.
- Highly Effective – the educator demonstrated a rating of “Accomplished” or “Distinguished” on all five of the observational standards (or both ratings if on an abbreviated evaluation plan) and exceeded expectations on the growth measure. For teachers without a growth measure, only the observational standards are used in the determination of effectiveness.
For more information about Standards and EVAAS ratings, please see theEducator Effectiveness Model webpage.
Total Classroom Teachers
The number of teachers at the school in March 2021. School system and State numbers are based upon the average number of teachers in schools with similar grades.
Fully Licensed Teachers
Teachers who have met all education and testing requirements. School system and State numbers are based upon the average number of teachers in schools with similar grades.
Teachers with Advanced Degrees
Teachers with license areas above the four year degree level (Bachelor). School system and State numbers are based upon the average number of teachers in schools with similar grades.
National Board Certified Teachers
Teachers who have been certified as accomplished teachers by the National Board for Professional Teaching Standards. For more information: www.dpi.nc.gov/educators/national-board-certification
One Year Teacher Turnover Rate
The percent of teachers in March of one school year who were no longer employed as teachers in March of the following school year. School system and State numbers are based upon schools with similar grades. For more information about decisions of teachers to leave the teaching profession please visit www.dpi.nc.gov/districts-schools/districts-schools-support/district-human-capital/surveys-and-reports.
- Summary Chart
- Table
Teacher Qualifications
- Summary Chart
- Table
Non-Provisional/Emergency Licenses
2020-21 School Environment
by School/DistrictView Environment
by Subgroup
This section provides information on the school environment and facilities
Total Students |
|---|
| 828 |
Student Enrollment
Student Enrollment
This chart shows the final average daily membership. Schools are compared to 'like' schools across the district and state.
Average Class Size
Class size data for grades 4-8 is not available for 2020-21.
Class size is a calculation by grade of the number of students in classes divided by the number of lead teachers assigned to the classes for that grade. Lead teachers are only counted once in the calculation and have equal responsibility for all students in the class and do not include pull out teachers, teachers who work with select students, or teacher assistants.
If the students across sections of a course are all scheduled into a single Section or with the same Expression in PowerSchool, the class size maybe appear inflated, as it will appear as if they are all in the same class with a single teacher.
The Average Class Size report provides the average number of students enrolled in “typical” K-8 classrooms.
Schools are compared to 'like' schools across the district and state.
This data is based on the Legislated Class Size Report (LCS).
Average Class Size
Average Course Size
Course size data for grades 4-8 is not available for 2020-21.
The Average Course Size report provides the average number of students enrolled per section enrolled in the courses finishing with a North Carolina End-of-Course (EOC) test (English II, NC Math 1, NC Math 3, Biology).
This data is based on the Legislated Class Size Report (LCS). Course size data is based on the number of students taking the EOC tests.
Course size is important because it may influence the one-on-one attention that teachers provide to students and the level of classroom discipline. Keep in mind that class size averages my change slightly as students make changes to their schedules or as students move during the school year. Consider asking your school principal about targeted class sizes in your district.
Number of Students Enrolled in Preschool
| Agency | Number Enrolled |
|---|---|
| Reedy Creek Elementary | 51 |
| Charlotte-Mecklenburg Schools | 2660 |
| State of North Carolina | 18183 |
Number of Students Enrolled in Preschool
This information represents the number of children who were enrolled in the preschool program at this elementary school. In some cases, not every student served in an elementary school- based preschool program remains enrolled in that elementary school for their kindergarten year.
Suspension and Expulsion Rates (per 1000 students)
Rates of Criminal Acts, Bullying, Law Enforcement Referrals, and Arrests (per 1000 Students)
| Agency | Criminal Acts | Bullying and Harassment | Referral to Law Enforcement | Arrests |
|---|---|---|---|---|
| Reedy Creek Elementary | 0.00 | 0.00 | 0.00 | 0.00 |
| Charlotte-Mecklenburg Schools | 1.25 | 1.08 | 0.37 | 0.00 |
| State of North Carolina | 1.04 | 1.35 | 0.45 | 0.00 |
Suspension and Expulsion Rates (per 1000 students)
This chart describes some of student behavior and discipline issues:
- Short-term Suspensions - Number of short-term suspensions per 1000 students
- Long-Term Suspensions - Number of long-term suspensions per 1000 students
- Expulsions - Number of expulsions per 1000 students
- In-school Suspensions – Number of In-school suspensions per 1000 students
Rates per 1000 are calculated by dividing the total number of crimes or suspensions/expulsions by student membership at the State, District, or School level, and then multiplying by 1000. This statistic allows for general comparison of one entity to another by controlling for differences in student population size.
Since this is a rate and not a percentage, the >95 and <5 masking rules do not apply. Masking rules apply when a subgroup or student membership is less than 10. There were instances where the insufficient data rules were applied.
Additional data can be found here https://www.dpi.nc.gov/data-reports/discipline-alp-and-dropout-data.
Rates of Criminal Acts, Bullying, Law Enforcement Referrals, and Arrests (per 1000 Students)
Rates of Criminal Acts, Bullying, Law Enforcement Referrals, and Arrests (per 1000 Students)
- Criminal Acts - Number of criminal acts per 1000 students
- Acts of Bullying and Harassment – Number of acts of bullying or harassment per 1000 students
- Reports to Law Enforcement – Numbers of reports to law enforcement per 1000 students
- School Arrests – Numbers of school-related arrests per 1000 students
Rates per 1000 are calculated by dividing the total number of crimes or suspensions/expulsions by student membership at the State, District, or School level, and then multiplying by 1000. This statistic allows for general comparison of one entity to another by controlling for differences in student population size.
Since this is a rate and not a percentage, the >95 and <5 masking rules do not apply. Masking rules apply when a subgroup or student membership is less than 10. There were instances where the insufficient data rules were applied.
Additional data can be found here https://www.dpi.nc.gov/data-reports/discipline-alp-and-dropout-data.
Chronic Absenteeism
Chronic Absenteeism
Chronic Absenteeism represents the percentage of students in a school or district who are chronically absent from school. A student is defined as chronically absent when they are enrolled in a North Carolina public school for at least 10 school days at any time during the school year, and whose total number of absences is equal to or greater than 10 percent of the total number of days that the student has been enrolled at any school during a given school year.
Student chronic absence is a risk factor for adverse outcomes. Student chronic absence differs from both truancy and average daily attendance. Student daily attendance is the percentage of students present in a school each day. Student truancy measures unexcused absences only. Student chronic absence refers to missing so much school, for any type of absence – excused, unexcused, disciplinary – that a student is at risk of falling behind.
This definition applies to all students enrolled in a school, including those who have not reached the compulsory attendance age, as well as those who have reached or exceeded the compulsory attendance age.
In some schools, the number of students who are counted as chronically absent may be greater than the total number of students, particularly in the counts for sub-groups. This is because a student may be counted as chronically absent in a school but not counted in the school's annual membership.
Students Per Device
Students Per Device
Students per device: The number of students per device in the school. On this measure, the lower the number the better. There are more computers available to students when this number is low.
Due to the delay in collecting the Digital Learning and Media Inventory (DLMI) for the 2019-20 school year until December 2020 because of Covid disruption, the data in the 2019-20 School Report Card is repeated in the 2020-21 version of the report.
Book Titles Per Student
Book Titles Per Student
A school library’s number of book titles per student indicates the availability of different book titles for students to select. A higher number of book titles per student indicates a wider variety of books to choose from.
Due to the delay in collecting the Digital Learning and Media Inventory (DLMI) for the 2019-20 school year until December 2020 because of Covid disruption, the data in the 2019-20 School Report Card is repeated in the 2020-21 version of the report.
Wireless Access Points per Classroom
Wireless Access Points per Classroom
This report provides the number of wireless access points for each classroom. Typically, when there are more access points available, there is better wireless internet coverage in the school.
Due to the delay in collecting the Digital Learning and Media Inventory (DLMI) for the 2019-20 school year until December 2020 because of Covid disruption, the data in the 2019-20 School Report Card is repeated in the 2020-21 version of the report.
Devices Issued To Students
One to One Access
This report indicates if a school provides a school owned device to each student for an entire grade within the school. Some schools provide the device only during school hours while other schools allow students to take them home.
Reedy Creek Elementary provides a school owned device for each student in each of the following grades.
Due to the delay in collecting the Digital Learning and Media Inventory (DLMI) for the 2019-20 school year until December 2020 because of Covid disruption, the data in the 2019-20 School Report Card is repeated in the 2020-21 version of the report.
| 3rd | 4th | 5th |
|---|---|---|
Arts Education
The following arts education disciplines are offered at Reedy Creek Elementary. The number of courses offered, and the percentage of school population enrolled in that discipline, are displayed. To protect student privacy, some data values for small groups will be suppressed as “>95%” or “<5%” in the charts or tables. For more information about Arts Education Courses offered in NC, please visit the NC Arts Ed Data Project.
| Dance | Music | Theatre Arts | Visual Arts |
|---|---|---|---|
Strategic Planning 2020-21
This section provides information on Reedy Creek Elementary's strategic planning, goals and progress.
- Title 1 Status
- Comprehensive or Targeted Support:
- Targeted Support and Improvement (TSI) Additional Targeted Support ×
Targeted Support and Improvement (TSI) Additional Targeted Support
As required by Every Student Succeeds Act (ESSA), North Carolina must identify schools with low performance on various measures for the purpose of providing additional support. A school is designated as TSI – Additional Targeted Support by having at least one subgroup where the Subgroup Performance Score is equal or below the overall School Performance Score of the highest identified CSI – Low Performing School. For the current identification that score is 32. For more information on how schools are identified see:
Title 1 Status
This school receives Title I funding from the Federal Government which is designated to assist this school with providing all children a significant opportunity to receive a fair, equitable, and high-quality education, and to close achievement gaps.
Public School Finances 2020-21
This section provides information on the school funding and expenditures.
Per Pupil Source of Funding
Use of Funds
Reedy Creek Elementary
Charlotte-Mecklenburg Schools
State of North Carolina
Use of Funds
Education is a labor-intensive enterprise, as reflected in the accompanying chart. Salaries for teachers and other staff are usually the largest expense in a charter school. Compensation includes salaries and benefits. State and federal funds are generally allotted for specific purposes, services, or programs.