Testing Information for Parents

The Individual Student Report

The Individual Student Report (ISR) provides information on how your student performed on End-of-Grade, End-of-Course, or NCEXTEND1 assessment. The scores on these assessments are only one of many indicators of how well your student is achieving. Test scores should always be considered along with all other variables with all other available information provided about your student.

Lexile® and Quantile® Measures in North Carolina

The Lexile Framework® for Reading, commonly referred to as the Lexile Framework, has been linked with the North Carolina End-of-Grade Assessment in English Language Arts in grades 3–8 and North Carolina End-of-Course in English II. Similarly, The Quantile Framework® for Mathematics will be linked to Edition 5 of the North Carolina End-of-Grade mathematics assessments in grades 3–8 and North Carolina End-of-Course in Math 1 and Math 3. Students in North Carolina also may be receiving Lexile and Quantile measures from a variety of different tests and programs used by their local schools. With Lexile and Quantile measures, educators and parents can spur and support student learning.

State Testing by Grade Level

Grade 3

Grade 3

Beginning-of-Grade 3 Reading (BOG3) Test (General Content Standards)

The BOG3 Reading Test is linked to the Read to Achieve legislation (G.S. §115C-83.6) and serves as a teacher-growth tool used as part of the North Carolina Evaluation Process (TEST-016, EVAL-004) and it is included in the state's accountability model (ACCT-020).

End-of-Grade (EOG) Tests for Reading and Mathematics (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests are linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

NCEXTEND1 Alternate Assessments for Reading and Mathematics (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 4

Grade 4

End-of-Grade (EOG) Tests for Reading and Mathematics (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests are linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

NCEXTEND1 Alternate Assessments for Reading and Mathematics (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

National Assessment of Educational Progress (NAEP) for Reading, Mathematics, and Science

Federal law specifies that NAEP is voluntary for every student, school, school district, and state. However, federal law also requires all states that receive Title I funds to participate in NAEP reading and mathematics assessments at fourth, eighth, and 12th grades, and science assessments at eighth and twelfth grades. Similarly, school districts that receive Title I funds and are selected for the NAEP sample are also required to participate in NAEP reading and mathematics assessments at fourth, eighth, and twelfth grades, and science assessments at eighth and twelfth grades. All other NAEP assessments are voluntary.

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 5

Grade 5

End-of-Grade (EOG) Tests for Reading, Mathematics, and Science (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests are linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

NCEXTEND1 Alternate Assessments for Reading, Mathematics, and Science (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 6

Grade 6

End-of-Grade (EOG) Tests for Reading and Mathematics (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests is linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

North Carolina Final Exams (NCFEs) for Science and Social Studies (General Content Standards) 

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses.

NCEXTEND1 Alternate Assessments for Reading and Mathematics (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 7

Grade 7

End-of-Grade (EOG) Tests for Reading and Mathematics (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests are linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

North Carolina Final Exams (NCFEs) for Science and Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses.

NCEXTEND1 Alternate Assessments for Reading and Mathematics (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 8

Grade 8

End-of-Grade (EOG) Tests for Reading, Mathematics, and Science (General Content Standards)

The EOGs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards). The Grade 3 Reading EOG tests are linked to Read to Achieve legislation (G.S. § 115 C-83.6). 

North Carolina Final Exams (NCFEs) for Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses.

NCEXTEND1 Alternate Assessments for Reading, Mathematics, and Science (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

National Assessment of Educational Progress (NAEP) for Reading, Mathematics, and Science

Federal law specifies that NAEP is voluntary for every student, school, school district, and state. However, federal law also requires all states that receive Title I funds to participate in NAEP reading and mathematics assessments at fourth, eighth, and twelfth grades, and science assessments at eighth and twelfth grades. Similarly, school districts that receive Title I funds and are selected for the NAEP sample are also required to participate in NAEP reading and mathematics assessments at fourth, eighth, and twelfth grades, and science assessments at eighth and twelfth grades. All other NAEP assessments are voluntary.

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 9

Grade 9

End-of-Course (EOC) Test for NC Math 1 (General Content Standards)

The EOCs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards).

North Carolina Final Exams (NCFEs) for Reading, Science, and Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses and to use the results from all course-specific operational assessments as a minimum of twenty percent (20%) of the student's final grade for each respective course.

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 10

Grade 10

End-of-Course (EOC) Test for English II and Biology (General Content Standards)

The EOCs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards).

North Carolina Final Exams (NCFEs) for Mathematics and Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses and to use the results from all course-specific operational assessments as a minimum of twenty percent (20%) of the student's final grade for each respective course..

Pre-ACT® 

PreACT is a North Carolina State Board of Education requirement (G.S. §115C-174.11[c][4])

NCEXTEND1 Alternate Assessments for Mathematics, Reading, and Science (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

College and Career Readiness Alterate Assessment at Grade 10 (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 11

Grade 11

End-of-Course (EOC) Test for NC Math 3 (General Content Standards)

The EOCs are administered per state and federal requirements: the Every Student Succeeds Act (ESSA) of 2015; School Achievement, Growth, Performance Scores, and Grades legislation (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law legislation (G.S. §115C-83.16) Components of the Testing Program legislation (G.S. §115C-174.11); North Carolina State Board of Education Policies TEST-016 (Use of State Designated Assessments for the NC Teacher Evaluation Process), EVAL-004 (Teacher Performance Appraisal Process), ACCT-020 (Accountability Model Components), and ACCT-021 (Accountability Annual Performance Standards).

North Carolina Final Exams (NCFEs) for Reading, Science, and Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses and to use the results from all course-specific operational assessments as a minimum of twenty percent (20%) of the student's final grade for each respective course..

ACT® 

ACT® is a North Carolina State Board of Education requirement (G.S. §115C-174.11[c][4]). Policies include ACCT-020 (Accountability Model Components) and ACCT-021 (Accountability Annual Performance Standards); School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

NCEXTEND1 Alternate Assessments for Mathematics, Reading, and Science (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations. 

College and Career Readiness Alternate Assessment at Grade 11 and NCEXTEND1 Grade 11 (Extended Content Standards)

Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.

English Learners

WIDA™ Screener and ACCESS for ELLs® 2.0

  • Federal law (Title I of ESSA) and North Carolina State Board of Education (TEST-011) policies require all K–12 students identified as English Learners (ELs) through the Home Language Survey process upon initial enrollment be assessed for English language proficiency. The state instrument for identification of ELs is the WIDATM Screener. Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs® 2.0) is North Carolina’s required assessment that complies with Title I of the ESSA legislation; School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); and School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

Alternate ACCESS® 

  • Policy requires in accordance with the Individuals with Disabilities Education Act (IDEA) and ESSA all eligible students who are instructed using the Extended Content Standards in all assessed content areas (i.e., Reading, Mathematics, and Science) participate in the alternate assessment with or without accommodations.
Grade 12

Grade 12

North Carolina Final Exams (NCFEs) for Reading, Mathematics, Science, and Social Studies (General Content Standards)

The NCFEs are considered standardized artifacts reflective of student growth for teachers and school growth for participants in the teacher evaluation process. Additionally, North Carolina State Board of Education policy TEST-016 requires public schools to use the course-specific operational assessments as the only final exams for specific courses and to use the results from all course-specific operational assessments as a minimum of twenty percent (20%) of the student's final grade for each respective course..

ACT WorkKeys® 

ACT WorkKeys® is a North Carolina State Board of Education requirement (G.S. §115C-174.11[c][4]). Policies include ACCT-020 (Accountability Model Components) and ACCT-021 (Accountability Annual Performance Standards); School Achievement, Growth, Performance Scores, and Grades (G.S. §115C-83.15); School Performance for the Purpose of Compliance with Federal Law (G.S. §115C-83.16).

National Assessment of Educational Progress (NAEP) for Reading, Mathematics, and Science

Federal law specifies that NAEP is voluntary for every student, school, school district, and state. However, federal law also requires all states that receive Title I funds to participate in NAEP reading and mathematics assessments at fourth, eighth, and twelfth grades, and science assessments at eighth and twelfth grades. Similarly, school districts that receive Title I funds and are selected for the NAEP sample are also required to participate in NAEP reading and mathematics assessments at fourth, eighth, and twelfth grades, and science assessments at eighth and twelfth grades. All other NAEP assessments are voluntary.