Athens Drive High

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:

Read to Achieve Plan.pdf - Google Drive

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 .

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

1. Teachers demonstrate leadership.
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. 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

1. Teachers demonstrate leadership.
2. Teachers establish a respectful environment for a diverse population of students..
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. 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

1. 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.
2. 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.
3. 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 2025. 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.