This policy has been adopted by the NC State Board of Education, but is still pending codification in the NC administrative code.  all codified rules may be accessed by going to the oah website.

 

 

 

The following academic achievement-standards and achievement level descriptors for end-of-course multiple-choice assessments have been approved by the State Board of Education for use in the ABCs Accountability Program:

 

Achievement Level Ranges for North Carolina

End-of-Course Tests

 

Achievement Level Descriptors--Algebra I EOC Test

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I show minimal conceptual understanding, limited computational accuracy, and often responds with inappropriate answers or procedures.

 

Students at this level are able to display data in a matrix; identify and use an element in a given matrix; add and subtract matrices; apply the laws of exponents to monomials; and add and subtract basic polynomials. Students are able to solve single-step equations and inequalities.

 

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II show inconsistency in: conceptual understanding, computational accuracy, and in ability to respond with appropriate answers or procedures. They demonstrate limited use of problem-solving strategies.

 

Students at this level are able to perform basic matrix operations and interpretations; perform direct substitutions in functions and formulas; simplify formulas using order of operations; identify the greatest common factor of a polynomial; and multiply simple binomials.  Students are able to use and solve two-step equations and inequalities.

 

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III generally show conceptual understanding and computational accuracy, and they respond with appropriate answers or procedures. They use a variety of problem-solving strategies.

 

Students at this level are able to write and solve linear equations; create linear models; apply and interpret constants and coefficients; understand the concepts of parallel, perpendicular and the equation of a line; solve systems of equations; factor and solve using polynomials; and use exponential and quadratic functions to solve problems. Students are able to model and solve multi-step equations and inequalities.

 

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level IV consistently show a high level of conceptual understanding, computational accuracy, and ability to respond with appropriate answers or procedures. They demonstrate capability by using a variety of problem-solving strategies.

 

Students at this level understand the translations of linear equations; successfully solve problems in the context of real-world situations; and interpret change in the slope, y-intercept, coefficients and constants. Level IV students are able to model and solve multi-step equations and inequalities in the context of multi-concept application problems.

Achievement Level Descriptors - Algebra II End-of-Course Test

 

In Algebra II students apply algebraic concepts including relations, functions, polynomials, rational expressions, complex numbers, systems of equations and inequalities, and matrices. They collect and organize data to determine functions of best fit to analyze, interpret, and solve real world problems. Students use equations of circles and parabolas to model and solve problems. They model and solve problems by using direct, inverse, combined and joint variation.

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I show minimal conceptual understanding, limited computational accuracy, and often respond with inappropriate answers or procedures. They rarely use problem-solving strategies successfully.

 

Students at this level have difficulty applying most algebraic concepts. They have moderate success working one-step problems and those requiring routine calculator skills. The lack of computational and reasoning skills at this level results in an inability to analyze and interpret real world problems.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II show inconsistency in conceptual understanding, accurate computation, and respond with appropriate answers or procedures. They demonstrate limited use of problem-solving strategies.

 

Students at this level have some success applying algebraic concepts. They understand enough mathematical vocabulary and possess adequate calculator skills to enable them to solve problems involving more than one step. They can identify basic translations of functions, are able to perform matrix operations, can compute with complex numbers, and determine functions of best fit.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III generally show conceptual understanding, compute accurately, and respond with appropriate answers or procedures. They use a variety of problem-solving strategies.

 

Students at this level are able to connect algebraic and graphical concepts. They understand and use mathematical vocabulary to solve multi-step equations, inequalities, as well as systems, and are familiar with exponential and logarithmic functions. They are competent with the major features of a graphing calculator enabling them to analyze and solve real world problems.

 

 

 

 

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level IV consistently show a high level of conceptual understanding, compute accurately, and respond with appropriate answers or procedures. They demonstrate capability by using a variety of problem-solving strategies.

 

Students at this level can apply algebraic and graphical concepts in a variety of contexts. They collect and organize data to determine functions of best fit to analyze, interpret, and solve real world problems. They are able to model and solve problems using various functions such as variations, quadratic, cubic, rational, and exponential. These students are able to identify several appropriate methods and techniques for solving problems.

 

 

 

 

Achievement Level Descriptors--Geometry EOC Tests

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I show minimal conceptual understanding, limited computational accuracy, and often respond with inappropriate answers or procedures. They rarely use problem-solving strategies successfully.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II show inconsistency in conceptual understanding, computational accuracy, and in their ability to respond with appropriate answers or procedures. They demonstrate limited use of problem solving strategies and experience difficulty with complex problems and developing geometric models.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III generally show conceptual understanding, computational accuracy, and respond with appropriate answers or procedures. They use a variety of problem-solving strategies. Students solve problems with a moderate level of complexity using one or more formulas or concepts.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level IV consistently show a high level of conceptual understanding and computational accuracy, as well as a strong ability to respond with appropriate answers or procedures. Students model and solve problems with a high level of complexity using multiple formulas or concepts.

 

 

Achievement Level Descriptors—English I EOC Tests

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I demonstrate the need to develop the composition and reading comprehension skills required in the English I North Carolina Standard Course of Study. Students inconsistently identify and correct rudimentary language convention errors (such as incorrect verb usage, end punctuation errors, double negatives, capitalization errors, and non-standard verb forms). Students show little to no evidence of reading skills and strategies required to comprehend a variety of ninth-grade-level expressive, informational, argumentative, critical, and literary texts.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II demonstrate inconsistent application of the composition and reading skills required in the English I North Carolina Standard Course of Study. Students inconsistently apply knowledge of grammar and language usage to identify and correct language convention errors in spelling, punctuation, and simple sentence structure. Students show an initial understanding of basic literary devices and elements (such as symbolism, plot structure, and figurative language). Students may also inconsistently apply strategies such as determining the meaning of unfamiliar vocabulary through context clues and identifying the main idea and supporting details. Students show inconsistent literal comprehension of a variety of ninth-grade-level expressive, informational, argumentative, critical, and other literary works.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III typically demonstrate composition and reading comprehension skills required by the English I North Carolina Standard Course of Study. Students typically demonstrate an understanding of conventional written expression by editing sentences for correctness, clarity, and style. Students can infer, generalize, draw conclusions, and make connections between texts. Students can analyze the impact of details and literary elements and devices (such as characterization, dialect, imagery, symbolism, main idea, purpose, context, and figurative language) on the work as a whole. Students are typically able to comprehend and analyze a variety of ninth-grade-level expressive, informational, argumentative, critical, and other literary texts.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Level IV demonstrate a strong command of the composition and reading comprehension skills required by the English I North Carolina Standard Course of Study. Students consistently demonstrate an understanding of conventional written expression by editing various sentence types for correctness, clarity, and style. By inferring, generalizing, drawing conclusions, and making connections between texts, students comprehend with breadth and depth a variety of ninth-grade-level texts. Students can analyze the impact of details and more complex literary elements and devices (such as style, diction, and tone) on the work as a whole. Students can analyze and evaluate purpose, audience, context, and elements of communication particular to expressive, informational, critical, argumentative, and other literary texts.

 

 

 

Achievement Level Descriptors – Biology

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I recognize basic biological concepts and require extensive remediation to successfully complete the course. They can inconsistently identify the steps involved in the scientific process. Students at this level may recognize biological terms but demonstrate minimal understanding of the application of the terms.

 

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II demonstrate limited understanding of biology concepts. These students can organize and interpret data with direct guidance. Students can identify basic cell structure/function, understand basic DNA structure, and solve simple Punnett squares. They can identify basic patterns of animal behavior and relationships among organisms in ecological systems.

 

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III demonstrate mastery of biology concepts. These students understand and can conduct scientific inquiry, interpret and analyze data, and make predictions pertaining to various biological processes. They can understand form and function of biological systems. Students at this level interpret factors contributing to patterns of inheritance, animal behavior, and human health. They can assess how biotic and abiotic factors influence homeostasis within changing systems.

 

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level IV demonstrate an advanced application of the scientific skills. These students demonstrate mastery of scientific inquiry skills including experimental design, identification of alternate interpretations of data, and application to real-world experiences. They can analyze the relationship between form and function of biological systems. They can also analyze and evaluate factors contributing to complex patterns of inheritance, animal behavior, and human health. Students at this level use their understanding of the universal genetic code to make predictions about unity and diversity of life.

 

 Achievement Level Descriptors – Physical Science

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level I show limited knowledge in the areas of forces and motion, energy and conservation, electricity and magnetism, structure and properties of matter, and regularities in chemistry.  Students understand some components of the scientific inquiry process and may be able to conduct a simple experiment.

 

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Achievement Level II utilize some graphing and mathematical skills to solve problems in the areas of forces and motion, energy and conservation, electricity and magnetism, structure and properties of matter, and regularities in chemistry.  Students show basic understanding of the scientific inquiry process by conducting simple experiments.

 

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level III utilize graphing, mathematical, and interpretive skills to solve problems in the areas of forces and motion, energy and conservation, electricity and magnetism, structure and properties of matter, and regularities in chemistry.  Students show understanding of the scientific inquiry process by designing and conducting simple experiments, then interpreting the results.

 

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Achievement Level IV can interpret and analyze charts, graphs, data and mathematical formulas. Students replicate and evaluate scientific investigations and generate alternative interpretations related to the areas of forces and motion, energy and conservation, electricity and magnetism, structure and properties of matter, and regularities in chemistry.

 

 

Achievement Level Descriptors for North Carolina End-of-Course Test –

Civics and Economics

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Level I are able to describe the impact of the founding of the American nation and government; identify the organization and structure of national, state and local governments; list the principles of American government; identify the purpose and function of the American legal system; identify methods of civic and economic participation; identify the functions of the American economy at the national and personal levels; and list fundamental economic concepts.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Level II are able to explain the impact of the founding of the American nation and government; describe the roles of national, state and local governments; explain the principles of American government; explain the purpose and function of the American legal system; investigate opportunities for civic and economic participation; describe the functions of the American economy at the national and personal levels; and understand fundamental economic concepts.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Level III are able to analyze the impact of the founding of the American nation and government; analyze the organization and structure of national, state and local governments; apply the principles of American government to the functions of national, state, and local governments; analyze the purpose and function of the American legal system; investigate opportunities for civic and economic participation and apply learned skills and principles to various situations; explain the functions of the American economy at the national and personal levels; and apply fundamental economic concepts.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Level IV are able to analyze the impact of the founding of the American nation on the development of American government; evaluate the effectiveness of the organization and structure of national, state and local governments; assess the relationship between the principles of American government and the functioning of national, state, and local governments; evaluate the effectiveness of the American legal system in maintaining order and justice; determine the effectiveness of civic and economic participation as applied to learned skills and principles; evaluate the functions of the American economy at the national and personal levels; and analyze fundamental economic concepts.

 

 

Achievement Level Descriptors for North Carolina End-of-Course Test –

United States History

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills of the course to be successful at a more advanced level in the content area.

 

Students performing at Level I are able to identify the effectiveness of the emerging institutions of the New Republic; the impact of technology on economic, political and social life in America; the trends and impact of economic, political, and social developments of the twentieth century; assess the competing forces of expansionism, nationalism, and sectionalism including the impact on domestic conflicts and social and political reforms; the causes and effects of the United States’ rise as a world power, its role in world conflicts and trends in foreign affairs; and the significance of the developments of the twentieth century on the lives of Americans.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills of the course and are minimally prepared to be successful at a more advanced level in the content area.

 

Students performing at Level II are able to identify and describe the effectiveness of the emerging institutions of the New Republic; the impact of technology on economic, political and social life in America; the trends and impact of economic, political, and social developments of the twentieth century; assess the competing forces of expansionism, nationalism, and sectionalism including the impact on domestic conflicts and social and political reforms; and the causes and effects of the United States’ rise as a world power, its role in world conflicts and trends in foreign affairs, and the significance of the developments of the twentieth century on the lives of Americans.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of the course subject matter and skills and are well prepared for a more advanced level in the content area.

 

Students performing at Level III are able to identify, describe, and analyze the effectiveness of the emerging institutions of the New Republic; the impact of technology on economic, political and social life in America; the trends and impact of economic, political, and social developments of the twentieth century; analyze the competing forces of expansionism, nationalism, and sectionalism including the impact on domestic conflicts and social and political reforms; and the causes and effects of the United States’ rise as a world power, its role in world conflicts and trends in foreign affairs, and the significance of the developments of the twentieth century on the lives of Americans.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient in the course subject matter and skills and are very well prepared for a more advanced level in the content area.

 

Students performing at Level IV are able to identify, describe, analyze, and evaluate the effectiveness of the emerging institutions of the New Republic; the impact of technology on economic, political and social life in America; the trends and impact of economic, political, and social developments of the twentieth century; assess the competing forces of expansionism, nationalism, and sectionalism including the impact on domestic conflicts and social and political reforms; and the causes and effects of the United States’ rise as a world power, its role in world conflicts and trends in foreign affairs, and the significance of the developments of the twentieth century on the lives of Americans.