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State-Mandated Tests

Testing & Assessment — TMSA Apex
NC Testing Program

The TMSA Apex Testing Team is fully committed to the successful execution of the North Carolina Testing Program. Our team assumes responsibility for test registration, administration, and the meticulous reporting of test scores. Our unwavering dedication lies in upholding the authenticity of these assessments while implementing measures that safeguard their integrity and champion ethical testing principles.

Every student within TMSA Apex must partake in the state-mandated tests. Their participation can take various forms: administration of a general assessment under standard conditions, administration of a general assessment with testing accommodations, or participation in the state-designated alternate assessment with or without testing accommodations.

Contact
Testing Coordinator: Ugur Somuncuoglu • usomuncuoglu@tmsaapex.org
In collaboration with the North Carolina Department of Public Instruction (NCDPI) to ensure seamless orchestration of state-mandated tests.
Family Guides
NC Family Guide to Assessment (PDF) Introductory Video

These resources explain why assessments matter, which assessments students take, suggested questions families can ask teachers, and how North Carolina ensures assessments are fair and accessible.

Grade 3 Read to Achieve (RtA) & BOG3

The Grade 3 Read to Achieve (RtA) Law mandates that every student read at or above grade level by the end of third grade and continue to progress so they can read, comprehend, integrate, and apply complex texts needed for secondary education and career success.

The North Carolina Beginning-of-Grade 3 (BOG3) Reading Test is linked to RtA and establishes a baseline measure of beginning third-grade students’ English language arts/reading skills. Click for more information.

RtA Grade 3 End-of-Year Results
School Year Results Link
2022–2023 TMSA Apex 2022–2023 RtA Results
2023–2024 TMSA Apex 2023–2024 RtA Results
2024–2025 TMSA Apex 2024–2025 RtA Results
EOG — NC End-of-Grade Tests (Grades 3–8)

The EOG tests measure student performance on the goals, objectives, and grade-level competencies specified in the North Carolina Standard Course of Study.

WIDA & ACCESS for ELLs 2.0

TMSA Apex identifies students in need of language services in a timely manner. The WIDA Screener is used in North Carolina for the initial identification and placement of students identified as English Learners (EL), based on the Home Language Survey (HLS). The HLS process and the placement of EL students in ESL services are guided at the state level by the NCDPI Curriculum and Instruction Division.

State and federal law require an annual English language proficiency assessment. North Carolina uses ACCESS for ELLs 2.0 for annual assessment; eligible students may take the Alternate ACCESS for ELLs. Click for more information.

NCEXTEND1 Alternate Assessments

The NCEXTEND1 alternate assessment is a performance-based assessment for students with significant cognitive disabilities who are instructed using the North Carolina Extended Content Standards. Items are grade-level, performance-based, multiple-choice questions measuring the Extended Content Standards. Extended Content Standards are available for download here.

Eligibility requirements include:

  • The student has a current Individualized Education Program (IEP).
  • The student is enrolled in grades 3–8, 10, or 11 (only first-time 11th graders are required to take NCEXTEND1 at grade 11).
  • The student is instructed using the North Carolina Extended Content Standards in all assessed content areas (ELA/Reading, Mathematics, and Science).
  • The student has a significant cognitive disability.
  • The disability significantly impacts adaptive behaviors (skills for independent living and functioning).
  • The student requires extensive and repeated individualized instruction and support to make meaningful gains.
  • The student uses substantially adapted materials and individualized methods of accessing information in alternative ways.

Click for more information.

 

The Math and Science Academy of Apex (93Y000)

2025–26

Read to Achieve Grade 3 End-of-Year (EOY) Results

 

TABLE 1. Reading proficiency obtained from state testing. The denominator for calculating the required percentages for rows 1 and 2 is all students in membership at grade 3 for the first day of spring testing. The denominator is 139.  

Proficiency Standard

Number of Students

Percentage of Students

1. Demonstrated reading proficiency on the Beginning-of-Grade 3 (BOG3) Reading Test, the End-of-Grade (EOG) Reading Test, the EOG Reading Retest (i.e., scored level 3 or higher), or the Read to Achieve Test if used as a retest. 

117

84.2%

2. Did not demonstrate reading proficiency on the BOG3 Reading Test, the EOG Reading Test, or the EOG Reading Retest . 

22

15.8%

 

TABLE 2. Reading proficiency obtained from good cause exemption (GCE). The number and percentage of students exempt from mandatory retention in third grade by category of good cause. Students may be counted in only one of these categories. Denominator for each category in the table below is from row 2 above.  

Proficiency Standard

Number of Students

Percentage of Students

3a. Students who took and passed an alternative assessment approved by the SBE (i.e., State-approved formative and diagnostic assessment system [Amplify DIBELS 8], Read to Achieve Test, the SBE-approved alternative assessment [STAR Reading]), or approved alternative assessment choice for charters).

18

81.8%

3b. English Learner [EL] students with less than two school years of instruction in an English as a Second Language [ESL] program.

*

*

3c. Students with disabilities whose current Individualized Education Program (IEP) indicates the use of the NCEXTEND1 alternative assessment, have at least a two school-year delay in educational performance, or have received intensive reading interventions for at least two school years.

*

*

3d. Students who have been previously retained more than once in kindergarten, first, second, or third grades.

*

*

3e. Students who demonstrated reading proficiency appropriate for third-grade students through a RtA Reading Portfolio.

*

*

 

TABLE 3. Students eligible for priority enrollment in reading camp. The denominator for calculating the required percentages for rows 4 and 6 are all students in membership at grade 3 for the first day of spring testing. The denominator is 139.

Proficiency Standard

Number of Students

Percentage of Students

4. The number and percentage of students eligible for priority enrollment in reading camp. This number equals row 2 minus the total of rows 3a through 3e.  

*

*

 

TABLE 4. Students eligible for priority enrollment who attended reading camp. The denominator for row 5 is the number of students eligible for priority enrollment in reading camp from row 4.  

Proficiency Standard

Number of Students

Percentage of Students

5. The number and percentage of students eligible for priority enrollment who attended reading camp.  

*

*

 

TABLE 5. Students retained for not demonstrating reading proficiency.

Proficiency Standard

Number of Students

Percentage of Students

6. Total number and percentage of students retained for not demonstrating reading proficiency on third-grade standards (students deemed proficient after reading camp are subtracted from this number). Students who are not proficient will be either: (1) retained in a third-grade class, (2) placed in a transitional third and fourth grade class combination, or (3) placed in a fourth-grade accelerated class with a retained reading label.  

*

*

 

TABLE 6. Students retained and did not return to charter school.

Proficiency Standard

Number of Students

Percentage of Students

7. Charter Schools Only. Charter schools must indicate the number and percentage of retained students recorded in number 6 who do not return to the charter school for the upcoming school year.  

*

*

 

 

 TABLE 7. Alternative assessments used by public school units for the 2025–26 school year.

Alternative Assessments

Number of Students Who Passed the Alternative Assessment

STAR Reading (SBE-approved alternative assessment for districts)

N/A

Acadience Reading

N/A

Achieve3000

N/A

AIMSweb

N/A

American Reading Company

N/A

ClassWorks

N/A

Dreambox Reading Plus

N/A

Easy CBM

N/A

Edmentum—Exact Path Individualize Learning Solution

N/A

eSpark Learning

N/A

FastBridge—FastBridge aReading

N/A

Houghton Mifflin Harcourt Reading Inventory

N/A

Imagination Station—Istation s Indicators of Progress (ISIPTM) Reading1

N/A

Imagine Learning—Galileo English Language Arts/Reading Assessment 

N/A

Imagine Learning—Reading Level Assessment 

N/A

Instructure—CASE Benchmark Assessment

N/A

Iowa Assessments  

N/A

IXL

N/A

i-Ready

N/A

Lexia Learning—RAPID Assessment 

N/A

Northwest Evaluation System (NWEA)—Measures of Academic Progress Growth

131

PRoPL

N/A

STEP Assessment

N/A

 

 


1 The number of students who passed each alternative assessment before spring testing began is denoted in this column. If the approved alternative assessment was not used, N/A is shown. If the number of students who passed the alternative assessment is fewer than ten students, an asterisk (*) is shown.

 

•        Privacy policies dictate that for less than ten students the specific number and percentage should not be given. An * indicates that the student population number and percentage is too small to report the value. The percentage and number of students are not shown if the percentage is greater than 95 percent (>95) or less than 5 percent (<5).

 

•        G.S. 115C-83.10 requires each local board of education to publish annually on a website maintained by that local school administrative unit and report in writing to the State Board of Education (SBE) by September 1 of each year the following information on the prior school year: