Chapel Hill-Carrboro City Schools 2025-26 Read to Achieve Grade 3 End-of-Year (EOY) Results

Sep 15, 2026

Report summarizes third-grade reading outcomes for Chapel Hill-Carrboro City Schools in the 2025–26 school year, using state testing results and good-cause exemption categories. Table 1 details proficiency based on Beginning-of-Grade 3 and End-of-Grade Reading outcomes, with the statewide denominator of 787 students in grade 3 membership at spring testing. Table 2 breaks down exemption-driven proficiency by category, while Tables 3–7 quantify eligibility and attendance for reading camp, retention outcomes, charter non-return counts, and alternative assessments used for the year.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Reading proficiency outcomes

State testing proficiency standards

Good cause exemption (GCE) proficiency breakdown

Reading camp priority enrollment and attendance

Retention and non-return outcomes

Alternative assessments used in 2025–26

Chapel Hill-Carrboro City Schools (681) 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 787. | 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. | 550 | 69.9% | | 2. Did not demonstrate reading proficiency on the BOG3 Reading Test, the EOG Reading Test, or the EOG Reading Retest . | 237 | 30.1% | 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) . | 88 | 37.1% | | 3b. English Learner [EL] students with less than two school years of instruction inan English as a Second Language [ESL] program. | 18 | 7.6% | | 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. | 58 | 24.5% | | 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 787. | 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. | 73 | 9.3% | 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 proficiency. demonstrating reading | 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. | 73 | 9.3% | 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 ind

FAQs

What are the overall Grade 3 reading proficiency results from state testing in 2025–26?

The report shows 69.9% (550 students) demonstrated reading proficiency and 30.1% (237 students) did not demonstrate reading proficiency based on specified Beginning-of-Grade 3 and End-of-Grade Reading Test outcomes.

How does the report describe good-cause exemptions for mandatory third-grade retention?

It provides a category-based breakdown of students exempt from mandatory retention, using a denominator derived from Table 1 row 2, and assigns each student to only one good-cause category.

How are reading camp eligibility, attendance, and retention outcomes measured?

The report calculates priority enrollment eligibility from proficiency and exemption tables, then tracks how many eligible students attended reading camp. Retention totals for non-proficiency are reported, with notes on how students may be assigned to third-grade classes or accelerated/transitional options.

Sep 15, 2026

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