DIAGNOSTIC TESTING FOR STUDENTS ENROLLING IN THE FALL OF 2011 IS SCHEDULED FOR JUNE 4th, 2011.

Gray Stone accepts students from approximately 30 different feeder schools and we have found that students are not all at the same place in their academic development.  We have instituted a diagnostic placement test for all incoming 9th graders that is taken in the spring / summer prior to enrollment.  This test is not used for selection purpose but is restricted to use for our teachers' preparations for the fall and placement of students in appropriate sections of courses.

Students can expect a math diagnostic that will include basic math skills, some Algebra I skills, and some advanced Algebra skills.  Our test has been normed with current and past students so the results can be accurately assessed with regard to overall math aptitude.  Students will have both a calculator active and a calculator inactive portion of the test; however, all skills can be completed without the use of a calculator.  Students should bring a calculator with which they are comfortable using on the day of testing.  The math diagnostic will typically take 60-90 minutes.

A writing prompt will also be given to assess the student’s writing skills.  Analysis of vocabulary, sentence structure, thought development, and thesis support is conducted by our English instructors who make recommendations for placement.  Students should be prepared to write a thorough, complete essay including an introduction, supporting paragraphs, and a conclusion.  The topic will be provided on the day of testing.  The writing prompt will typically take 45-75 minutes.

Once the results of the testing are compiled, parents will be notified of their child’s results based on quartiles with respect to each other.  This process typically takes three to four weeks.  With the score results will be a recommendation for placement in Gray Stone courses for the fall.  While most courses are locked in based on graduation requirements expected at the school, the administration works hard to accommodate the needs of all students by grouping students into different sections of the same course based on similar needs.  This is not always possible based on class size and other factors, but the effort is made to put every student in position to realize success at Gray Stone.

Students who perform in the bottom quartile are not necessarily less likely to succeed at Gray Stone than other students as that lower-performing student may not have had the same opportunities for academic enrichment as those in the higher quartiles.  However, low scores may also be an indicator that a student will struggle for success at Gray Stone.  We welcome a conversation with the parents about the expectations at Gray Stone and how students in similar situations typically perform.  Please contact the Guidance Office (704-850-4204) if you would like to further discuss score results and placement.