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Hope Mills, North Carolina Tutoring Programs

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Hope Mills District and Curriculum

Cumberland County School District is an enormous district containing 87 total schools: 52 elementary schools, 18 middle schools, and 17 high schools. The district has the fifth largest enrollment out of 115 school districts in the state of North Carolina, with almost 52,000 total students. Cumberland County School District uses the North Carolina Standard Course of Study, which consists of the Common Core State Standards for math and literacy and the North Carolina Essential Standards for the other content areas. These standards are research-based and help prepare students for college and their careers in a global economic workplace.

We currently cover the following Hope Mills-area school district: Cumberland County School District.

Educating Our Parents: Understanding the Hope Mills District Curriculum

The North Carolina Essential Standards—like Common Core—call for rigor so that this aspect is consistent in all of the curricular areas. In reading, students are expected to read texts of various genres and complexity levels, show progress in the development of their comprehension skills, and build content knowledge from their reading. Writing calls for students to build substantive arguments using textual evidence, with research being a key area. Students also write to develop their critical thinking and analysis skills.

Speaking and listening are not only important skills when students are giving formal presentations but also when they are having discussions and problem solving in collaborative groups. Lastly, the “language” aspect of literacy focuses on students’ ability to use effective English in their speaking and writing. The school district has posted the English language arts curricula organized by both grade level and by standard (reading: literature, informational texts and foundational skills, writing, speaking and listening, and language).

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Keeping Informed: Recent Hope Mills Educational News

  • CFHS Students Attend Harvard Model Congress - Fourteen students from Cape Fear High attended the Harvard Model Congress—the largest government simulation in the world—in Boston. The Harvard Model Congress is run entirely by Harvard University students and gives high school students a role-playing experience so that they can grasp the involvement and functions of the U.S. government. Gavel Awards were given out to the highest achieving students at the government simulation.
  • NASA Astronaut Visits Elementary School - Ferguson-Easley Elementary recently received a visit from NASA astronaut and Navy Commander Victor L. Glover, Jr. Astronaut Glover, who was a member of the NASA Class of 2013, had lunch with Ferguson-Easley All-Star student representatives and then shared his PowerPoint presentation with 350 excited students plus 100 community members. His visit was part of the school’s Black History Month Recognition Month Assembly.
  • Cross Creek SGA Gives Back to Victory Junction - Forty students from Cross Creek Early College High visited Victory Junction Camp, where the Student Government Association (SGA) president handed them a check for $4,500—the largest donation the school has given to the organization. Over the past five years, Cross Creek’s SGA has been a leader among student councils in the state in terms of its charitable contributions and has donated over $16,000 to Victory Junction since instituting the Cross Creek Pageant.

Hope Mills Tutors Can Help Your Student Succeed

SchoolTutoring Academy works with young learners and students, all the way up through high school. We offer Pre-K and Kindergarten Tutoring as well as Elementary School Tutoring to build a strong learning foundation early on. We also offer comprehensive tutoring across all school subjects.

Chalk Talk: Grading

In most cases, grading should be based entirely on student achievement in terms of to what extent they matched the instructional objectives. Teachers will inevitably have some biases toward students, but they should avoid assigning grades based on students’ effort, behavior, and attitudes. Sometimes, effort may be indirectly graded when it comes to giving grades based on homework completion (some effort for completing the homework versus no effort for not doing it) or classroom participation (e.g.: a student who doesn't participate at all and who is not actively learning is showing little effort), but generally, effort should be left out of the equation. Tests with black-and-white answers are graded in a straightforward manner, while other assessments such as research projects, presentations, and essays should be graded based on a teacher-created rubric that is shared with students ahead of time. This does not mean that factors such as effort and attitude aren't vital to classroom success, and it is important that these areas of strength and weakness be communicated to students and parents in written and/or spoken feedback.