"NC Student Voice Connect: Your Voice on Grades"
"NC Student Voice Connect: Your Voice on Grades"
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The survey ran from May-June 2025 to collect student insight on the use of standardized assessments and grades in relation to what they learn in class. Input was collected from 62 students across 17 school districts and 1 charter school.
Survey Results
On a scale of 1-10, survey respondents on average gave a score of 6.46 on the accuracy of the standardized assessments reflecting what they learn in class. The following chart provides a more in-depth look at the scores.
In high schools, North Carolina standardized assessments are issued for the classes of Math I, Math III, Biology, and English II. Every student is required to take these assessments. The following percentages reflect how well respondents felt standardized assessments reflect what they learn in class.
8% extremely well.
39% somewhat well.
21% neutral.
25% somewhat not well.
7% extremely not well.
Respondents provided feedback on what metrics other than grades should be used to evaluate student success. These include:
An evaluation on student participation in lessons.
How well students can use skills learned in class in society.
Project-based learning.
Student discipline records.
Extracurricular involvement.
Character.
Growth and improvement of students throughout a course.
Attendance.
"NC Student Voice Connect: Your Take on Cell Phones in School"
This survey ran from November-December 2024 and collected input from high school students on the use of cellphones in school as well as district and school cell phone policies. Input was collected from 86 students across ten school districts and one charter school.
The presentation of survey results to the North Carolina Department of Public Instruction and State Board of Education, alongside perspectives from teachers, can be viewed here.
Survey Results:
59% of respondents thought that there should be some restrictions on cell phone use at school, claiming cell phones:
Cause procrastination and distractions.
Impede social interaction.
Lead to cheating and disruptive behavior.
Take away from the learning environment.
41% of respondents thought that there should be no restrictions on cell phone use at school, claiming cell phones:
Are necessary in today's world and a tool for learning.
Belong to students, not schools.
Communicate with parents quickly.
Provide information quickly and keep students up to date with news.
85% of respondents had a cell policy in their school.
44% of respondents thought their school's cell policy worked in restricting the use of cell phones, claiming:
Students may access phones outside of the classroom, and phones are kept in the classroom.
Students obey the teachers.
Teachers enforce the policy.
The policy is not too extreme, but not too lenient.
56% of respondents thought their school's cell phone policy did not work in restricting the use of cell phones, claiming:
Lack of consequences for disobeying the policy.
It led to a stronger desire to go on phones.
Students got around the policy easily.
Teachers did not enforce it, and/or gave leniency to certain students.
The following chart reflects the amount of time respondents used their cell phones per week, during school hours, for schoolwork.
The following chart shows what respondents primarily used their phone for during school hours (outside of school-related work).
"NC Student Voice Connect: Your Take on Class Rank"
This survey ran from October-November 2024 and collected input from students in grades 9-12 on the use of class rank in schools. Input was collected from around 60 students across thirteen school districts and one charter school. The presentation of survey results to the North Carolina State Board of Education can be viewed here.
On every standardized high school transcript, students are assigned an official class rank based on their weighted grade point average (GPA). A class rank is used to rank students with how they performed compared to other students within their graduating class. Currently, class ranks are calculated through a standard method with the University of North Carolina and the NC Community College Systems.
Survey Results
54% of students supported the use of class rank, claiming it:
Gives students a sense of self awareness about their strengths and weaknesses.
Incentivizes hard work.
Leads students to take advanced classes that they learn more in.
Provides guidance on how students shape up against one another.
Provides motivation.
Rewards hard work.
46% of students did not support the use of class rank, claiming it:
Causes excessive competition, leading to stress and pressure.
Is not an accurate measurement of student success.
Leads students to take classes that they do not enjoy.
Lessens collaboration and support among students.
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