comprehensive student assignment review proposals for fall ......the phase ii proposal affects 75...

Comprehensive Student Assignment Review

Proposals for fall 2018-2019

Table of Contents 1. Executive Summary 2

2. Overview of Charlotte-Mecklenburg Schools Student Assignment Review 4

3. Student Assignment Policies and Exhibits 7JCAJCA-E

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4. Home School Boundary and Feeder Pattern Proposals

5. School Choice Proposals

6. Attendance Boundary Maps Adjusted for Recommendations

JCA-E


INTRODUCTION

INTRODUCTION

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1. Executive SummaryThe Charlotte-Mecklenburg Board of Education is committed to providing the best education possible to every student in Charlotte-Mecklenburg Schools. Student assignment – where students receive their education – is one of the most important parts of this work. As a district, we want every student to achieve at the highest levels so that all students graduate ready for the next step. How well we educate students is directly linked to their subsequent opportunities and economic mobility, which affects the overall prosperity of our community.

However, it must be acknowledged that this process of student assignment is only one part of a community-wide responsibility to our children. Concentrations of poverty created by segregated housing patterns in our community complicate this work. These housing patterns are beyond our control. Student assignment can address them but not resolve them because ending concentrations of poverty is a community responsibility.

To ensure that student assignment continues to meet district needs and reflect changes in our community, the Board of Education completes a comprehensive student assignment review every six years. In January 2016, the Board launched its review with a community wide survey. More than 27,000 responses were received, providing insight into what community members value most and least about their school assignments.

The feedback helped to inform the Board’s Goals and Guiding Principles for Student Assignment. The goals represent the Board’s priorities for assigning students to school. The guiding principles provide the superintendent and staff a blueprint for developing the student assignment plan.

The Board has said that a student assignment plan that promotes its Mission and Vision will, to the extent possible:

1. Provide choice and promote equitable access to varied and viable programmatic options for all children;

2. Maximize efficiency in the use of school facilities, transportation and other capital and operationalresources to reduce overcrowding;

3. Reduce the number of schools with high concentrations of poor and high-needs children;

4. Provide school assignment options to students assigned to schools that are not meeting performancestandards established by the state, and

5. Preserve and expand schools and programs in which students are successfully achieving the mission andvision of the Board.

The student assignment plan that follows is built on a foundation of equitable access to high-quality schools including home schools, magnet schools and additional types of school options, with the intention that all schools, regardless of type, consistently demonstrate high student achievement. The plan intentionally expands and replicates successful programs and schools throughout the county in ways that increase equitable access to high-demand themes and instructional models.

The student assignment plan has been developed in two phases. Phase I focused on leveraging choice to achieve the Board’s goals and Phase II is focused on leveraging home school boundaries and high school feeder patterns.

During Phase I, the Board approved an approach to using socioeconomic status (SES) in the School Choice Lottery to increase diversity in magnet and school options. It redefined transportation zones in an effort to further ensure an equitable distribution of socioeconomic diversity as well as an equitable distribution of choice options. The Board also created additional options for students assigned to schools designated by the state as low-performing for three consecutive years.

As a result of Phase I decisions, 3,405 new magnet seats were created for the 2017-2018 school year and 4,270 for the 2018-2019 school year, with a four-year rolling plan to create an additional 5,090 seats by the 2021-2022 school year.

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In Phase II, we are leveraging home-school attendance boundaries and high school feeder patterns. Staff members have identified four metrics meant to quantify the Board’s goals for student assignment. Using these metrics allowed staff to assess each of the district’s 138 home-school boundaries and how they aligned with the Board’s goals.

The four metrics are:

● Proximity – the average home-to-school distance in miles for all the students enrolled in a school.

● Intact feeder pattern – the number of schools to which a school continues. If a feeder pattern iscompletely intact, all the students in a given elementary school continue to a single middle school.Similarly, all the students in that middle school would continue to a single high school.

● Socioeconomic diversity – the size of the largest socioeconomic group assigned to a school as apercentage of the school’s overall assignment.

● Utilization – the ratio of teachers to core classrooms, not including classrooms in mobile units.

CMS staff also reviewed a number of other factors relevant to assessing home school boundaries and feeder patterns. Often, these factors lent themselves more to observation than measurement, and they were not always applicable to each boundary or feeder pattern. They included keeping entire neighborhoods assigned to the same school, projections for population growth and demographic shifts, whether the school has been identified for capital improvements through a bond or other capital funding, site limitations or legal restrictions that affect expansion capabilities and the feasibility of achieving the Board’s goals through other means, such as establishing partial magnet schools.

This was the basis for both phases of the proposed student assignment plan. We have worked to create a plan that improves the educational experience of all students by building stronger schools. Proposed changes are intended to better align a given attendance boundary with the Board’s goals. Each proposal follows the Board’s guiding principles for home schools.

The Phase II proposal affects 75 schools, improving socioeconomic diversity in 21 of them. Thirty two schools experience an improvement in building utilization and the intact feeder pattern improves at 13 schools. Finally, the proposed changes improve proximity for students at 14 schools. For many schools, the proposals affect more than one metric.

We believe that this plan will significantly improve how well CMS educates the more than 147,000 students we serve by creating more diverse schools that are close to the students they serve and are well utilized with an increased number of intact feeder patterns.

Charlotte-Mecklenburg Schools plays a key role in building the future of Mecklenburg County and its municipalities. Strong public schools enrich the entire community by providing a robust workforce and producing good citizens. These proposed changes to student assignment will help us strengthen not only our schools, but our entire community.

OVERVIEW


OVERVIEW

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2. Overview of Charlotte-Mecklenburg Schools StudentAssignment Review

Phase I Student Assignment Review - Leading with Choice Phase I of the student assignment review is about choice. The focus is finding ways to increase students' access to school options and magnet programs while achieving the Board’s Goals for Student Assignment. CMS is committed to providing every family and every student at least two high-quality school options. In addition to home schools to which every student is assigned according to his/her home address, CMS offers a number of school options. Each option has a signature theme or program that provides unique educational opportunities designed to engage students’ interests and talents. CMS school options include magnet programs, career academies, early and middle colleges, and other distinctive school models. Each option focuses on ensuring students are prepared for college and a career, while exposing students to different learning approaches, leadership preparation, and engaging curriculum.

Approved Phase I Recommendations On November 9, 2016 the Charlotte Mecklenburg Board of Education unanimously approved the Phase I Student Assignment Recommendations. The specific items approved include:

● Amendments to Policy JCA-E, Student Assignment Plan including:

○ Lottery Priorities: Students are assigned to school options and magnet schools through a lotterywhich prioritizes students based on a set of criteria. CMS is maintaining the sibling guaranteeand continuation guarantee. However, starting in 2017-18, the lottery will prioritizesocioeconomic balance within the schools and will give priority to students attending a homeschool designated by the state as low performing for three consecutive years..

○ Method for Designating Socioeconomic Status: The board's goal to reduce concentrations ofpoverty required that CMS develop a methodology for designating a student's socioeconomicstatus. The approved methodology considers family reported information including HouseholdIncome, Number of minors in household and Parent Educational Attainment. It also looks atcensus data for the student's community including percentage of people with limited English,living in single parent households, and home school performance.

● Consolidation of Transportation Zones. The four transportation zones in effect during the 2016-17 schoolyear will be merged into three transportation zones. For more information, review the Recommendationto Reconfigure Transportation Zones and view the new Transportation Zone Map. The newtransportation map achieves a better distribution of high, medium and low SES students in each zone,which has the potential to result in better SES balance in the school options and magnet programs.

● Adding 3,405 new magnet seats as follows:

○ Establish a Computer Science/Coding full magnet elementary school in the University Area at8601 Old Concord Road in Charlotte, serving students in grades K – 5. Students in the VioletTransportation Zone and the Garinger and Rocky River high school feeder areas from the GreenTransportation Zone, will have transportation and priority for this school.

○ Establish a STEM and health sciences partial magnet school at Billingsville Elementary School inthe Blue Transportation Zone, serving students in grades K – 5.

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○ Establish a Computer Science/Coding partial magnet school at Paw Creek Elementary Schoolserving students in grades K – 5. Students from the Violet Transportation Zone and studentsliving in the portion of the West Mecklenburg attendance area in the Blue Transportation Zone will have transportation and priority for this school.

○ Establish an Early Educators Early College School Option at UNC Charlotte. The program willopen with ninth grade students in the 2017-18 school year and will add one grade level a schoolyear, through grade 13, for students who wish to have an extra year to earn additional collegecredit.

○ Establish a Middle College School Option at the Merancas CPCC Campus. The program will openwith grades 11 and 12 and will add grade 13 in the 2018-19 school year for students who wish tohave an extra year to complete an Associate's degree.

○ Establish a Montessori secondary school magnet school at the J.T. Williams school campus andrelocate the Montessori magnet program currently at Sedgefield Middle. The Montessorisecondary magnet school will open with grades 7 – 10 and will add one grade level a year, until itserves students in grades 7 – 12. This school will serve as the guaranteed continuation school forall 6th grade students in CMS Montessori magnet schools.

○ Establish a Countywide K – 8 International Baccalaureate Magnet School at Marie G. Davis andRelocate High School Magnet Programs at Marie G. Davis to Hawthorne Academy.

○ Establish a STEM Partial Magnet at Winget Park Elementary School and relocate the STEMPartial Magnet Program at Palisades Park Elementary to Winget Park Elementary.

○ Committing to Continue the Rolling Four-Year School Options Planning Process. Establish arolling 4-year plan to forecast creating additional magnet seats over time.

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Phase II Student Assignment Review - Leveraging Home School Attendance Boundaries and High School Feeder Patterns

During Phase II of the Student Assignment Review, CMS will work with the community to evaluate existing home school attendance boundaries and high school feeder patterns to determine if they support the Charlotte-Mecklenburg Board of Education’s Goals and Guiding Principles for student assignment. We are working to:

● Reduce overcrowding;● Support the efficient use of resources (buses, buildings, etc.);● Reduce the number of schools with high concentrations of poor and high-needs children;● Increase access to high-quality home schools; and● Preserve and expand schools that work.

Our Guiding Principles define the types of changes we are able to make. They require that CMS continue to assign students to a home-school in proximity to their home address and that we consider the following factors:

● Socioeconomic diversity● Overcrowding / low enrollment● Travel distance from home and time on the bus● Keeping students from the same neighborhood together● Population density● Intact high school feeder patterns (having students from the same elementary school go to the same

middle school and having students from the same middle school go to the same high school)

Phase II Key Milestones Identify Criteria (January-February 2017) - CMS engaged the community to decide how to identify schools where a boundary change could support the Goals for Student Assignment.

Evaluate Boundaries and High School Feeder Patterns (March 2017) -CMS staff applied the criteria to all existing boundaries and high school feeder patterns to identify those that least support the Board’s Goals.

Develop Recommendations (April 2017) -CMS staff developed options for new boundaries and high school feeder patterns that better support the Board’s Goals.

Present Recommendations to the Board (April 25, 2017) - Recommended boundary changes will be presented at a regular board meeting. Recommendations will include the anticipated impact on the goals of the Student Assignment Review.

Community Meetings (April 26-May 22, 2017) - CMS staff will hold meetings in impacted communities to answer questions about the recommended boundary and feeder pattern changes.

Public Hearings on Recommended Boundary Changes (May 9 and May 24, 2017) - The public may share feedback on the recommended boundary changes at these board meetings. Documents from the community will be placed in board member boxes and will not be distributed during the meeting. Sign up to speak by calling Board Services, 980-343-5139 option 4, by 12:00 p.m. the day of the meeting or at the dais prior to the call to order.

Board Vote on Boundary Changes (May 24, 2017)

Implement Recommendations (Fall 2018 at the earliest)

POLICIES AND EXHIBITS


POLICIES AND EXHIBITS

CHARLOTTE-MECKLENBURG SCHOOLS

POLICY

STUDENT ASSIGNMENT PLAN

CMS/NEPN Code: JCA

Proposed Amendments (no text changes shown)

11/9/16

Date of Adoption: 3/11/65, 8/10/70, 4/28/98 Page 1 of 11 Revised: 8/17/71…11/27/01, 11/23/04, 10/25/05, 7/22/08, 12/9/08, 11/10/09, 11/9/10, 12/11/13, proposed revision 11/9/16 Legal Reference: N.C.G.S. § 7B-3507, §§ 115C-366, -366.2, -367, -368; 42 U.S.C. § 11431 et. seq.Cross Reference: ADA, IHBJ, JCA-R, JCA-E, JEB, JFAA, JFAB, JFAC, JFAC-R

DRAFT

PART ONE

GOALS AND GUIDING PRINCIPLES FOR STUDENT ASSIGNMENT

The Vision of Charlotte-Mecklenburg Schools is to provide all students the best education available anywhere, preparing every child to lead a rich and productive life. Our Mission is to maximize academic achievement by every student in every school.

Student assignment is the responsibility of the Charlotte-Mecklenburg Board of Education. The Student Assignment Goals – approved at the Board’s Feb. 23, 2016, meeting – represent the Board’s priorities for assigning students to schools, while the Guiding Principles provide our superintendent and staff the blueprint for developing the Student Assignment Plan.

Student Assignment Goals1

The Board believes that a Student Assignment Plan that promotes the Vision and the Mission of the Board will, to the extent possible:2

A. Provide choice and promote equitable access to varied and viable programmaticoptions for all children;

B. Maximize efficiency in the use of school facilities, transportation and other capitaland operational resources to reduce overcrowding;

C. Reduce the number of schools with high concentrations of poor and high-needschildren;

D. Provide school assignment options to students assigned to schools that are notmeeting performance standards established by the state; and

1 The Student Assignment Goals were adopted by the Board on February 23, 2016 and incorporated into this policy on November 9, 2016. 2 The Goals for the student assignment plan are not listed in priority order.

Policy JCA Student Assignment Plan

12/11/13; Proposed revision, 11/9/16 (without proposed amendments shown) Page 2 of 11

E. Preserve and expand schools and programs in which students are successfully achieving the Mission and Vision of the Board.

Guiding Principles for Student Assignment3 Many factors related to student assignment are within the Board’s influence and authority, including responding to the valuable input and feedback from our families and broader community. Still, there are many factors driving student assignment that are outside the Board’s control. These include but are not limited to housing patterns, public transportation and the local economy. The Board calls on all of our community, especially Mecklenburg’s elected officials, business owners, civic organizations, faith houses and philanthropists, to prioritize our children when making decisions that impact schools. If we are to maximize academic achievement for every child, it must be a community effort.

The Student Assignment Plan will be built on a foundation of equitable access to high-quality schools including home schools, magnet schools and additional types of school options. All schools, regardless of type, should consistently demonstrate high student achievement and must eliminate achievement gaps. The district’s portfolio of schools should include a range of theme-based programs as well as instructional models that respond to the various learning styles and preferences of its student body.

The Board will intentionally expand and replicate successful programs and schools throughout the county in ways that increase equitable access to high-demand themes and instructional models.

In order to create and maintain a Student Assignment Plan that is sustainable over time, the Board will consider several factors when determining and adjusting assignment patterns. These include but are not limited to current and future population growth and potential demographic shifts, overcrowding and underutilization of facilities. Additionally, the Board will consider undertaking a comprehensive district-wide review of the Student Assignment Plan every six years, while recognizing it may be necessary to make more frequent localized changes to the assignment plan based on the aforementioned factors.

The Student Assignment Goals and Guiding Principles will drive all related student assignment decisions.

I. Types of Schools

A. Home Schools

Home schools are schools with fixed, contiguous attendance boundaries. Every student will be assigned to a designated home school within proximity to where he/she lives.

1. To the extent possible when establishing home-school attendance boundaries and determining proximity, the Board will consider:

3 The Guiding Principles for Student Assignment were approved by the Board on April 26, 2016 and incorporated into this policy on November 9, 2016.



a. Facility capacity (based on classroom standards for each school);

b. Travel distance from the home to school;

c. Keeping entire neighborhoods assigned to the same school (staff shalluse discretion in considering commonly accepted neighborhoodboundaries, zoning decisions, covenant agreements, homeownersassociations [HOAs] municipal jurisdictions, etc.);

d. Population density within neighborhoods and school attendance areas;and

e. Keeping whole elementary attendance areas intact as part of middleand high school feeder patterns.

2. In establishing home schools, the Board will consider:

a. Configuring schools with varying grade levels;

b. Constructing attendance boundaries especially for newly establishedschools that contribute to a socioeconomically diverse studentpopulation; and

c. Collaborating with other local governmental bodies to inform thosepolicy decisions (e.g., housing, transportation) that directly impactstudent assignment.

B. School Options4

1. Non-Magnet School OptionsNon-magnet school options do not have fixed attendance boundaries.Access is within a transportation zone or a choice zone (a geographic areathat may or may not correspond with a transportation zone). Broader thanmagnet schools and not governed by the Board’s magnet policies, schooloptions include but are not limited to middle and early colleges, innovativesmall schools and e-Learning academies. Students may apply to attend aschool option using the district’s school options lottery. As provided inExhibit JCA-E, sibling guarantees and proximity priorities do not applyfor admission to non-magnet school options, nor do non-magnet schooloptions have continuation schools.

2. Full and Partial Magnet SchoolsMagnet schools do not have fixed attendance boundaries, and access iswithin a transportation zone or a choice zone (a geographic area that mayor may not correspond with a transportation zone). Admission is governedby the Board’s magnet policies. Students may apply to attend a magnetschool using the district’s school options lottery. Magnet schools may be

4 Throughout this document, the term “school options” refers to full and partial magnet schools, magnet programs, and non-magnet school options.



full or partial school programs. Partial magnets are schools where part of the seats are assigned to students residing within a fixed home school attendance area (the “home school guarantee”) and the remaining seats are assigned to students who apply via the school options lottery. At full school magnets, all of the seats are assigned via the school options lottery.

C. In preserving, expanding, replicating and establishing new school options, theBoard will consider:

1. Responding to demand as demonstrated by lottery applications and parentand community feedback;

2. Strategically locating school options throughout the county; and

D. Establishing a variety of choice and/or transportation zones.In assuring equitable access to school options, the Board will consider:

1. Establishing priorities in the school options lottery based onsocioeconomic status;

2. Streamlining criteria for enrollment and continuation based onprogrammatic requirements; and

3. Providing varied transportation options.

II. Ensuring Equitable Access to High-Quality Schools

To increase each student’s opportunity to access high-quality schools, the Boardwill:

A. Establish a priority in the school options lottery and the transfer process forstudents attending a school that has been designated by the state as lowperforming for three consecutive years; and/or

B. Implement partial magnet, targeted turnaround programs and specializedacademic options in low performing schools to improve outcomes for allstudents.

III. Operational Efficiency

The Student Assignment Plan must be cost effective and make efficient use of ourfacilities, transportation and other capital and operational resources. To that end,the Board will strive to:

A. Prioritize ensuring every home school is a high quality and viable schoolchoice;

B. Increase utilization of schools operating under capacity by expanding partialmagnet schools and school options;



C. Consider alternative instructional delivery models that maximize studentachievement while reducing facility and transportation costs; and

D. Consider modifications to transportation zones and feeder patterns that aredesigned to provide operational efficiency and equitable access to qualityeducational programs.

PART TWO

STUDENT ASSIGNMENT PLAN POLICY

As provided by North Carolina law, all students under the age of 21 years who are domiciled in Mecklenburg County and who have not been removed from school for cause or have not yet obtained a high school diploma are entitled to be enrolled in public school.5 Students shall be assigned to a particular school by the Board of Education in accordance with the student’s place of residence and a student assignment plan adopted by the Board.

I. School Attendance Areas

A. The Board of Education shall establish geographic boundaries for homeschools, transportation zones and other zones of choice, locations for schooloptions, and feeder patterns for home schools and school options.

1. Attendance areas shall be determined based on the Goals and GuidingPrinciples set forth at the beginning of this policy.

2. Any such action shall be taken only after the Board has held a publichearing on the initial proposal.

3. With the exception of situations that constitute an emergency threat to thesafety of staff or students, the Board will notify students and parents6 ofpotential changes to the student assignment plan by the first Boardmeeting in November prior to the school year in which the changes arescheduled to go into effect.

B. Notwithstanding the above, the Superintendent is authorized to make minorchanges within a school year to school attendance boundaries in response tothe construction of new roads or new subdivisions.7

5 Students with a disability who receive Exceptional Children services are entitled to be enrolled in school until they turn 22 years old. 6 “Parent” is defined in Regulation JCA-R as “unless otherwise stated, one or both parents, legal guardian, or legal custodian of a student.” 7 The Superintendent is authorized to take such action only when a school boundary splits an area in which a new subdivision has been developed and in which no students yet reside. The Superintendent may modify the boundary to include the entire subdivision based on newly established or existing streets or lot lines, thereby assigning students who will live in the subdivision to the same school.



II. Determination of Student Residence

A. Except as set forth below, the residence of a student is defined as the domicileof the student’s parent. A student's domicile may be changed only in theevent the parent has abandoned the parent’s former domicile with no intentionof returning to it, established actual residence in another location, andevidenced an intention to remain in the new location permanently orindefinitely. A minor may not select, acquire, or change his/her domicile to adomicile other than that of the minor’s parent.

B. Notwithstanding the domicile of a student’s parent:1. The residence of a married student shall be the domicile of the student

rather than the domicile of the student's parent.2. The residence of a student who is an emancipated minor shall be the

domicile of the emancipated student.3. The residence of a student who is residing in a group home, foster home,

or pre-adoptive home shall be the group home, foster home, or pre-adoptive home. A pre-adoptive home is one in which a child is placed bya county Department of Social Services or licensed child-placing agency.

III. School Options Lottery

A. Effective with assignments for the 2017-18 school year, assignments for thefollowing categories of schools will be made through the School OptionsLottery:8

1. School Optionsa. magnet schoolsb. non-magnet school options

2. Designated Home Schools with SeatsNon-magnet schools for students attending home schools designated bythe state as low performing for three consecutive years (the “SchoolPerformance Priority”).

B. The Board will establish guarantees and priorities for each category of schoolor program to which students may apply in the lottery. Students who submittimely applications for the lottery will be placed in schools at which there areavailable seats in the appropriate grade levels based on the assignment of arandom number for each applicant and the guarantees and priority rankingsadopted by the Board. These guarantees and priorities are set forth in ExhibitJCA-E.

C. The Superintendent shall establish a Lottery process that is fair, equitable, andconsistent with the priorities of the Board.9

8 These categories of schools are defined in Part One, Section I, B.



1. The Board directs the Superintendent to make reasonable efforts to ensurethat seats are available in designated home schools for the purpose offacilitating school assignments for students who qualify for the SchoolPerformance Priority.

2. Students qualifying for the School Performance Priority may apply for adesignated home school under the School Performance Priority eventhough they have not yet attended the continuation school for their currentschool if they meet the following criteria:a. are in the terminal grade of their school, andb. their continuation schools are low performing schools where students

also qualify for the School Performance Priority.

3. Students (including siblings) who wish to attend magnet programs mustmeet eligibility requirements in place for a particular program before theymay submit an application or be admitted to the program. Students andtheir parents must also agree to fulfill program requirements in order toapply for and remain enrolled in school options and magnet programs.

4. The following students do not need to participate in the Lottery:

a. Students who want to be assigned to their home schools for the nextschool year: these students should follow the process described in theregulations accompanying this policy and Policy JFAC, StudentReassignments and Transfers.

b. Students who wish to attend non-magnet schools other than their homeschools: these students must request a transfer through the process setforth in Policy JFAC, “Reassignments and Transfers,” and itsaccompanying regulation, JFAC-R. 10 This provision does not apply tostudents who qualify for the School Performance Priority.

c. Students in terminal grades of school options if they wish to beassigned to the continuation program for their particular school option:the default assignment for these students will be the continuationprogram.11

d. Students in the terminal grade of schools to which they were assignedunder the School Performance Priority: the default assignment forthese students will be the continuation school for their current school.

9 Lottery Guarantees and Priorities are set forth in Exhibit JCA-E. 10 CMS Policies and Regulations are available at the CMS website: www.cms.k12.nc.us. 11 The Board has approved guaranteed continuation schools for only some school options. Information about continuation schools for particular school options is available in the School Options Guide published annually by the district.

http://www.cms.k12.nc.us/



IV. Assignment Rules

A. Non-Magnet Assignments1. Home School Guarantee

Every student will be assigned to a designated home school withinproximity to where he/she lives.

2. Change of Residence During School Year

a. Students who move into new home school areas during aninstructional year may either attend the home school serving their newaddress or remain in their current placements for the duration of theschool year.

b. Subject to the exceptions set forth below, effective with the subsequentschool year, these students will be assigned to attend the home schoolthat serves their new address. Transportation will not be provided tostudents who elect to remain in their current placements for theremainder of the school year in which they moved.

3. “Stay Put” Option for Students with Change of ResidenceAn exception to the above rule applies to students who move into a newhome school area during the school year or in the summer prior to theterminal grade of their current school. These students may remain at thesame school with these stipulations:

a. The student must have been properly assigned to the school;b. Students who choose to remain at their current schools are not eligible

for transportation to the school.c. Younger siblings of students who choose to remain at their current

schools under this exception will not have a sibling guarantee to attendthe same school.

4. “Stay Put” Option and Continuation Schools for Students assigned toHome Schools under the School Performance Priority

a. Subject to the exceptions set forth below, students assigned to homeschools under the School Performance Priority may remain in thefeeder pattern for the new school to which they were assigned throughthe 12th grade. Transportation will be provided for these students.

b. The following exceptions apply to the continuation and transportationguarantees for students assigned to home schools under the SchoolPerformance Priority who move out of the home school area wherethey were living when they received the School Performance priorityassignments:



i. If the home school for the student’s new residence is not a schooldesignated by the state as a low performing school for that schoolyear, the student will be reassigned to that school.

ii. If the home school for the student’s new residence is a schooldesignated by the state as a low performing school for that schoolyear, the student will have a choice of assignments to other homeschools designated for assignments under the School PerformancePriority from that school.

iii. Students who move during a school year may remain in theircurrent assignment for the remainder of that school year. CMStransportation will not be provided during that time. For thesestudents, the option to remain in the current assignment does notcontinue after the end of the school year. For the following schoolyear, the student will be reassigned as described above.

B. Lottery AssignmentsA student is expected to attend the school option to which he or she isassigned in the lottery. For the school year for which the assignment wasmade, a student may be placed in a different school only in the followingcircumstances:

1. The student is offered a seat in a different school option from a Wait Pool;2. The student is granted a reassignment or transfer by the administration or

Board pursuant to Policy JFAC; or3. A student is in the Exceptional Children Program (EC) and has an

Individual Education Plan that requires a program not located in thestudent’s current school.

After enrolling in their lottery-assigned school a student who wishes to attend a different school option for the next school year must participate in the lottery for that school year.12

C. TransportationWith designated exceptions,13 students who reside outside the transportationzone for the program in which they are enrolled are not eligible for CMS-provided transportation.14 An exception applies for students assigned to homeschools through the School Performance Priority. Transportation will beprovided for these students through the terminal grade in high school, subjectto the exceptions set forth in Section IV, A, 4, above.

12 In some circumstances, students may be able to apply for reassignment to a different school through the reassignment/transfer process provided in Policy JFAC and its accompanying regulation. 13 Exceptions include students who received a transfer from a school that is persistently dangerous and students identified as entitled to McKinney-Vento services. 14 Transportation rules are set forth in detail in Regulation JCA-R.



V. Lottery Deadlines

A. All lottery applications must be submitted via an online process established bythe Superintendent. Late applications will not be accepted.

B. Students who are enrolled in CMS and miss a lottery deadline will be placedin their home schools or magnet continuation program.

C. Students who were not enrolled in CMS during the application period, or whowere enrolled but not registered, who miss a lottery deadline will be placed intheir home schools. Students who do not want to attend their home schoolsmay apply for a transfer or reassignment according to the process described inPolicy JFAC and its accompanying regulation.

VI. Student Participation in Partial Magnet Schools

For elementary and most middle schools that are partial magnet schools, themagnet theme is school wide. Therefore, all students in the school, whether ornot they were assigned to the school through the lottery and are designated asmagnet students, participate in the magnet program. For high school anddesignated middle school partial magnet programs, home school students mayparticipate in magnet classes if space is available and any prerequisites have beenmet. However, for all grade levels, only students enrolled in the magnet programare entitled to the guaranteed continuation magnet school.

VII. Contingent Assignments

A. Except as may be inconsistent with federal law, all assignments to schoolsother than the designated home school are contingent upon a student’s parentsarranging for reliable transportation to and from school when CMStransportation is not provided or is not used by the student.

B. A student may be reassigned to his or her home school if the student’s parentsconsistently fail to bring the student to school on time at the start of the schoolday or transport the student from campus in a timely manner after the end ofthe school day or after-school activity, such that the student’s success at theschool is negatively impacted or there are safety issues.

C. Principals must ensure that all reasonable efforts are made to work with thestudent and his/her parents to seek solutions to the underlying issues causingthe transportation problems before the student is reassigned to his/her homeschool. A detailed description of the specific circumstances in which this rulewill be applicable and the process that will be followed to reassign thesestudents to their home schools is set forth in Regulation JCA-R.



D. In addition, students assigned to magnet programs may be reassigned to theirhome school if they do not fulfill all requirements of the Magnet Compact fortheir particular magnet program.

VIII. Notice of Assignment

Notice of student assignment must be made prior to the effective date of theassignment. Notice of assignment may be given by noting the assignment on thereport card of the student or any other means that will adequately ensure thedelivery of written notice to the parent, including sending the notice ofassignment by mail to the address of record of the student.

IX. Communications

It is the intent of the Board that the administration will develop techniques tocommunicate effectively with parents and students about the student assignmentplan and the various school choices that are available to each student that, at aminimum, employ a variety of forms of print, telephone, online and in-personmethods of communication in the languages predominantly used by students andfamilies in CMS. The Superintendent shall include a description of the plannedcommunication plan with the student assignment plan recommendation that ispresented to the Board for adoption.

X. Comprehensive Review

Beginning with the 2011-2012 school year, the Board will consider conducting acomprehensive review of the student assignment plan at least every six years.

XI. Regulations

The Superintendent shall adopt regulations and develop procedures to implementthe details of this policy.


EXHIBIT

STUDENT ASSIGNMENT PLAN SCHOOL OPTIONS LOTTERY GUARANTEES AND PRIORITIES

CMS/NEPN Code: JCA-E


11/9/16

Date of Adoption: 11/27/01 Page 1 of 8 Revised: 1/29/03, 11/25/03, 11/23/04, 10/25/05, 11/9/10, 12/11/13, Proposed Revision 11/9/16 Legal Reference: Cross Reference: FBC, IHBJ, JCA, JCA-R, JFAC, JFAC-R

I. School Options Lottery

Three of the goals1 of the Board of Education for the student assignment plan are (1) to reduce the number of schools with high concentrations of poor and highneeds children; and (2) to provide school assignment options to students assignedto schools that are not meeting performance standards established by the state;and (3) to provide choice and promote equitable access to varied and viableprogrammatic options for all children. In keeping with these goals, the lotteryprocess described in this exhibit employs priority rankings designed to ensuresocioeconomic diversity in both full and partial school options and magnetschools. The exhibit also describes the process by which students from lowperforming home schools may apply for seats in other home schools.

Through the lottery, all students may apply for up to three seats in school options or magnet schools.2 Students will be offered seats in these schools according to the guarantees and priority rankings set forth below. A random number identifier assigned to each student will be used to decide assignments when there are more students than seats available in a priority ranking category at a particular school. Students who qualify for the School Performance Priority may also apply for up to three seats in designated home schools and will be offered seats on a space-available basis.3

The lottery will be conducted in rounds, with there being a minimum of two rounds.

1 The Student Assignment Goals were adopted by the Board in February 2016. The five goals are set forth in their entirety in Policy JCA. 2 Throughout this exhibit, references to “magnet programs” include partial and whole-school magnet programs, unless otherwise indicated. The terms “magnet programs” and “magnet schools” are used interchangeably. 3 Students qualifying for the School Performance Priority who apply for school options/magnet programs and for home schools may apply for up to three different schools in each category.


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II. Criteria for the Lottery

A. Guarantees

1. Continuation Guaranteea. Students currently enrolled in magnet programs, or in home schools

through the School Performance Priority for Home Schools, will beable to remain through the last grade of their school level and continueto the next school level or any designated continuation program.4These students do not need to participate in the lottery, as theircontinuation school assignment is their default assignment.

b. Students who want to attend their home school rather than be assignedto the designated continuation program for their current school do notneed to participate in the Lottery. Instead, they must notify theStudent Placement Office during the lottery application period of theirdecision to attend their home school rather than be placed in thecontinuation school.5

c. Students assigned to magnet programs that do not have continuationprograms must apply through the lottery if they wish to attend adifferent school option after the terminal grade of their current magnetprogram. The default assignment for these students is their homeschool.

d. Non-magnet school options do not have continuation programs.

2. Sibling Guaranteea. The sibling guarantee applies to a younger sibling (or twin) of a CMS

student already assigned to a magnet program through the lottery or toa home school through the School Performance Priority.

b. The sibling guarantee is not available for siblings of students assignedto non-magnet school options.

4 The Board has approved continuation guarantees for only some magnet schools. Information about continuation schools is available in the School Options Guide published annually by the district. 5 This process is described in more detail in the regulation that accompanies this exhibit.


EXHIBIT




11/9/16


c. For families new to CMS, the sibling guarantee operates for allsiblings in a family after one sibling is assigned to the school ormagnet program.

d. The sibling guarantee extends to siblings who apply for differentmagnet programs on school campuses that house multiple magnetprograms.6

e. All siblings in a family must meet eligibility criteria before submittingan application for a magnet program.7

f. For magnet programs, all siblings and their parents must sign theappropriate magnet compact.

g. With the exception of students assigned to a home school through theSchool Performance Priority for Home Schools, siblings who do notlive in the transportation zone are not eligible for transportation.

B. Priority Rankings for School OptionsThe following priority rankings are for lottery applications for school optionsare listed in order of how they are applied.

1. Socioeconomic Status (SES)a. Each student will have an application priority determined by the SES

of the block group8 within which the student resides, combined withany family self-reported data9 on annual income, number of minor

6 For a partial magnet program located at a school that also houses a non-magnet school, the sibling guarantee is effective only for admission to the magnet program. 7 If an eligibility criterion can be satisfied only after the lottery has been conducted, a student’s assignment will be contingent upon meeting the eligibility criteria before being enrolled in the school. An example of this situation is magnet programs that have minimum End of Grade (EOG) test score requirements. EOG results are not available until late May; therefore, admission to such programs would be contingent upon a student’s scores on the EOG test. 8 A “block group” is a geographic area determined by the U.S. Census Bureau. Block group SES is determined according to the most recent census aggregate block group data from the American Community Survey and/or the decennial census. 9 The decision to self-report such data is voluntary. If parents do not report household information, SES will be determined using solely the aggregate block group data.

CHARLOTTE-MECKLENBURG SCHOOLS EXHIBIT STUDENT ASSIGNMENT PLAN SCHOOL OPTIONS LOTTERY GUARANTEES AND PRIORITIES



11/9/16


children residing in the household and the highest educational attainment of any parent10.

b. The SES of a block group is determined for lottery purposes using aggregate census data on family income, parent educational attainment, number of single parent households, use of English in the household, and home ownership.

2. School Performance Priority

The School Performance Priority for school options is available for students attending schools designated by the state as low performing for three consecutive years.

3. Proximity Area The proximity area priority is applied to students living within the geographic area within 1/3 mile of a full school magnet.11 Proximity area does not apply to partial magnet schools or to non-magnet school options.

4. Transportation Zone Students will have a priority for admission based on whether they live within or outside of the transportation zone for the school option to which they are applying. Students living outside of the transportation zone for a school option to they are admitted through the School Options lottery are not entitled to CMS transportation to the school.

C. School Performance Priority for Home Schools 1. This priority is available for students attending home schools designated

by the state as low performing for three consecutive years.

10 “Parent” is defined in Regulation JCA-R as “unless otherwise stated, one or both parents, legal guardian or legal custodian of a student.” 11 The Superintendent is authorized to extend the 1/3 mile radius for schools at which there are fewer than 15 registered CMS students for the school’s grade level living within the 1/3 mile proximity area. (This is most often the case when a school is adjacent to a park or to land used for commercial or industrial purposes.) The Superintendent shall notify the Board of any such action.


EXHIBIT




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2. The superintendent will designate home schools to which the studentsqualifying for this priority may apply. The designated schools will bedetermined by the availability of seats and the geographic proximity of theschool to the student’s residence.

3. As provided in Policy JCA, this priority also applies to students in theterminal grades of home schools designated by the state as low performingfor three consecutive years. If the continuation schools for these studentshave also been designated by the state as low performing for threeconsecutive years, students may apply under this priority without havingyet attended the continuation school.

4. Students admitted to schools through this priority will be providedtransportation by CMS, regardless of whether they live in the home schoolarea for the school. CMS will provide transportation through theirterminal grade in high school subject to the exception provided in PolicyJCA, Section IV, A, 4, for students assigned to schools under this prioritywho move outside their original home school attendance area.

III. Lottery Process

A. School Options

1. All seats available in the lottery at each school option will be designated inone of three categories: low, medium and high SES priority rankingcategories.a. The number of seats available in each SES category at partial magnets

will be based on the SES of the school’s home school enrollment asthe 20th school day of the school year in which the lottery isconducted.12

b. For full school magnets or non-magnet school options, the availableseats in each grade level will be divided equally among the SES

12 For school options approved by the Board to open during the subsequent school year, this determination will be based on projected enrollment numbers.


EXHIBIT




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categories.12

2. The students guaranteed seats through the continuation and siblingguarantees will be seated first, without regard to their SES priority.

3. After the students with guarantees are seated, the number of availableseats remaining in each school in each SES category will be determined.This determination will be based on the number of students seated in eachSES category through the guarantees.

4. Students qualifying for the School Performance Priority will then beseated.a. Students qualifying for this priority will be seated in up to 15% of the

seats that remain in a school after students with continuation andsibling guarantees are seated, to the extent there are available seats inthe SES category of each student’s SES priority.

b. If the number of applicants with a given SES priority ranking exceedsthe number of seats available in that particular SES category, studentswill not be seated under this priority.

5. Students living in the proximity area will then be seated.a. Students in the proximity area will be seated in up to 15% of the seats

that remain in a school after students with continuation and siblingguarantees and students qualifying for the School Performance Priorityare seated, to the extent there are available seats in the SES category ofeach student’s SES priority.

b. If the number of applicants with a given SES priority ranking exceedsthe number of seats available in that particular SES category, studentswill not be seated under this priority.

6. The remaining seats in each SES category will then be filled by theremaining applicants living within the transportation zone for the school,according to their SES priority ranking and their randomly generatedlottery number.


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7. In the first round of the lottery, applicants living within a school’stransportation zone may be put on a pending list if the seats allocated forthe student’s SES priority ranking category at the schools to which theyapplied are filled.

8. A second round of the lottery will be conducted at the conclusion of thefirst round. Students will be seated according to the guarantees andpriority rankings described above. After these students are seated, if seatsremain in any particular SES category, students in that SES category wholive outside the transportation zone will be seated, first from Round 1 andthen from Round 2.

9. At this point during the second round of the lottery, unfilled seats in anySES category will be filled, first from students on pending lists from thefirst round of the lottery and then with all other students, beginning withstudents living in the transportation zone and then with students livingoutside the transportation zone. Students will be seated even if their SESpriority does not match the SES category of the remaining seats.

10. In the event unfilled seats remain at any school options, theSuperintendent is authorized to either conduct additional rounds of thelottery or to assign students who apply on a first-come-first-serve basis.

B. School Performance Priority for Home Schools

1. Students qualifying for the School Performance Priority may apply foradmission to up to three designated home schools in which there areseats.13

2. The students guaranteed seats through the continuation and siblingguarantees will be seated first in this lottery.

13 Students who apply for school option/magnet programs in the School Options/Magnet Lottery and for home schools through the School Performance Priority may apply for up to three different schools in each category.


EXHIBIT




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3. Students will then be seated in designated home schools in which there areavailable seats, according to their random lottery number.

HOME SCHOOL

PROPOSALS


HOME SCHOOL PROPOSALS

24

4. Home School Boundary and Feeder Pattern Proposals

Proposals

252626

29303033343535363639393939404343444448484849555559596164

1. J.V. Washam Elementary and Cornelius Elementary2. Hopewell and W.A. Hough High School Feeder Patterns3. Torrence Creek Elementary and Blythe Elementary4. Nathaniel Alexander, Winding Springs and David Cox Elementary schools, James MartinMiddle, Morehead K-8 STEM, and Vance High School5. Stoney Creek Elementary6. Croft Community School7. Oakdale Elementary of the West Mecklenburg High School Feeder Pattern8. Winding Springs Elementary Feed to Ranson Middle9. Bruns Academy, Druid Hills Academy and University Park Creative Arts10. Ashley Park Pre-K-8 and Bruns Academy, Wesley Heights Community11. Ashley Park Pre-K-8 and First Ward Creative Arts Academy12. Bruns Academy and Ranson Middle School13. Open Wilson Middle School; adjust Westerly Hills Academy Feed to West Charlotte HighSchool14. Allenbrook Elementary and Westerly Hills Academy15. Allenbrook Elementary Feed to Whitewater Middle School16. Reid Park Academy and Renaissance West STEAM Academy17. Add a Home School Boundary to Marie G. Davis K-818. Dilworth Elementary and Sedgefield Elementary19. Pinewood Elementary School20. Huntingtowne Farms Elementary21. Albemarle Road Relief School22. Oakhurst STEAM Academy23. Lawrence Orr Elementary24. Villa Heights Elementary School25. Billingsville and Cotswold Elementary Schools26. Beverly Woods and Selwyn Elementary Schools27. Pineville Elementary School28. Endhaven Elementary School29. Greenway Park Elementary30. Steele Creek Elementary

25

1. J.V. Washam Elementary and Cornelius Elementary

Description Assign the Antiquity area north of Smith Road from the J.V. Washam Elementary attendance area to the Cornelius Elementary attendance area. Students in the affected area will continue to attend Bailey Middle and W.A. Hough High.

Rationale Cornelius Elementary is among the district’s most underutilized elementary schools at 79.5% capacity. J.V. Washam, not far away, is over capacity at 123.1% utilization. The Antiquity area, currently assigned to J.V. Washam, is geographically closer to Cornelius Elementary. Assigning the area to Cornelius Elementary improves proximity for these students and increases utilization in a school with available capacity. The change also has a positive impact on J.V. Washam, providing needed relief and improving its proximity index by removing many of the students who travel the farthest to attend the school. Because both Cornelius and J.V. Washam elementary schools continue to Bailey Middle and W.A. Hough High, the middle school and high school assignments for the Antiquity area students do not change as a result of their new elementary school assignment.

Data Tables

Cornelius Elementary

SES Diversity (Among Enrolled Students)

Proximity (Average Home to School Distance)

Utilization (Teacher to Core Classroom Ratio)

Intact Feed (Number of

Continuation Schools)

Percent Make-up

SES Designation Metric (miles) Metric (%) Metric (#)

Current School Year 53% High 2.10 79% 1

After Proposed Change

54% High Likely to improve 85% 1

J.V. WashamElementary






Percent Make-up




54% High Likely to improve 119% 1

26

2. Hopewell and W.A. Hough High School Feeder Patterns

Description Assign the Grand Oak Elementary attendance area and the portion of the Torrence Creek Elementary attendance area that currently attends Hough High to Hopewell High. Specifically, the change refers to the portion of the Torrence Creek Elementary attendance area that is south of Salford Court and south of Hugh Torance Parkway. Students in these attendance areas will continue to attend Francis Bradley Middle.

Rationale Hopewell High is among the district’s most underutilized high schools at 88.5% utilization. W.A. Hough High, with an adjacent attendance boundary and shared feeder schools, is overutilized at 123%. Assigning the Grand Oaks Elementary attendance area and a portion of the Torrence Creek Elementary attendance area to Hopewell High increases utilization at Hopewell while providing relief to W.A Hough, without an adverse effect on proximity to high school. This change improves SES diversity at Hopewell High.

The elementary and middle school assignments for the affected area do not change. Francis Bradley Middle will remain the continuation school for Grand Oak and Torrence Creek elementary schools. The recommended change in high school feed reduces the number of split feeds at Francis Bradley Middle from two to one by eliminating the feed to W.A. Hough High.

3. Torrence Creek Elementary and Blythe Elementary

Description Assign the portion of the Blythe Elementary attendance area west of I-77 to Torrence Creek Elementary. Students in the affected area will continue to attend Francis Bradley Middle and Hopewell High.

Rationale Torrence Creek Elementary is underutilized at 85.71%. Blythe Elementary, with an adjacent attendance boundary, is over capacity at 131% utilization. The change improves utilization at Torrence Creek Elementary while providing relief to Blythe Elementary. The change also improves SES diversity at Torrence Creek Elementary.

The middle and high school assignments for the affected area do not change and students will continue to attend Francis Bradley Middle and Hopewell High. The change reduces the number of middle school feeds at Blythe from two to one by eliminating the feed to Francis Bradley Middle. All remaining students at Blythe Elementary will continue to J.M. Alexander Middle.

27

Data Tables

Hopewell High






Percent Make-up


Current School Year 57% Medium 4.75 89% Null

After Proposed Change 48% Medium Negligible change 106% Null

W.A. Hough High






Percent Make-up


Current School Year 72% High 4.51 123% Null

After Proposed Change 68% High Negligible change 108% Null

Francis Bradley Middle School






Percent Make-up



After Proposed Change 50% High 4.10 108% 1

28

Blythe Elementary






Percent Make-up


Current School Year 61% Medium 3.2 131% 2

After Proposed Change 64% Medium Likely to improve 119% 1

Torrence Creek Elementary






Percent Make-up



After Proposed Change 54% High

Moderate increase in average distance

111% 1

29

Vance, North Mecklenburg and Mallard Creek High School Attendance Areas and Feeder Patterns

4. Nathaniel Alexander, Winding Springs and David Cox Elementary schools, JamesMartin Middle, Morehead K-8 STEM, and Vance High School

Description 4.1 Assign Morehead STEM Academy grades 6-8 to James Martin Middle.

4.2 Combine Nathaniel Alexander Elementary attendance area with Morehead STEM Academy grades K-5. Nathaniel Alexander will serve students in grades K-2 and Morehead will serve students in grades 3-5.

4.3 Assign a portion of the Nathaniel Alexander Elementary attendance area north and west of Mallard Creek Road to David Cox Elementary. Students in this attendance area will follow the David Cox Elementary feeder pattern, moving them from James Martin Middle and Vance High to Ridge Road Middle and Mallard Creek High.

4.4 Assign a portion of the Winding Springs Elementary attendance area on and north of Victoria Road to Blythe Elementary. Students in this attendance area will move from James Martin Middle to J.M. Alexander Middle and will remain at North Mecklenburg High.

Rationale Morehead STEM Academy is a thriving K-8, full magnet school serving the Violet Transportation Zone. To expand the school and provide additional magnet seats, Morehead will combine with Nathaniel Alexander Elementary and James Martin Middle to become three partial magnet schools spanning grades K through 8. A total of 695 new STEM magnet seats will be added, 500 in K-5 and 50 in 6-8.

Today, Nathaniel Alexander Elementary and Morehead STEM Academy are located on the same campus and share facilities such as the cafeteria and media center. As a part of the proposed change, Nathaniel Alexander and Morehead each would become partial magnet schools with a school-wide STEM theme. Nathaniel Alexander will serve students in grades K-2 and Morehead will serve students in grades 3-5. Fifth-grade students will continue to the new partial magnet STEM program at James Martin Middle. From James Martin, magnet students will continue to Phillip O. Berry Academy of Technology and home school students will continue to Vance High. The addition of the partial magnet at Nathaniel Alexander Elementary and James Martin Middle will improve the SES diversity of each school.

A portion of the Nathaniel Alexander Elementary attendance area north of Mallard Creek Road will be assigned to David Cox Elementary, shifting the middle and high school continuation from James Martin Middle and Vance High to Ridge Road Middle and Mallard Creek High. The shift improves SES diversity at Mallard Creek High.

Assigning a portion of the Winding Springs Elementary attendance area to Blythe Elementary provides relief at Winding Springs while also slightly improving SES diversity at Blythe Elementary. Specifically, the portion of the Winding Springs attendance area south of Statesville Road, will now be assigned to Blythe Elementary. The middle and high school continuation for the affected area will continue to be J.M. Alexander Middle and North Mecklenburg High.

30

5. Stoney Creek Elementary

Description Assign the portion of the Stoney Creek Elementary attendance feeder area that currently attends Mallard Creek High to Vance High. Students in this area will continue to attend James Martin Middle.

Rationale The entire Stoney Creek Elementary attendance area continues to James Martin Middle. After James Martin Middle, however, a portion of the attendance area continues to Mallard Creek High while the remainder continues to Vance High. Assigning the entire Stoney Creek Elementary attendance area to Vance High reduces the number of feeds out of James Martin Middle from three to two by eliminating its feed to Mallard Creek High. The middle school assignment -- James Martin -- for the affected area does not change.

6. Croft Community School

Description Assign the portion of the Croft Community attendance area that attends Mallard Creek High from J.M. Alexander Middle to Ridge Road Middle. The high school assignment remains the same.

Rationale Shifting the middle school assignment for a portion of Croft Community School from J.M. Alexander Middle to Ridge Road Middle reduces the number of feeds out of J.M. Alexander from two to one by eliminating its feed to Mallard Creek High. Specifically, the portion of Croft Community School east of Brown Road/Sugar Creek Road will now continue to Ridge Road Middle. As a result, proximity will likely improve at Ridge Road Middle.

Data Tables

Mallard Creek High School






Percent Make-up



After Proposed Change 65% Medium


113% Null

31

Vance High School






Percent Make-up


Current School Year 49% Low 4.66 109% Null


James Martin Middle School






Percent Make-up


Current School Year 52% Low 4.77 83% 3

After Proposed Change 48% Low tbd 115% 2

Ridge Road Middle School






Percent Make-up



After Proposed Change 67% Medium Negligible change 134%* 1

*estimate does not include projected enrollment decline in the attendance area

32

Morehead K-8 STEM Magnet






Percent Make-up


Current School Year 60% Medium

N/A - Full county-wide

magnet 119% 1

After Proposed Change 45% Medium TBD 100% 1

David Cox Elementary






Percent Make-up



After Proposed Change 89% Medium TBD 119% 2

Nathaniel Alexander

Elementary






Percent Make-up




The data tables for J.M. Alexander Middle and Winding Springs Elementary are presented after proposal 8 and includes the impact of proposals 4 and 6.

33

7. Oakdale Community of the West Mecklenburg High School Feeder Pattern

Description Assign the Oakdale Elementary School attendance area of the Ranson Middle attendance area from West Mecklenburg High to West Charlotte High. The middle school assignment remains Ranson Middle School.

Rationale Ranson Middle continues to four different high schools, giving it the highest number of split feeds of any CMS school. Assigning the portion of the Oakdale community that attends Ranson Middle to West Charlotte High reduces the number of feeds out of Ranson Middle from four to three, eliminating its feed to West Mecklenburg High. Specifically, the portion of the Oakdale neighborhood that is bound by the Oakdale Elementary attendance area is affected.

Data Tables

West Mecklenburg High School






Percent Make-up



After Proposed Change 64% Medium TBD 95% Null

The data tables for:

● West Charlotte High is presented after proposal 24 and includes the impact of changes in proposals 7, 13,14, 18 and 24.

● Ranson Middle is presented after proposal 15 and includes the impact of proposals 7-10, 12 and 15.

34

8. Winding Springs Elementary Feed to Ranson Middle

Description Assign Winding Springs Elementary students from Ranson Middle to J.M. Alexander Middle. The high school assignment for this attendance area remains North Mecklenburg High.

Rationale Ranson Middle continues to four different high schools, giving it the highest number of splits feeds of any CMS school. Assigning the portion of the Winding Springs Elementary attendance area that attends Ranson Middle to J.M. Alexander Middle reduces the number of feeds out of Ranson Middle by eliminating its feed to North Mecklenburg High. When combined with the recommendation in proposal 7, the number of feeds out of Ranson Middle are reduced from four to two. Specifically, the portion of the Winding Springs attendance area north of Old Statesville Road is affected.

Data Tables

J.M. AlexanderMiddle






Percent Make-up



After Proposed Change* 48% Medium Likely to improve 79% 1

*Includes impact of proposals 6 and 8

Winding Springs

Elementary






Percent Make-up



After Proposed Change** 64% Low TBD 140% 1

**Includes impact of proposals 4 and 8

The data table for Ranson Middle is presented after proposal 15 and includes the impact of changes in proposals 7-10, 12 and 15.

35

Ashley Park Pre-K-8, Bruns Academy, Druid Hills Academy Attendance Areas

9. Bruns Academy, Druid Hills Academy and University Park Creative Arts

Description Create University Park Creative Arts School home attendance area by assigning a portion of the Druid Hills Academy and Bruns Academy attendance areas to University Park Creative Arts School. Specifically, assign the portion of the Druid Hills attendance area west of Statesville Road, and the portion of the Bruns Academy attendance area west of Beatties Ford Road and north of Estelle Road including the University Park neighborhood, the portion of Washington Heights north of Estelle Road, and the portion of Oakview Terrace currently in the Bruns attendance. Home school students assigned to University Park Creative Arts School will continue to Ranson Middle and continue to attend West Charlotte High.

Rationale Bruns Academy and Druid Hills Academy are each over capacity at 130.77% and 151.43% utilization, respectively. University Park Creative Arts School is a full magnet, geographically positioned to provide a home school option for students in the Bruns Academy and Druid Hills Academy attendance areas and the growing Center City community. Shifting part of the home school attendance boundary for each of the two academies to a newly created home school boundary at University Park Creative Arts provides relief for both schools. University Park Creative Arts will become a partial magnet school with a school-wide creative arts theme. Home school students in the school will continue to Ranson Middle and West Charlotte High. This represents a change in the middle school assignment for the affected area with no change in the high school assignment.

Long Creek Elementary, located in the Violet Transportation Zone, will establish a partial magnet Creative Arts program beginning in fall 2018. The newly established partial magnet school will serve some of University Park’s current students as well as provide additional magnet seats for the Violet Transportation Zone.

10. Ashley Park Pre-K-8 and Bruns Academy, Wesley Heights Community

Description Assign the Wesley Heights neighborhood portion of the Ashley Park Pre-K-8 School attendance area to Bruns Academy. Students in this area will follow the Bruns Academy middle and high school feeds.

Rationale Ashley Park Pre-K-8 is over capacity at 128.57% utilization. Assigning the Wesley Heights portion of the attendance area, specifically the area bound by an area directly south of Freedom Drive, to Bruns Academy will provide relief at Ashley Park Pre-K-8. The change improves proximity for the affect portion of the attendance area.

36

11. Ashley Park Pre-K-8 and First Ward Creative Arts Academy

Description Create First Ward Creative Arts Academy home school attendance area by assigning the portions of the Ashley Park PreK-8 School and Dilworth Elementary attendance areas within the I-277 loop to First Ward Creative Arts Academy. Assign the portions of the Ashley Park PreK-8 and Alexander Graham Middle School attendance areas within the I-277 loop to Sedgefield Middle School. The students from Ashley Park PreK-8 that were attending West Charlotte High School will now attend Myers Park High School. The students from Dilworth will continue to attend Myers Park High School.

Rationale Ashley Park Pre-K-8 is over capacity at 128.57% utilization. Dilworth’s utilization is 119.35%. First Ward Creative Arts Academy is a full magnet, geographically positioned to provide a home school option for students in the Ashley Park Pre-K-8 and Dilworth attendance areas as well as the growing Center City community. Assigning a portion of the Ashley Park Pre-K-8 and Dilworth attendance areas, specifically the area within the I-277 loop, to a newly created home school attendance boundary at First Ward Creative Arts will provide relief at Ashley Park Pre-K-8 and Dilworth and improve proximity for the portions of the attendance areas which will now attend First Ward. First Ward Creative Arts, currently a full magnet school, will become a partial magnet school with a school-wide creative arts theme. Home school students in the school will continue to Sedgefield Middle and Myers Park High.

12. Bruns Academy and Ranson Middle School

Description Assign Bruns Academy grades 6-8 to Ranson Middle. Students in this attendance area will continue to attend West Charlotte High.

Rationale Assigning the middle grades portion of Bruns Academy to Ranson Middle will effectively convert Bruns from a pre-K-8 academy to a pre-K-5 elementary school with continuation to Ranson Middle and West Charlotte High. The middle school assignment represents a change for the affected area while the high school assignment remains the same.

37

Data Tables

Ashley Park Pre-K-8






Percent Make-up



After Proposed Change 95% Low Likely to improve 119% 1

Bruns Academy (with magnet)






Percent Make-up



After Proposed Change 56% Low TBD 74% 1

First Ward Creative Arts

Academy






Percent Make-up


After Proposed Change 58% Low N/A 100% 1

38

University Park Creative Arts

School






Percent Make-up


After Proposed Change 70% Low N/A 100 1

The data tables for: ● Myers Park High is presented after proposal 26 and includes the impact of proposals 11, 18, 19, 22 and 26.● West Charlotte is presented after proposal 24 and includes the impact of proposals 7, 13, 14, 18 and 24.● Alexander Graham Middle School is presented after proposal 26 and includes the impact of proposals 11,

18, 19 and 26.● Ranson Middle is presented after proposal 15 and includes the impact of proposals 7-10, 12 and 15.● Druid Hills Academy is presented after proposal 24 and includes the impact of proposals 9 and 24.● Dilworth Elementary is presented after proposal 18 and includes the impact of proposals 11 and 18.

39

Allenbrook Elementary, Reid Park Academy and Westerly Hills Academy

13. Open Wilson Middle School; adjust Westerly Hills Academy Feed to WestCharlotte High School

Description Open Wilson Middle. Assign Westerly Hills Academy and Reid Park Academy grades 6-8 to Wilson Middle. Students in this attendance area who were attending West Charlotte High will now attend Harding University High. Students in this attendance area who were attending Harding University High will continue to attend Harding University High. Students in this attendance area who were attending West Mecklenburg High School will continue to attend West Mecklenburg High School.

Rationale Wilson Middle is an available middle school facility with the capacity to serve 800 students. Assigning the middle grades attendance area for Westerly Hills Academy and Reid Park Academy to Wilson provides the opportunity to convert these two pre-K-8 academies to preK-5 elementary schools.

With this change, the entire Westerly Hills Academy attendance area feeds to a single middle school, Wilson.

Wilson will offer a partial magnet program with a school-wide computer science and coding theme, beginning in fall 2018. The program will provide 400 new magnet seats and serve the Blue Transportation Zone as well as the portion of the West Mecklenburg High home school attendance boundary in the Violet Transportation Zone.

14. Allenbrook Elementary and Westerly Hills Academy

Description Assign a portion of the Allenbrook Elementary attendance area south of Tuckaseegee Road to Westerly Hills Academy. Students in this attendance area will move from Whitewater Middle and West Charlotte High to Wilson Middle and Harding University High.

Rationale Allenbrook Elementary is over capacity with a 152.4% utilization rate. Assigning a portion of its attendance area to Westerly Hills, which will have available capacity as a pre-K-5 school, will provide relief to Allenbrook, improving its utilization rate. Students at Westerly Hills Elementary will continue to Wilson Middle and Harding University High schools.

15. Allenbrook Elementary Feed to Whitewater Middle School

Description Assign Allenbrook Elementary attendance area from Whitewater Middle to Ranson Middle. Students in this attendance area will continue to attend West Charlotte High.

40

Rationale Students attending Whitewater Middle today continue to two different high schools: West Charlotte High and West Mecklenburg High. Students from Allenbrook Elementary continue to Whitewater Middle and West Charlotte High. Assigning Allenbrook Elementary to Ranson Middle eliminates the feed to West Charlotte High from Whitewater Middle. The shift allows students in the Allenbrook Elementary attendance area to keep their high school continuation to West Charlotte High as Ranson also feeds West Charlotte. The available capacity at Whitewater Middle creates an opportunity for a partial magnet school, which will support increasing the SES diversity at the school.

16. Reid Park Academy and Renaissance West STEAM Academy

Description Assign the portion of the Reid Park attendance area west of Old Steele Creek Road to attend Renaissance West STEAM Academy for grades K-8. Students in this attendance area will continue to attend Harding University High.

Rationale Assigning the portion of the Reid Park attendance area that is between the current boundary east to old Steele Creek to Renaissance West STEAM Academy improves utilization at Renaissance West, which has available capacity, and at Reid Park, which is overutilized. The high school assignment for the affected area does not change.

A Note on Berryhill K-8 In addition to assigning a portion of the Reid Park attendance area to Renaissance West, a portion of the Berryhill K-8 attendance area was previously assigned to Renaissance West. The change will improve Berryhill’s utilizationand proximity when Renaissance West opens in fall 2017 and grows to accept students grades K-8.

Data Tables

Ranson Middle School






Percent Make-up




65% Low Negligible change 115% 2

*Includes impact of proposals 7-10, 12 and 15

41

Whitewater Middle School






Percent Make-up




Wilson (including magnet)






Percent Make-up



Reid Park






Percent Make-up




42

Renaissance West

(Opening fall 2017)






Percent Make-up


2017-18 School Year Projection 100% Low N/A 65% 2


Westerly Hills Academy






Percent Make-up



After Proposed Change 99% Low Negligible change 125% 1

Allenbrook Elementary

School






Percent Make-up





● West Charlotte is presented after proposal 24 and includes the impact of proposals 7, 13, 14, 18 and 24● Harding University High is presented after proposal 22 and includes the impact of proposals 13, 14, 19 and

20.

43

Dilworth Elementary, Huntingtowne Farms Elementary, Pinewood Elementary, Sedgefield Elementary & Middle, and Marie G. Davis K-8

17. Add a Home School Boundary to Marie G. Davis K-8

Description Create a new home school boundary for Marie G. Davis K-8. Assign a portion of the Sedgefield Elementary and Sedgefield Middle attendance areas south of Remount Road, west of South Tryon Street, north of Clanton Road and east of I-77 to Marie G. Davis for grades K-8. Students in this attendance area will continue to attend Myers Park High.

Rationale Beginning in the 2017-2018 school year, Marie G. Davis will become the district’s first K-8 International Baccalaureate candidate school. Assigning the immediate area, south of Remount Road, from Tryon St. to I-77, to Marie G. Davis increases proximity to the elementary and middle schools for the students residing in that area. The attendance area will serve approximately 200 students, allowing for more than 60% of the seats at Marie G. Davis K-8 to be accessible via the School Choice Lottery. Home school students at Marie G. Davis will continue to MyersPark High, where they will have access to the International Baccalaureate Diploma Programme.

18. Dilworth Elementary and Sedgefield Elementary

Description Create a new combined Dilworth Elementary School and Sedgefield Elementary combining the portion of the Dilworth Elementary attendance area outside the I-277 loop and the portion of the Sedgefield School attendance area not included in the proposed Marie G. Davis home school attendance area. Students in this new combined attendance area will attend Sedgefield Elementary for grades K-2 and Dilworth Elementary for grades 3-5. Students in the Sedgefield Elementary attendance area who were attending Sedgefield Middle will continue to attend Sedgefield Middle. Students in the Dilworth Elementary attendance area who were attending Alexander Graham Middle will now attend Sedgefield Middle. Students in this attendance area who were attending West Charlotte High will now attend Myers Park High. Students in this attendance area who were attending Myers Park High will continue to attend Myers Park High.

Rationale Dilworth Elementary is currently over capacity at 119.4% utilization. Sedgefield Elementary, which shares an attendance boundary with Dilworth Elementary, is currently underutilized with an 88.9% capacity utilization. Combining the attendance areas for the two schools improves utilization at both facilities and improves SES diversity at both the K-2 and 3-5 schools.

Students will continue to Sedgefield Middle. The change will ensure Sedgefield Middle remains fully utilized once the Secondary Montessori program moves from the school in fall 2017. The change also improves SES diversity at Sedgefield Middle.

44

19. Pinewood Elementary School

Description Assign the Pinewood Elementary attendance area east of South Blvd. from Sedgefield Middle and Harding University High to Alexander Graham Middle and Myers Park High.

Rationale Harding University High has the longest average home to school distance among any CMS school. Assigning the portion of the Pinewood Elementary attendance area east of I-77 from Sedgefield Middle and Harding University High to Alexander Graham Middle and Myers Park High improves Harding’s proximity metric by eliminating part of its attendance area that is further away from the school.

20. Huntingtowne Farms Elementary

Description Assign the portion of the Huntingtowne Farms Elementary attendance area that attends Sedgefield Middle to Carmel Middle. Assign the portion of the Huntingtowne Farms Elementary attendance area that attends the Harding University High to South Mecklenburg High.

Rationale Students in the Huntingtowne Farms Elementary attendance area continue to two different middle schools and two different high schools. Assigning the portion of its attendance area that attends Sedgefield Middle to Carmel Middle, and assigning the portion of its attendance area that attends Harding University High to South Mecklenburg High reduces the number of middle school feeds from two to one. It does the same for the number of high school feeds. The change also contributes to improving Harding’s proximity metric by eliminating part of its attendance area that’s further away from the school.

Data Tables

Harding University High






Percent Make-up



After Proposed Change* 95% Low Likely to improve 124% Null

*Includes impact of changes 13, 14, 19 and 20

45

Marie G. Davis K-8






Percent Make-up


Current School Year 65% Low

N/A - Full countywide

magnet 78% 1

After Proposed Change 55% Low Likely to improve* 100% 1

*improvement applies to the group of students newly assigned to Marie G. Davis K-8

Sedgefield Middle






Percent Make-up



After Proposed Change** 50% Low


118% 2

**Includes impact of proposals 11 and 17-20

Dilworth Elementary






Percent Make-up



After Proposed Change*** 66% High


71%**** 1

***Includes impact of proposals 11 and 18

****Projected utilization does not reflect anticipated enrollment increase in the attendance area

46

Huntingtowne Farms

Elementary






Percent Make-up



After Proposed Change 81% Low 3.41 130% 1

Pinewood Elementary






Percent Make-up




Sedgefield Elementary






Percent Make-up



After Proposed Change 66% High


71%**** 1

****Projected utilization does not reflect anticipated enrollment increase in the attendance area


● Myers Park High is presented after proposal 26 and includes impact of changes in proposals 11, 18, 19, 22and 26.

● South Mecklenburg High is presented after proposal 28 and includes impact of changes in proposals 20,26 and 28.

47

● West Charlotte High is presented after proposal 24 and includes the impact of changes in proposals 7, 13,14, 18 and 24.

● Alexander Graham Middle is presented after proposal 26 and includes impact of changes in proposals 11,18, 19 and 26.

● Carmel Middle is presented after proposal 26 and includes impact of changes in proposals 20 and 26.

48

Garinger High School Feeder Pattern, Oakhurst, Villa Heights, Walter G. Byers, Druid Hills and Albemarle Road K-8 Relief School

21. Albemarle Road Relief School

Description Open Albemarle Road K-8 Relief School as a partial magnet with a home school attendance area. Assign the portion of the Windsor Park Elementary attendance area south of the Eastland Mall property line and the Albemarle Road Elementary attendance area north of Albemarle Road and west of Regal Oaks Drive to Albemarle Road K-8 Relief School for grades K-8. Students in this attendance area who were attending Eastway Middle, Albemarle Road Middle and Garinger High will now attend Albemarle Road K-8 Relief School and Independence High. Students in this attendance area who were attending Independence High will continue to attend Independence High.

Rationale The Albemarle Road K-8 Relief School is a 2013 bond project. The school will open in fall 2017 and provide relief to Albemarle Road Elementary, Windsor Park Elementary, Albemarle Road Middle and Eastway Middle, each of which is over capacity.

As a partial magnet school, Albemarle Road K-8 Relief will host a Spanish dual language program, improving the school’s SES diversity.

22. Oakhurst STEAM Academy

Description Assign the portion of the Oakhurst STEAM Academy attendance area that attends Myers Park High School to Garinger High School. Assign the portion of the Oakhurst STEAM Academy attendance area that attends East Mecklenburg to Garinger High School.

Rationale The home school attendance area for Oakhurst STEAM Academy continues to Eastway Middle School and then to three different high schools. Assigning the entire home school attendance area to Garinger High School reduces the number of high school feeds for the Oakhurst STEAM Academy attendance area from three to one. It also reduces the number of high school feeds out of Eastway Middle from three to one by eliminating its feeds to East Mecklenburg High School and Myers Park High School.

23. Lawrence Orr Elementary

Description Assign the portion of the Lawrence Orr Elementary attendance area that attends Eastway Middle School to Cochrane Collegiate Academy for grades 6-8. Students in this attendance area will continue to attend Garinger High School.

49

Rationale Assigning the portion of Lawrence Orr Elementary that continues to Eastway Middle and Garinger High Schools to Cochrane Middle and Garinger High Schools contributes to keeping communities intact. Today, Lawrence Orr students continue to three middle schools and two high schools. The change reduces the number of middle school feeds to two and keeps students at Lawrence Orr that ultimately continue to Garinger High School, together at Cochrane Middle School as well.

24. Villa Heights Elementary School

Description Open Villa Heights Elementary School with a home school attendance area.

24.1 Assign a portion of the Walter G. Byers School attendance area east of the light rail to Villa Heights Elementary School for grades K-5 and Eastway Middle School for grades 6-8. Students in this attendance area will now attend Garinger High School instead of West Charlotte High School.

24.2 Assign a portion of the Highland Renaissance Academy attendance area south of North Davidson Street and west of Anderson Street to Villa Heights Elementary School. Students in this attendance area will now attend Eastway Middle School instead of Martin Luther King, Jr. Middle School. Students in this attendance area will continue to attend Garinger High School.

24.3 Assign the southernmost (South of West 24th Street and North Pine Street, extending the line of North Pine Street to the eastern edge of the boundary, excluding the Charlotte Dillehay Courts housing complex) portion of the Druid Hills Academy attendance area to Highland Renaissance for K-5 and Martin Luther King, Jr. Middle School for 6-8. Students in this attendance area will now attend Garinger High School instead of West Charlotte High School.

Rationale Assigning a portion of the Walter G. Byers home school attendance area to Villa Heights Elementary with continuation to Eastway Middle School creates available capacity at Byers, providing the opportunity to implement a partial magnet program which will contribute to improving the school’s SES diversity. Creating an attendance boundary for Villa Heights Elementary allows CMS to provide an elementary school with close proximity in a growing community.

Assigning a portion of the Highland Renaissance Academy attendance area to Villa Heights further completes the attendance area for Villa Heights Elementary.

Villa Heights Elementary will continue to Eastway Middle School and Garinger High School, contributing to improving the SES diversity there.

Druid Hills Academy is overutilized at 151.43% capacity utilization. Assigning a portion of its attendance boundary to Highland Renaissance provides relief for Druid Hills and takes advantage of available capacity at Highland Renaissance when a portion of its current attendance boundary shifts to Villa Heights Elementary.

50

Data Tables

Garinger High






Percent Make-up



After Proposed Change* 94% Low TBD 130% Null

*Includes impact of proposals 18 and 22-24

Independence High School






Percent Make-up



After Proposed Change 47% Medium TBD 131% Null

West Charlotte High






Percent Make-up



After Proposed Change** 89% Low TBD 120% Null

**Includes impact of changes 7, 13, 14, 18 and 24

51

Albemarle Road Middle






Percent Make-up




Cochrane Collegiate






Percent Make-up




Eastway Middle






Percent Make-up




52

Martin Luther King, Jr. Middle






Percent Make-up




Albemarle Road K-8 Relief(magnetincluded)






Percent Make-up



Druid Hills Academy






Percent Make-up



After Proposed Change*** 98% Low TBD 108% 1


53

Walter G. Byers






Percent Make-up




Albemarle Road Elementary






Percent Make-up




Highland Renaissance

Academy






Percent Make-up




54

Lawrence Orr Elementary






Percent Make-up




Villa Heights






Percent Make-up



Windsor Park Elementary






Percent Make-up



After Proposed Change 98% Low LIkely to improve 117% 1

The data tables for: ● East Mecklenburg High School is presented after proposal 29 and includes the impact of proposals 22 and

29.● Myers Park High School is presented after proposal 26 and includes the impact of proposals 11, 18, 19, 22

and 26.

55

Billingsville, Cotswold, Selwyn, Beverly Woods Elementaries

25. Billingsville and Cotswold Elementary Schools

Description Combine the Billingsville Elementary School and Cotswold Elementary School attendance areas. Students in this new combined attendance area will attend Billingsville for grades K-2 and Cotswold for grades 3-5. Students in this new combined attendance area will continue to attend Alexander Graham Middle School and Myers Park High School.

Rationale Cotswold Elementary School is currently over capacity at 146.88% utilization. Billingsville Elementary, which shares an attendance boundary with Cotswold Elementary, is currently underutilized with a 74.29% capacity utilization. Combining the attendance areas for the two schools improves utilization and SES diversity at both the K-2 and 3-5 schools. In addition, the Primary Years International Baccalaureate Programme will be offered at both schools as a partial magnet, increasing access to a successful and in-demand program.

The middle and high school continuation for home school students at Cotswold and Billingsville does not change.

26. Beverly Woods and Selwyn Elementary Schools

Description Assign the portion of the Selwyn Elementary School attendance area South of Fairview Road from Selwyn Elementary School, Alexander Graham Middle School, and Myers Park High School to Beverly Woods Elementary School, Carmel Middle School, and South Mecklenburg High School.

Rationale Selwyn Elementary is over utilized at 175% utilization. Assigning the portion of Selwyn’s attendance area, south of Fairview Road, to Beverly Woods Elementary provides relief at Selwyn Elementary and improves its proximity metric by removing part of the attendance area that is furthest away from the school. Students will follow the Beverly Woods feed to Carmel Middle School and South Mecklenburg High School.

56

Data Tables

Myers Park High






Percent Make-up



After Proposed Change* 68% High TBD 113% Null

*Includes impact of proposals 11, 18, 19, 22 and 26

Alexander Graham Middle






Percent Make-up



After Proposed Change** 61% High TBD 95% 1

**Includes impact of proposals 11, 18, 19 and 26

Carmel Middle






Percent Make-up



After Proposed Change*** 55% High TBD 116% 3


57

Beverly Woods Elementary






Percent Make-up



After Proposed Change 79% High TBD 119% 1

Billingsville Elementary

(magnet included)






Percent Make-up




Cotswold Elementary

(magnet included)






Percent Make-up




58

Selwyn Elementary






Percent Make-up



After Proposed Change 77% High Likely to improve 166% 1

The data table for South Mecklenburg High School is presented after proposal 26 and includes the impact of changes in proposals 20, 26 and 28.

59

Pineville Elementary and Endhaven Elementary

27. Pineville Elementary School

Description Assign the portion of the Pineville Elementary School attendance area from Community House Middle School to Quail Hollow Middle School. Students in this area will continue to attend South Mecklenburg High School.

Rationale Community House Middle School is currently over utilized at 143.1% utilization. Quail Hollow Middle School, which shares a boundary with Community House, is under capacity at 88.6% utilization. Assigning the portion of Pineville Elementary which currently attends Community House to Quail Hollow improves utilization at both schools, and contributes to improving the SES diversity at Quail Hollow Middle School. The change also reduces the number of middle school feeds from Pineville Elementary from two to one by eliminating its feed to Community House.

Beginning with the fall 2018 school year, Quail Hollow Middle School will implement a partial magnet program, further improving its utilization and SES diversity.

The high school assignment for the affected area does not change.

28. Endhaven Elementary School

Description Assign the portion of the Endhaven Elementary School attendance area west of Johnston Road and northwest of Ballantyne Commons Parkway from South Mecklenburg High School to Ardrey Kell High School. Students in this attendance area will continue to attend Community House Middle School for grades 6-8.

Rationale Assigning a portion of the Endhaven Elementary School attendance area to Ardrey Kell High School contributes to keeping communities more intact such that all the Endhaven students assigned to Community House are now all assigned to Ardrey Kell HS; they were previously split between Ardrey Kell High School and South Mecklenburg High School.

60

Data Tables

Ardrey Kell High






Percent Make-up



After Proposed Change 95% High TBD 149% Null

South Mecklenburg

High






Percent Make-up



After Proposed Change*

36% 36%

Low Medium TBD 161% Null

*Includes impact of proposals 20, 26 and 28

Community House Middle






Percent Make-up




61

Quail Hollow Middle






Percent Make-up



After Proposed Change 45% Medium


99% 1

Pineville Elementary






Percent Make-up



After Proposed Change 61% Medium 1.83 104% 1

29. Greenway Park Elementary

Description Assign the portion of the Greenway Park Elementary attendance area that sits within the Matthews town limit from Greenway Park Elementary School, McClintock Middle School, and East Mecklenburg High School to Matthews Elementary School, Crestdale Middle School, and Butler High School. Add a partial magnet to Greenway Park Elementary, providing additional magnet seats in the Green Transportation Zone.

Rationale Assigning the portion of the Greenway Park Elementary attendance area that sits within the Matthews town limit to Matthews Elementary contributes to keeping communities more intact such that a greater number of Matthews residents are assigned to an elementary school within the town of Matthews. Students will continue from Matthews Elementary to Crestdale Middle and Butler High schools, also in the town of Matthews.

Adding a partial magnet to Greenway Park Elementary with a school wide Creative Arts theme increases utilization and SES diversity. The addition also increases the number of magnet seats available in the Green Transportation Zone.

62

Data Tables

Butler High






Percent Make-up




East Mecklenburg

High






Percent Make-up



After Proposed Change 61% Low Negligible change 123% Null

*Includes impact of proposals 22 and 29

Crestdale Middle






Percent Make-up



After Proposed Change 58% High Negligible change 81%

63

McClintock STEAM Middle






Percent Make-up




Greenway Park Elementary






Percent Make-up




Matthews Elementary






Percent Make-up



After Proposed Change 42% Medium Negligible change 124% 1

64

30. Steele Creek Elementary

Description Assign the portion of the Steele Creek Elementary School attendance area south of I-485 and east of South Tryon to Lake Wylie Elementary School. Students in this attendance area will continue to attend Southwest Middle School and Olympic High School.

Rationale Steele Creek Elementary is over capacity at 133.36% utilization. Lake Wylie Elementary, while also over capacity at 103.85% utilization, is much less so. Assigning the portion of the Steele Creek Elementary School attendance area south of I-485 and east of South Tryon to Lake Wylie Elementary School improves utilization at Steele Creek without a significantly adverse effect on utilization at Lake Wylie. The middle and high school assignments for the affected area do not change.

Data Tables

Lake Wylie Elementary






Percent Make-up




Steele Creek Elementary






Percent Make-up




SCHOOL CHOICE PROPOSALS


SCHOOL CHOICE PROPOSALS

65

5. School Choice Proposals

Notes About School Choice Proposals ● Seat allocations based on current available capacity and may be adjusted as home school enrollment

increases● SES Diversity After Proposed Change assumes all magnet seats are filled according to SES priority

Proposals 31. Albemarle Road Relief K-8 School 66 32. Walter G. Byers K-8 67 33. Crestdale Middle School 68 34. Eastway Middle School 69 35. Greenway Park Elementary 70 36. Harding University High School 71 37. Long Creek Elementary 72 38. Nathaniel Alexander Elementary, Morehead STEM K-8, and James Martin Middle 73 39. Northeast Middle 74 40. Northridge Middle School 74 41. Quail Hollow 75 42. Whitewater Middle School 75 43. Wilson Middle 77

77 44. Bruns Academy

66

31. Albemarle Road Relief K-8 School

Description Establish a partial magnet school at Albemarle Road Relief K-8 School with a Spanish dual language theme. The school will open in fall 2018, serving the Green Transportation Zone.

Students currently attending the Spanish dual language program at Collinswood Language Academy and residing in the Green Transportation Zone will attend Albemarle Road Relief K-8 School beginning in the 2018-19 school year. Rising eighth grade students may choose to remain at Collinswood.

Seats will be available for Kindergarten and 1st grade in the 2018-19 School Choice Lottery.

Magnet continuation for Albemarle Road Relief K-8 will be to the World Language program at South Mecklenburg High School.

Albemarle Road Relief K-8 School

SES Diversity (Among Enrolled Students) Seat Allocation

Percent Make-up SES Designation Home School Magnet

After Proposed Change 43% Low 394 600

67

32. Walter G. Byers K-8

Description Establish a partial magnet school at Walter G. Byers K-8 School with a medical and health sciences theme. The school will open in fall 2018, serving students countywide across all three Transportation Zones.

Seats will be available for Kindergarten, 1st and 2nd grades as well as 6th grade in the 2018-19 School Choice Lottery.

Magnet continuation for Walter G. Byers K-8 will be to the Health Sciences Academy at Hawthorne High School.

Walter G. Byers K-8



Current School Year 98% Low 445 0


68

33. Crestdale Middle School

Description Establish a partial magnet school at Crestdale Middle School with a Creative Arts theme. The magnet program will open in fall 2018, serving the Green Transportation Zone.

Seats will be available for 6th and 7th grades in the 2018-19 School Choice Lottery.

Magnet continuation for Crestdale MS will be to Northwest School of the Arts.

Crestdale Middle



Current School Year 58% High 782 0

After Proposed Change 50% High 782 200

69

34. Eastway Middle School

Description Establish a partial magnet school at Eastway Middle with an Environmental Leadership and STEM theme, based on Covey’s Leader in Me and with a focus on the intersection of the environment, sustainability and STEM. The school will open in fall 2018, serving the Butler, Hough, East Mecklenburg, Garinger, Independence, Mallard Creek, Rocky River, Myers Park*, North Mecklenburg, Providence and Vance high school feeder patterns.

The newly established partial magnet school will provide continuation for Elizabeth Traditional Elementary School, which also focuses on leadership using Covey’s Leader in Me.


Eastway Middle School





70

35. Greenway Park Elementary

Description Establish a partial magnet school at Greenway Park Elementary with a Creative Arts theme. The school will open in fall 2018, serving the Green Transportation Zone.

Seats will be available for Kindergarten through 5th grades in the 2018-19 School Choice Lottery.

Magnet continuation for Greenway Park Elementary will be to the Creative Arts magnet at Crestdale Middle School.

Greenway Park Elementary





71

36. Harding University High School

Description Establish a partial magnet school at Harding University High School with a technology and computer science / coding theme. Programs of study will include, but may not be limited to, computer science, coding and programming, web and digital design, digital media production, and cyber security. The school will open in fall 2018, serving the Blue Transportation Zone.

The Harding High School International Baccalaureate program will remain at the school, but will no longer be a countywide magnet program. It will instead serve the Blue Transportation Zone. Students outside the Blue Transportation participating in the 11th and 12th grade Diploma Programme at Harding in the 2018-19 school year may remain at Harding.

The Harding University High School Institute of Technology will remain at the school and will continue to serve students countywide.

Upon opening additional high schools in the south and southwestern parts of the county, Harding’s home school attendance boundary will shrink to serve only the Renaissance West STEAM Academy, Reid Park Academy, Westerly Hills and Wilson Middle school feeds. The additional available capacity will be used to offer more magnet seats serving the Blue Transportation Zone.


Harding University High

School



Current School Year 95% Low 1,449 208

After Proposed Change 86% Low 1,392 350

72

37. Long Creek Elementary

Description Establish a partial magnet school at Long Creek with a Creative Arts theme. The school will open in fall 2018, serving the Violet Transportation Zone.

Seats will be available for grades Kindergarten through 5th grades in the 2018-19 School Choice Lottery.

Magnet continuation for Long Creek Elementary will be to Northwest School of the Arts.

Long Creek Elementary



Current School Year 93% Medium 470 0

After Proposed Change 69% Medium 470 220

73

38. Nathaniel Alexander Elementary, Morehead STEM K-8, and James Martin Middle

Description Establish a partial magnet school at Nathaniel Alexander Elementary serving Kindergarten through 2nd grades with a STEM theme. Students will continue to Morehead STEM, which will become a partial magnet serving 3rd through 5th grades. Both schools will serve the Violet Transportation Zone.

Establish a partial magnet school at James Martin Middle serving grades 6th through 8th in the Violet Transportation Zone. High school continuation will be to Phillip O. Berry Academy of Technology.

Students currently attending Morehead STEM K-8 will be assigned to the partial magnet school among Nathaniel Alexander, Morehead and James Martin that serves their grade level.

Seats will be available for Kindergarten through 2nd grades at Nathaniel Alexander; for 3rd grade at Morehead and for 6th grade at James Martin in the 2018-19 School Choice Lottery.

Nathaniel Alexander

Elementary





James Martin Middle



Current School Year 52% Low 1,017 0


74

39. Northeast Middle

Description Establish a partial magnet school at Northeast Middle School with a Computer Science and Coding theme. The school will open in fall 2018, serving the Green Transportation Zone, minus the Garinger and Rocky River High School Feeder Patterns.

Seats will be available for 6th grade in the 2018-19 School Choice Lottery.

Magnet continuation for Northeast Middle School will be to the Harding University High School Institute of Technology.

Northeast Middle





40. Northridge Middle School

Description Establish a partial magnet school at Northridge Middle School with a Computer Science and Coding theme. The school will open in fall 2018, serving the Violet Transportation Zone and the Garinger and Rocky River high school feeder patterns in the Green Transportation Zone.

Students attending the University Area Coding Elementary School will continue to Northridge Middle School.

Seats will be available for 6th and 7th grade in the 2018-19 School Choice Lottery.

Magnet continuation for Northridge Middle will be to the Harding University High School Institute of Technology.

Northridge Middle





75

41. Quail Hollow

Description Establish a partial magnet school at Quail Hollow Middle with a leadership and active learning theme, based on Covey’s Leader in Me and Paideia. The school will open in fall 2018, serving the Ardrey Kell, Harding, Hopewell, Myers Park*, Olympic Community of Schools, South Mecklenburg, West Charlotte and West Mecklenburg high school feeder patterns.

The newly established partial magnet school will provide continuation for Myers Park Traditional Elementary School, which also focuses on leadership using Covey’s Leader in Me.


Quail Hollow Middle




After Proposed Change 45% Medium 1,037 100

42. Whitewater Middle School

Description Establish a partial magnet school at Whitewater Middle with a theme to be determined based on principal, faculty and community engagement. The school will open in fall 2018, serving the Violet Transportation Zone and the portion of the West Mecklenburg high school feeder pattern that is in the Blue Transportation Zone.


Magnet continuation for Whitewater Middle will be established prior to the 2020-21 school year.

Whitewater Middle





76

43. Wilson Middle

Description Establish a partial magnet school at Wilson Middle with a Computer Science and Coding theme. The school will open in fall 2018, serving the Blue Transportation Zone and the portion of the West Mecklenburg High School feeder pattern in the Violet Transportation Zone.


Magnet continuation for Wilson Middle will be established prior to the Harding University High School Institute of Technology.

Wilson Middle




44. Bruns Academy

Description Establish a partial magnet program at Bruns PK-5 Academy with a theme to be determined with principal, faculty and community input. The magnet will serve the Violet Transportation Zone.

Bruns Academy



Current School Year 90.8% Low 690 N/A



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HIGHLAND MILL

MYERS PARK

HIGHLAND RENAISSANCE

PROVIDENCE SPRING

UNIVERSITY PARK

NATHANIELALEXANDER

BALLANTYNE

UNIVERSITY MEADOWS

HUNTINGTOWNE FARMS

STATESVILLE ROAD

SHAMROCK GARDENS

WINDING SPRINGS

W. G. BYERS

OLDE PROVIDENCE

POLO RIDGE

WESTERLY HILLS

ELIZABETHLANE

ALBEMARLE ROAD

HIDDEN VALLEY

HICKORY GROVE

GREENWAY PARK

BEVERLY WOODS

BILLINGS-VILLE

ELON PARK

LEBANON ROAD

STEELE CREEK

NATIONS FORD

WINDSOR PARK

TUCKASEEGEE

ASHLEY PARK

REEDY CREEK

PINEY GROVE

WINTERFIELD

CROWN POINT

COLLINSWOOD

DRUID HILLSALLENBROOK

THOMASBORO

FIRST WARD

J.W. GRIER

MERRY OAKS

MONTCLAIRE

SEDGEFIELD

MCKEE ROAD

SMITHFIELD

HAWK RIDGE

DEVONSHIRE

PAW CREEK

BRUNS AVE

BRIARWOOD

J.H. GUNN

CHANTILLY

RAMA ROAD

PARK ROAD

LANSDOWNE

PINEVILLE

REID PARK

BARRINGER

IRWIN AVE

IDLEWILDCOTSWOLD

EASTOVER

PINEWOOD

MATTHEWS

ENDHAVEN

MCALPINE

MOREHEAD

DILWORTH

STERLING

OAKDALE

OAKLAWN

NEWELL

SHARON

SELWYN

BAIN

MARIE G. DAVIS

E.E. WADDELLLANGUAGE ACADEMY

WINDING SPRINGS(South of Old Statesv ille)

WESTERLYHILLS

Dilworth (N. of South

Blvd.)

ENDHAVEN (N. of I -485)

ENDHAVEN(W. of Johnston Rd.)

ENDHAVEN(S. o f Pineville-Matthews Rd.)

LAKE WYLIE(North)

J.H. GUNN(South)

BAIN(S. of Idlewild Rd.)

STARMOUNT

HUNTINGTOWNEFARMS

(West of S. Blv d.)HUNTINGTOWNE

FARMS

HUNTINGTOWNEFARMS

(South of Arc hdale )

STARMOUNT(West of

Sout h Bl vd. )

STARMOUNT(East of

South Blvd.)

LAWRENCE ORR

LAWRENCEORR

L. Orr(North)

L. Orr(South)

OAKHURSTOAKHURST

J.W. GRIER RD

BRIARWOOD

BAIN

CLEAR CREEK (West of Blair Road)

LEBANON ROAD

J.H. GUNN(North)

ALBEMARLE ROAD

PINEY GROVE(North of

McAlpine Creek)

PINEY GROVE (South ofMcAlpine

Creek)

CROWN POINT (West of Sam Newell Rd)

CROWN POINT(East of Sam Newell Rd)GREENWAY PARK

ELIZABETH LN

LANSDOWNE

RAMA ROAD

COTSWOLD

WINDSOR PARK

SHAMROCK GARDENS

MERRY OAKS

ELIZABETH

OAKHURST

COMPUTER SCIENCE/CODING

RENAISSANCEWEST

EASTOVER

DILWORTH(S. o f South Blvd.)

RENAISSANCE WEST

MATTHEWS

REEDY CREEK

OAKDALE

SELWYN

LAKE WYLIE(South)

PINEWOOD

REID PARK

STERLING

PAW CREEK

SMITHFIELD

BYERS

BEVERLY WOODS

ELON PARK

TUCKASEEGEE

STEELE CREEK(West of S. Tryon St)

MCKEE ROAD

DRUID HILLS

POLO RIDGE

PINEVILLE(North of Mc Alpine Creek)

HAWK RIDGE

HICKORY GROVE

STATESVILLE ROAD

ALLENBROOK

SEDGEFIELD

HORNETS NEST (West of I-77)

WESTERLY HILLS

NATIONS FORD

MONTCLAIRE

MOUNTAIN ISLANDLAKE (East of I-485)

IDLEWILD

BARRINGER

HIDDEN VALLEY

WINTERFIELD

THOMASBORO

DEVONSHIREASHLEY PARK

UNIVERSITY MEADOWS

NATHANIEL ALEXANDER(S. of Nevin Rd

and W. of Sugar Creek)

NATHANIEL ALEXANDER(East of Sugar Creek Rd)

MCALPINE(West/North)

SHARON (North)

HIGHLAND RENAISSANCE ACADEMY

OLDE PROVIDENCE (North of Hwy 51)

SHARON (South)

PROVIDENCE SPRING(East of Providence Rd)

NEWELL (South)

BALLANTYNE

STEELE CREEK (East of S.Tryon St)

ENDHAVEN(N. of Ballantyne Commons Pwy.

S. of I-485)

BRUNS AVE.

HUNTINGTOWNE FARMS (West of

Edgewater Dr)

OAKHURST

OLDE PROVIDENCE (South/West)

MCALPINE(East/South)

PINEVILLE(South of Mc Alpine

Creek)

BILLINGSVILLE

PROVIDENCE SPRING (West of

Providence Rd)

NEWELL (North)

Park

Rd

S Tr

yon S

t

Sout

h Bv

Rea

Rd

Prov

iden

ce R

d

N T

ryon

St

Idlewild Rd

West Bv

Monroe R

d

E W T Harris Bv

E Independence Bv

The Plaz

a

Albemarle Rd

Lawyers Rd

Carm

el Rd

Colony Rd

Central Av

Shar

on R

d

Sardis Rd

Wilkinson Bv

N Gra

ham

St

Nat

ions

For

d R

d

Lancaster Hy

Ardrey Kell Rd

Elm Ln

John

ston

Rd

Mckee R

d

Brookshire Bv

Eastw

ay D

r

University City Bv

Randolph Rd

E 7th St

Beat

ties

Ford

Rd

Har

risbu

rg R

d

Tyvola Rd

Matthews-M

int Hill R

d

Marvin Rd

W Tyvola Rd

Fairview Rd

Orr Rd

Old

Conc

ord R

d

Hood R

d

Shamrock Dr

Billy Graham Py

Reagan Dr

Rozzelles Ferry Rd

Sunset Rd

W Arrowood Rd

Plaza Rd Ext

E John St

Beam R

d

East Bv

Leba

non

Rd

Old Plank Rd

W Sugar Creek Rd

Cindy Ln

Stat

esvi

lle R

d

Pence Rd

Shopton Rd

Gibbon Rd

Rocky River Rd

Sam N

ewell R

d

Rama R

d

E 4th St

Oakdale Rd

Grier Rd

Stat

esvi

lle A

v

Atando Av

Sharon View Rd

Nevin

Rd

Scott Futrell Dr

Tom

Sho

rt R

d

Westinghouse B

v

Sandy Porter R

d

Weddington R

d

Clanton Rd

Blair

Rd

Queen City Dr

Que

ens

Rd

Old Mt Holly Rd

Byrum Dr

Sardis Rd North

Mount Holly Rd

Seneca Pl

Ashley Rd

Remount Rd

Margaret Wallace Rd

S K

ings

Dr

Craig Av

Alleghany St

Tuckaseegee Rd

Arborway

Equipment Dr

Hovis

Rd

Bellhaven Bv

Park ton Rd

Milton Rd

Valleydale Rd

Barri

nger

Dr

IBM

Dr

Hawthorne Ln

Marsh R

d

Jeff Adams Dr

Pleasant Grove Rd

Raintree Ln

Back Creek C

hurch Rd

E 36th St

Norris Av

Main St

Trailer Dr

Barrington Dr

Kenil

worth A

v

Ced

arbr

ook

Dr

S Tr

ade

St

Oaklawn Av

Col

ville

Rd

Covecreek Dr

Shar

on L

n

Seigle Av

E 6th St

Mc lean Rd

E Westinghouse Bv

Gleneagles Rd

Kuykendall Rd

Norlan

d Rd

Quail Hollow Rd

Tom Hunter Rd

Hickory Grove Rd

Mallard Creek Rd

Morri

s Fi

eld D

r

Kilborne Dr

Nea

l Rd

Lasalle St

Sardis Ln

W W T Harris Bv

Tilley Morris Rd

Sudbury Rd

Parkwood Av

Camp Stewart Rd

Carow

inds Bv

E 5th St

Dorm

an R

d

Berry

hill

Rd

W Rocky River Rd

Hillside Av

W C

raighead Rd

S Wend

over R

d

W T

rade

St

Whitehall Park Dr

Airp

ort D

r

Capps Hill Mine Rd

Four Mile Creek Rd

Fullwood Ln

Old

Pro

vide

nce

Rd

Poindex ter Dr

Brad

ford

Dr

Engl

and

St

Endhaven Ln

Morrison Bv

Walker R

d

Dow

ns Rd

Runnymede Ln

N P

olk

St

Lansdowne Rd

Romany Rd

Pleasant Plains Rd

John Kirk Dr

Tipperar

y Pl

Boyce Rd

Mineral Springs Rd

Moores Chapel Rd

Old Dowd Rd

W 4th St Ext

E Stonewall St

E Arrowood Rd

Dalton Av

Barc

lay

Dow

ns D

r

W John St

Kimmerly Glen Ln

Cov

edal

e D

r

Yancey Rd

Donald R

oss Rd

Thrift Rd

Bryant Farms Rd

E Tremont Av

Community House Rd

Rea

mes

Rd

McClure Cr

Carolina Place Py

Pine

ville

RdChoate Cr

Beverly Crest Bv

Mcc

ullo

ugh

Dr

J W Clay Bv

Old

Pin

eville

Rd

S Polk St

N Laur

el A

v

Pavilion Bv

S Sharon Amity Rd

W H

ebron St

Wallace Rd

North C

omm

unity House R

d

Idlew

ild R

d Nor

th

W 30th St

Brandywine Rd

Hig

hlan

d A

vIdaho D

r

Newell-Hickory Grove Rd

W Woodlawn Rd

Reliance St

S Cas

well R

d

Independence Pointe Py

E Matthews St

Equitable Pl

West Bv

E 5th St

Neal R

d

Dow

ns Rd

Pleasant Plains Rd

Fairview Rd

Starita Rd

I-85

I-77

I-485 INNER

I-485 OU

TER

I-485

I-77

EXIT

2

JOHN BELK

I-77

EXIT

1

BROOKSHIRE

US 29 BY-PASS

I-85 EXIT 39

I-77 E

XIT 3

I-85 EXIT 33

I-85 EXIT 41

I-77 E

XIT

6B

I-77 EXIT 11

I-77 EXIT 16

S I85X

CITY BV

I-77

EXIT

5

N I85X

CITY BV

WILKINSON

I-77

EXIT

4

LITTLE ROCK RDX S I85

I-485

I-485

I-485

I-77 EXIT 11

I-485

I-485

I-485

INNE

R

I-485

I-485

I-485 INNER

I-77

EXIT

1

I-485

I-485

I-485 OUTER

I-485

I-485

I-485

I-85

I-77

EXIT

4

I-485

I-485

I-485

I-485

I-485 I-485

I-485

OU

TER

I-77

EXIT

5

I-77/I-85

I-485

I-485

I-485 I-485

I-77/I-85

I-77/I-85

I-485

I-85 EXIT 41

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

I-485

Charlotte-Mecklenburg Schools2018-2019 Proposed Boundary Changes

´This map was prepared and printed by

Charlotte-Mecklenburg Schools Planning Services April, 2017

0 3 61.5Miles

2017-18 Elementary School Sites¹º Full Magnet¹º Partial Magnet¹º Non Magnet

Proposed Elementary School BoundariesInterstatesStreets

Proposed High School BoundariesArdrey KellButlerEast MecklenburgGaringerHardingIndependenceMyers ParkOlympicSouth MecklenburgWest Charlotte

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º¹º

¹º

¹º

¹º

¹º

¹º

¹º

¹º

DRUID HILLS

BYERSBRUNS

AVENUE

NORTHEAST MIDDLE

COCHRANECOLLEGIATE

THOMASBORO

JAY M ROBINSONMIDDLE

WESTERLY HILLS

REID PARK

ASHLEY PARK

MINT HILL MIDDLE

NORTHRIDGE MIDDLE

MARTIN LUTHER KINGJR. MID

KENNEDY

SOUTH CHARLOTTE

QUAIL HOLLOW

CARMEL MIDDLE

SEDGEFIELD

EASTWAY MIDDLERENAISSANCE WEST

CRESTDALEMIDDLE

ALEXANDER GRAHAMMcCLINTOCK

MIDDLE

ALBEMARLE ROADMIDDLE

COMMUNITY HOUSEMIDDLE

MARIE G DAVIS

Park

Rd

Sout

h Bv

Rea

Rd

S Tr

yon S

t

Prov

iden

ce R

d

Idlewild Rd

Monroe R

d

N T

ryon

St

West Bv

E Independence Bv

The Plaz

aE W

T Harris Bv

Albemarle Rd

Carm

el Rd

Colony Rd

Central Av

Shar

on R

d

Lawyers Rd

Sardis Rd

N Gra

ham

St

Pineville-Matthews Rd

Nat

ions

For

d R

d

Lancaster Hy

Ardrey Kell Rd

Elm Ln

Johnston Rd

Mckee Rd

Wilkinson Bv

Eastw

ay D

r

Randolph Rd

E 7th St

N S

haro

n A

mity

Rd

Har

risbu

rg R

d

Tyvola Rd

Marvin Rd

W Tyvola Rd

Matthews-M

int Hill R

d

Fairview Rd

Orr Rd

Hood R

d

Shamrock Dr

Billy Graham Py

Brookshire Bv Reagan Dr

Rozzelles Ferry Rd

Plaza Rd E

xt

E John St

Beam R

d

East Bv

Selw

yn A

v

Leba

non

Rd

Little Rock R

d

Plott Rd

Old

Conc

ord R

d

Beat

ties

Ford

Rd

Cindy Ln

Pence Rd

W Arrowood Rd

N Davidso

n St

Rocky River Rd

Sam N

ewell R

d

Rama Rd

E 4th St

E 3rd St

Grier Rd

Stat

esvi

lle A

v

Atando Av

Sharon View Rd

Scott Futrell Dr

Tom

Sho

rt R

d

S Mint S

t

Robinson Church Rd

Weddington R

d

E Woodlawn Rd

Clanton Rd

Queen City Dr

Que

ens

Rd

Old Mt Holly Rd

Sardis Rd North

Seneca Pl

Ashley Rd

Rem

ount

Rd

Marga

ret W

allac

e Rd

Shopton Rd

S K

ings

Dr

Craig Av

W S

ugar

Cre

ek R

d

Alleg

hany

St

Tuckaseegee Rd

Arborway

Equipment Dr

Hovis

Rd N Hoskins Rd

Caldwell

Rd

Park ton Rd

Milton Rd

University City Bv

Barringer Dr

Hawthorne Ln

Marsh Rd

Jeff Adams Dr

Raintree Ln

Westinghouse B

v

Statesville Rd

E 36th St

Norris Av

Main St

Trailer Dr

Barrington Dr

Kenil

worth A

v

Cedarbrook Dr

N Wen

dove

r Rd

Alexander Rd

S Tr

ade

St

Oaklawn Av

Col

ville

Rd

Covecreek Dr

Wilgrove-Mint Hill Rd

W More

head

St

Sharon L

n

Scaleybark Rd

Seigl

e Av

Wilson G

rove Rd

E 6th St

Mc lean Rd

E Westinghouse Bv

Gleneagles Rd

Kuykendall Rd

Norla

nd R

d

Quail H

ollow R

d

Matheson Av

Tom Hunter Rd

Hickory Grove Rd

Mount Holly Rd

Morri

s Fi

eld D

r

Kilborne Dr

Sharon Rd West

Lasalle St

Nevin

Rd

Ideal Wy

Old Plank Rd

Sardis Ln

W Brookshire Fr

Tilley Morris Rd

Sudbury Rd

Parkwood Av

Oak

dale

Rd

Commonwealth Av

E 5th St

Ther

mal

Rd

Dorman

Rd

Que

ens

Rd

Wes

t

Berry

hill

Rd

W Rocky River Rd

Hillside Av

W Craighead Rd

Valleydale Rd

S Wend

over R

d

Airport Dr

E Sugar C

reek Rd

Four

Mile

Cre

ek R

d

E 12th St

Fullwood Ln

Old

Pro

vide

nce

Rd

Poindex ter Dr

Brad

ford

Dr

Engl

and

St

Endhaven Ln

Morrison Bv

Walker R

d

Glenw

ood Dr

Dow

ns Rd

Runnymede Ln

High Ridge Rd

E 11th St

Back Creek C

hurch Rd

N P

olk

St

Lans

downe

Rd

Woodland Dr

John

Rus

sell R

d

Pleasant Plains Rd

Peca

n Av

Tipperar

y Pl

Old

Ste

ele

Cre

ek R

d

Camp Greene St

Boyce Rd

Mineral Springs Rd

E Trade St

Elizabeth Av

Briar C

reek Rd

W 4th St Ext

E Arrowood Rd

Neal R

d

Dalton AvBa

rcla

y D

owns

Dr

W 24th St

Kimmerly Glen Ln

Capps Hill Mine Rd

Cov

edal

e D

r

Yancey Rd

Donald R

oss Rd

Thrift Rd

Bryant Farms Rd

Rock Hill-Pineville Rd

S Hoskins R

d

W Sum

mit Av

Plantation Rd

Carolina Place Py

Sofley Rd

Pine

ville

Rd

Beverly Crest Bv

Whitehall Park Dr

Camp Stewart Rd

W Park Av

Old Pinev ille R

d

S Polk St

N Laur

el A

v

S Sharon Amity Rd

W H

ebron St

Ballantyne Corporate Pl

N Kings Dr

North Comm

unity House Rd

S Laurel Av

N Caswell Rd

Moores Chapel Rd

Beal St

Brandywine Rd

Peachtre

e Rd

Hig

hlan

d A

v

Cottonwood St

E Craighead Rd

Idaho Dr

Newell-Hickory Grove Rd

Nation

s Cro

ssing

Rd

Tele

vision

Pl

Equitable Pl

Downs Rd

Tuckaseegee Rd

Pleasant Plains Rd

Starita Rd

E 5th St

I-77

I-85

I-485 INNERI-485 OUTER

I-485

I-77

EXIT

2

JOHN BE LK

I-77

EXIT

1

I-77/I-85

BROOKSHIRE

US 29 BY-PASS

I-85 EXIT 39

I-77 E

XIT 3

I-77 EXIT 12

I-85 EXIT 33

I-77 E

XIT 10B

I-85 EXIT 40

I-77 E

XIT

6B

I-77

EXIT

11

I-77

EXIT

5

CITY

BV

XN I8

5

WILKINSON

I-77

EXIT

4

INDEPENDENCE/I-277

I-85

EXIT

36

EXIT

3 N

I-77

ARR

OW

OO

D R

D

I-485

I-485

I-485

I-77

EXIT

1

I-485

OU

TER

I-485 OU

TER

I-485

I-485

I-485

I-485

I-485

I-77 E

XIT 3

I-485

I-85 E

XIT 36

I-77/I-85

I-85

EXIT

35

I-485

I-485 INNER

I-77/I-85

I-485

I-77/I-85

I-485

I-485

I-77 EXIT 12

I-485

I-77/I-85

I-485

I-485

I-485

I-77

EXIT

4

I-77/I-85

I-85 EXIT 39

I-485

I-485

I-485

I-485

I-485

I-77

EXIT

5

I-485

I-485

I-485

I-485

I-485

I-485 INNER

I-485

I-485

I-77 EXIT 11

I-485

I-485

I-485

I-485

I-77

EXIT

6B

Charlotte-Mecklenburg Schools2018-2019 Proposed Boundary Changes

´This map was prepared and printed by

Charlotte-Mecklenburg Schools Planning Services, April 2017

0 2.5 51.25Miles

¹º Partial Magnet¹º Non Magnet

InterstatesStreets2017-18 Middle School Boundaries2017-18 Elementary School Boundaries

Proposed Middle School BoundariesAlbemarle RoadAlexander GrahamAshley ParkCarmelCochraneCommunity HouseCrestdaleEastwayMcClintockQuail HollowRelief SchoolSedgefieldWesterly HillsWhitewater Middle

HOPEWELL

WEST CHARLOTTE

NORTH MECKLENBURG

GARINGER

WEST MECKLENBURG

HARDINGMYERS PARK

BLYTHEBARNETTE

OAKDALE

LONG CREEK

BLYTHE

NEWELL

DAVID COX

PAW CREEK

BYERS

HORNETS NEST

DRUID HILLS

ASHLEY PARK

RENAISSANCE WEST

BRUNS AVE.

MALLARD CREEK

TUCKASEEGEE

PARKSIDE

NATHANIEL ALEXANDER

STATESVILLE ROAD

ALLENBROOK

BRIARWOOD

WINDING SPRINGS

THOMASBORO

TORRENCE CREEK

WINDING SPRINGS

HIGHLAND CREEK

HIDDEN VALLEY

MOUNTAIN ISLAND LAKE ACADEMY


WHITEWATER ACADEMY

WINDSOR PARK

BARRINGER

NATHANIEL ALEXANDER

DILWORTH

MERRY OAKS

CROFT COMMUNITY

DEVONSHIRE

EASTOVER OAKHURST

SHAMROCK GARDENS

CROFT COMMUNITY

HIGHLAND RENAISSANCE ACADEMY

UNIVERSITY MEADOWS

WESTERLY HILLS ACADEMY

DILWORTH

HUNTERSVILLE ELEM

REID PARK ACADEMY

RIVER OAKS ACADEMY

DAVID COX

J.W. GRIER RD

TORRENCE CREEK

WESTERLY HILLS ACADEMY

STONEY CREEK

HUNTERSVILLE ELEM

LAWRENCE ORR

WINTERFIELDSEDGEFIELD

GRAND OAKLegendHS School Boundaries

WEST CHARLOTTE

Middle School BoundariesALEXANDER

BRUNS

DRUID HILLS

RANSON proposed

THOMASBORO

WHITEWATER MID

'17-'18 ES BoundariesES School Boundaries

(Upper) Winding Springs ES to Alexander MS

Ashley Park K-5 to Bruns K-5

Proposed Univ Park Attendance Zone

´CMS Planning Services, 3/2017

Martin MSRanson MS

Ranson MS Relief and West Charlotte Realignment Proposals

2018-19 School Year

0 25 50 75 10012.5Miles

Whitewater MS

Alexander MS

Portion of Winding Springs ES to Blythe ES

To MLK

To Eastway

Vance

North MecklenburgHopewell

W.A. Hough

Mallard Creek

Rocky River

West Charlotte

Garinger

West Mecklenburg

BLYTHE

NEWELL

BLYTHE

REEDY CREEK

HUNTERSVILLE ELEM

MALLARD CREEK

DAVID COX

UNIVERSITY MEADOWS

J.V. WASHAM

HORNETS NEST

STONEY CREEK

DAVIDSON

STONEY CREEK

PARKSIDE

NATHANIEL ALEXANDER

DRUID HILLS

STATESVILLE ROAD

J.W. GRIER RD

OAKDALE

LONG CREEK

BRUNS AVE.

WINDING SPRINGS

HIGHLAND CREEK

BARNETTE

HIDDEN VALLEY

GRAND OAK

NATHANIEL ALEXANDER

BRIARWOOD

NEWELL

WINDING SPRINGS

CROFT COMMUNITY

TORRENCE CREEK

CROFT COMMUNITY

HIGHLAND RENAISSANCE ACADEMYTHOMASBORO

DAVID COX

TORRENCE CREEK

BYERSASHLEY PARK

LegendNathaniel Alexander ES to David Cox ES et.al.

HS BoundariesMallard Creek proposed boundary

North Mecklenburg

Vance proposed boundary

MS_BoundariesALEXANDER

MARTIN

RIDGE ROAD

ES Boundaries

WINDING SPRINGS (Upper) to J.M. Alexander

CROFT COMMUNITY (East) to Ridge Rd.

´

CMS Planning Services, 2/2017

Upper Stoney Creek Shift from Mallard Creek HS to Vance HS

2018-19 School Year

0 20 40 60 8010Miles


HOPEWELL

W.A. HOUGH

NORTH MECKLENBURG

BLYTHEBARNETTE

DAVIDSONCORNELIUS

J.V. WASHAM

OAKDALE

LONG CREEK

NEWELL

BLYTHE

HUNTERSVILLE ELEM

MALLARD CREEK

DAVID COX

PAW CREEK

HORNETS NEST

PARKSIDE

WHITEWATER ACADEMY

GRAND OAK

DRUID HILLSALLENBROOK

NATHANIEL ALEXANDER

STATESVILLE ROAD

UNIVERSITY MEADOWS


TORRENCE CREEK

WINDING SPRINGS

STONEY CREEK

RIVER OAKS ACADEMY

WINDING SPRINGS

HIGHLAND CREEK


NATHANIEL ALEXANDER

HIDDEN VALLEY

CROFT COMMUNITY

CROFT COMMUNITY

THOMASBORO

NEWELL

J.W. GRIER RD

BRUNS AVE.TUCKASEEGEE HIGHLAND RENAISSANCE ACADEMY

DAVID COX

TORRENCE CREEK

STONEY CREEK

I-77

I-85

STATESVILLE

BEATTIES FORD

W T HARRIS

OLD

STATESVILLE

BROOKSHIRE

N C 73

TRYON

SAM FURR

SUNSET

I-485

MOUNT HOLLY

DAVIDSON-CONCORD

CONCORD

ROCKY RIVER

ROZZELLES FERRY

GRIFFITH

CATAWBA

´

CMS Planning Services, 3/2017

Grand Oak ES, Washam ES, and Blythe ES Proposals2018-19 School Year

0 20 40 60 8010Miles

Legendmajorroads

Water Bodies

HS_BDY18-19_EDITEDHOPEWELL new attendance zone

NORTH MECKLENBURG

New HOUGH proposed boundary

Elem Sch BoundariesBoundaries

BLYTHE (area East of I-77)

BLYTHE (West of I-77 to Torrence Creek)

CORNELIUS

GRAND OAK

J.V. WASHAM

TORRENCE CREEK (Upper)

TORRENCE CREEK (Lower)

Washam to Cornelius
