The top reported proficiency rate is 73% in Science. The lowest is 40% in English language arts.
Original Research by School Decision on Ellerbe Middle
Ellerbe Middle serves the town of Ellerbe, a small rural village in the North Carolina Sandhills that has experienced long-term population decline and sits in the oldest, smallest middle school building in Richmond County Schools. The school is a grades-six-through-eight facility with a student body drawn entirely from the local area, reflecting Ellerbe's economic character: nearly all students qualify for free or reduced-price lunch, and the racial and ethnic composition is mixed, with roughly equal representation among White, Black, and Hispanic students, plus smaller numbers of other groups.
The academic picture shows strength in science but real challenges in reading and math. On state end-of-grade tests, Ellerbe Middle students reached proficiency in science at a substantially higher rate than in the other two core subjects. Math proficiency and English language arts proficiency both fell below half, meaning that fewer than half of tested students met grade-level standards in each. Science was the bright spot, with a clear majority proficient. Neither the district nor the state assessment data provided breaks that show how specific subgroups perform, so a parent cannot see, for instance, whether Black students, Hispanic students, or economically disadvantaged students are tracking differently from the overall picture.
The school itself sits in a context of significant change. The district has named Ellerbe Middle for a consolidation study, identifying it as the oldest middle school in the system with the lowest student enrollment and smallest facilities. This is not a hypothetical planning exercise. The district recently completed a major ninth-grade consolidation, folding a standalone ninth-grade academy into Richmond Senior High, and has begun replacing L.J. Bell Elementary with a new building. The district is actively considering Ellerbe's future as part of a broader facilities and enrollment strategy. For a family considering enrollment or stability at the school, this warrants a direct conversation with the district office about timelines, plans, and what consolidation could mean for students currently in the building.
The town itself is compact and anchored by small civic institutions, including a library branch and senior center, but has not seen residential growth. Home values in the area run substantially below both state and national benchmarks, reflecting limited demand for housing and long-term economic stagnation. This context shapes school enrollment: the student body is small and entirely drawn from the surrounding area rather than reflecting choice or migration.
State testing data does not yet show trend lines; the most recent results are from the 2024-25 school year. The district has invested in science-of-reading training for elementary teachers as part of a state literacy mandate, but how that training flows into middle-grade instruction and whether it will improve reading outcomes in coming years remain open questions. Information on special education services, English learner support, chronic absenteeism, or discipline was not available in the reported data, so a parent seeking detail on how the school supports students with additional needs should ask the school directly.
For a family in Ellerbe, this school is the local middle option. Academic performance in reading and math is below proficiency for the majority of students, a fact worth understanding clearly. The school's future as a potential consolidation site adds uncertainty. The strength in science suggests the school can teach content effectively in some areas, and the overall character is small and locally rooted. A parent might want to look into the school's specific reading and math programs with the administration, ask about the district's timeline for any consolidation decisions, and understand what supports exist for students who arrive below grade level.
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