Jay M. Robinson Middle School has approximately 1,190 students for the 2017-2018 school year.  Surveys suggest that our community is happy, and testing outcomes, as they become available, have shown great success academically.  This has been possible because we have enjoyed the help and support of parents and community, an excellent faculty and staff, and a remarkable student body.  We continue to work toward the following objectives:  ensuring the high rate of academic growth for each student; a supportive and safe environment in which to learn and grow; and orderly operations that allow for students' social, emotional, and physical needs. 

In Honor of Dr. Jay M. Robinson

1929 - 2000

Dr. Jay Robinson's career in public education in the state of North Carolina spanned 50 years.  He began his career as a high school math teacher and football coach.  After serving as the principal of two high schools, he became the Associate Superintendent of Cabarrus County.  He later became Superintendent of Cabarrus County Schools which launched him on his way to serving 21 years as a superintendent in North Carolina.  In 1977, Dr. Robinson became Superintendent of Charlotte-Mecklenburg, where he served for nine years.  After leaving Charlotte-Mecklenburg Schools, he assumed the position of Vice President for Public Affairs at the University of North Carolina at Chapel Hill and later became the Vice President for Special Projects at the university.  Dr. Robinson followed his tenure at the University of North Carolina at Chapel Hill by becoming Chairperson of the State Board of Education, and he joined the University of North Carolina at Wilmington Board of Trustees in 1997.

Dr. Robinson graduated from Appalachian State University, East Tennessee State University, and the University of North Carolina at Chapel Hill.  He earned his Doctorate of Education in School Administration and Curriculum from Duke University.

Throughout North Carolina, Dr. Robinson has been recognized as one of the most influential educators in our state's history.  He had a passion for excellence for all students, teachers, and administrators, and his passion was a catalyst for change in public schools.  He received national acclaim for his ideas and philosophy on education.  Even today, the changes Dr. Robinson made in North Carolina's education system continue to have a profound impact on student achievement.

Beliefs

• Teachers, administrators, parents, students, and community will collaborate and share responsibility for the growth of the individual child.
  
• Our commitment is to enable students to become confident, self-directed, lifelong learners and socially responsible members of the community.
  
• Each student is a valued individual with unique physical, social, emotional and intellectual needs.
  
• We use a variety of effective instructional practices that engage the learner in acquiring knowledge and skills and demonstrate understanding through critical thinking and problem-solving.
  
• Together we will ensure a safe, comfortable environment.
  
• We are committed to teaching the whole child, encouraging respect, understanding, and tolerance of individual and cultural differences.
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School Awards

School of Excellence -- 2002-03
Honor School of Excellence -- 2003-04, 2004-05, 2005-06, 2006-07, 2008-09
Schools to Watch -- Designated 2004
Schools to Watch -- Re-designated 2008, 2012, 2014

State Winner of Safe Schools Award--2012-2013

National Blue Ribbon School 2016

Robinson is a School to Watch

"Schools to Watch" is an initiative launched by the National Forum to Accelerate Middle-Grades Reform in 1999.  The National Forum is an alliance of more than 60 educators, researchers, and officers of national associations and foundations dedicated to improving schools for young adolescents across the country.

Through the Schools to Watch initiative, the National Forum identifies schools across the United States that are well on their way to meeting the Forum's criteria for high performance.  Forum members believe that three things are true of high-performing middle-grades schools:

• They are academically excellent -- these schools challenge all students to use their minds well.
  

• They are developmentally responsive -- these schools are sensitive to the unique developmental challenges of early adolescence.
  

• They are socially equitable -- these schools are democratic and fair, providing every student with high-quality teachers, resources, and supports.
  

To achieve this level of performance, high-performing schools establish norms, structures, and organizational arrangements to support and sustain their trajectory toward excellence.  They have a sense of purpose that drives every facet of practice and decision-making.