Madison Plan in The Hills at Stonegate by A & G Residential
Fayetteville, NC 28311

Worst school, Cornelius Felder needs to stop jumping on kids and being weird

First day of school they made a typo on the bus schedule. The scheduled bus was 771 when the bus that picked us up was 770. The last few minutes of school the announcement said the bus was changed to bus #211 but when we got on the bus driver said it was for bus 751 not 771. The teachers lied and said it pulled of when we was on the sidewalk but not of the buses said 770 and they was then ones that said it was changed to 211. The school is horrible and nothing good comes up with it.

After six years of being part of this school community, I want to start by recognizing the incredible individuals who have made a lasting impact. The teachers, counselors, office staff, lunch and janitorial teams, activity teachers, and assistant principal deserve sincere thanks. Their dedication, patience, and care for the students are truly appreciated. However, my experience has also been marked by repeated concerns related to one individual in leadership. Communication is often delayed—important updates are frequently sent as late as 8 or 9 PM the night before events or schedule changes, creating unnecessary stress for families. A program titled “Leading Ladies,” created under this individual’s leadership, has become a symbol of exclusion. It is only open to students with exceptional academics and behavior, effectively denying participation to students with learning disabilities or those needing additional support. This contradicts the values of equity and inclusion that schools should uphold. The school also struggles with a high teacher turnover rate. Many teachers leave mid-year—one year, there were four different gym teachers. In some cases, effective teachers are removed from classrooms mid-year to fill administrative roles, with no consistent replacements. This disrupts learning and creates instability for students. Efforts to raise concerns often go unanswered, with responses delayed or dismissed entirely under the excuse of being “too busy.” In some cases, concerns are ignored if the student involved is connected to school staff or leadership. This favoritism results in ongoing issues with bullying and classroom disruption going unaddressed. Academic performance is often prioritized at the expense of truly understanding and meeting students’ individual needs. There is more focus on earning public recognition—like “Teacher of the Year” awards—than on creating a supportive, inclusive environment that benefits all students. After six years of watching this pattern repeat, I’m left deeply disappointed. The students deserve better—better leadership, better communication, and a more inclusive approach to education. I’m sharing this not just to express concern, but in hopes that attention will bring about much-needed change.