2021-2022 Accountability Data Release

image of students collaborating and working on a project

On September 1, 2022, the State Board of Education and the North Carolina Department of Public Instruction verified and released the 2021-22 student achievement data. WS/FCS leaders are encouraged to see achievement improved in the 2021-2022 school year over the 2020-2021 year. The last two school years presented unique challenges as students dealt with virtual learning and then returned to full in-person learning. Due to increased absences and vacancies among teachers and students, there is no doubt these scores are different and should not be compared to pre-pandemic outcomes.

Upon looking at the results, WS/FCS Superintendent Tricia McManus concludes, “I am very excited that 75% of our schools exceeded or met growth and that four came off the state's low performing list, even amidst the COVID challenges they faced over the last two years. Moving forward, our expectation is for all schools to meet this bar. We have strong plans for 22-23 and are off to a great start.”

North Carolina’s annual school accountability report helps promote the academic achievement of all public-school students. It also assists stakeholders in understanding and gauging student and school performance against state and national standards. Statewide assessments and other performance indicators help educators, students, parents, and other stakeholders measure the progress of students and schools and determine where to provide additional support.  More on the state’s overall scores can be found on the NCDPI webpage. 

The 2021-22 school accountability data is used as part of the state’s Every Student Succeeds Act (ESSA) State Plan. Because of disruptions caused by the COVID-19 pandemic, the accountability report for the 2021-22 school year is the first since 2018-19 to feature all components of the state’s accountability framework, including the calculation of School Performance Grades.

Celebrations: Schools Removed from Low Performing List

Four WS/FCS elementary schools were removed from the underperforming list according to the 2021-22 data. This occurred because the schools each exceeded expected growth.

2018

2019

2022

Growth Index

Rating

Growth Index

Rating

Growth Index

Rating

Easton

-0.28

Met

-1.5

Met

2.53

Exceeded

Ibraham

-1.88

Met

-3.05

Not Met

3.46

Exceeded

Old Town

-3.38

Not Met

-4.86

Not Met

5.97

Exceeded

Petree

-4.3

Not Met

-1.14

Met

2.74

Exceeded

“New leaders in these four schools have had a tremendous impact on student growth,” said Andy Kraft, WS/FCS Chief Accountability Officer.  “These results reflect the commitment and hard work that’s gone into improving schools that were traditionally considered some of our lowest performing.”

Low-performing schools are those that receive a performance grade of D or F and do not exceed growth. For 2021-22, 864 schools in North Carolina have been identified as low performing, up from 488 in 2018-19. In WS/FCS, 35 schools were identified as low performing in the 2021-22 school year, up from 21 in the 2018-19 school year.  Of the 35 low performing schools, 29 of them still met growth. WS/FCS is not considered a low-performing district.

Growth Status

Number

Percent

Exceeded

25

35%

Met

29

40%

Not Met

18

25%

All district-wide data from the 2021-2022 release can be found at the NC DPI School Accountability and Reporting page. It also includes individual school achievement data.

Rebounding After the Pandemic: Proficiency is Trending Upward

There are clear signs students are making post-pandemic gains in the classroom as proficiency numbers increased from the previous academic year. While they still did not surpass pre-pandemic levels, this table highlights the percent proficient for each specified grade level and the number of students in each student group. It is clear that proficiency is returning to pre-pandemic levels.

Assessment

2018-19, %

2020-2021, %

 2021-2022, %

Reading, Grades 3-8

54.9

38.1

39.7

Math, Grades 3-8

54.4

30.9

40.7

Science, Grade 5 & 8

72.7

54.0

59.9

Biology

57.4

42.9

47.8

English II

56.0

56.5

54.2

Math I

36.4

16.4

23.6

Math 3

45.5

43.4

47.9

State Report Card

“While 75 percent of our schools met or exceeded growth, 80 percent of a school’s grade is based on proficiency.  As we continue moving toward exceeding growth status, school grades will increase as well,” said McManus. “I am confident with the plans and resources we have put in place and with the outstanding team of WS/FCS educators working to support our students throughout the district. This is our year to meet and exceed growth in every school and move our schools out of low performing status.”

2022

Grade

Number of Schools

A

5

B

11

C

12

D

23

F

22

Our Way Forward: Addressing the Learning Loss and Gaps

WS/FCS has developed, and is implementing, robust and evidenced-based strategies to address areas of Literacy, Math, Science, and culture and climate across all schools. “The Way Forward” means implementing all strategies with consistency and fidelity and ensuring that our students are in school every day and have the necessary resources and supports to excel.  Strategies include:

  • Use of a clear Instructional Framework that is supported with all new standards-aligned curriculum resources. Teachers are using new K-12 ELA and Math textbooks for the first time in over 15 years.  Classroom libraries were provided to all K-5 teachers and are currently being ordered for all middle and high school ELA classrooms. 

  • Hiring of literacy coaches, graduation coaches, and other instructional support personnel to work side by side with teachers to use data and design targeted instruction to accelerate learning. 

  • Creating Extended Learning Programs (ELP) in each school, which include tutoring (before, during, and after the school day), as well as enrichment activities and mentoring supports for students.

  • Implementing a 1:1 device plan to support instruction and individualized learning pathways for students.

  • Providing teachers and staff with increased Professional Learning Opportunities.

  • Adopting new discipline responses and behavioral supports for students that focus on reducing suspensions and other barriers that interfere with learning. WS/FCS hired thirty more social workers to support the behavioral and mental health of our students.

McManus said, “These results make it clear we have a lot of work to do this year and in future years in WS/FCS.  They send a clear message that we need our students in school and that we need to provide consistent, high-quality instruction, every single day, in a culture of high expectations, care, and inclusiveness.  Based on current results, we have exemplars in our district.  We will learn from the work in these schools and move from pockets of excellence to district-wide excellence.” 

More information and the complete data release can be found on the state website.