What Student Proficiency Means for Future Opportunities

A recent front-page article in The Mountaineer newspaper has highlighted a concerning trend in Haywood County Schools. The district's proficiency ranking has fallen from sixth to eleventh out of 115 schools statewide. Superintendent Dr. Trevor Putnam has expressed concerns about this decline, attributing it to 21 missed school days. While this explanation provides context, the true implications of this ranking go far beyond just the numbers.

Parents and community members need to understand that it is not the school's ranking statewide that is indicative of the quality of education our children are receiving, but rather student proficiency in key subjects like math, reading, and English. Although eleventh place may seem respectable, Haywood County student proficiency levels at graduation raise crucial questions about the quality of education our children receive and their readiness for future opportunities.

 Rankings Verses Proficiency

While the ranking itself is concerning, the more urgent issue is students' proficiency levels in core subjects. Student proficiency levels for the 2023-2024 school period clearly show that being ranked eleventh out of one hundred and fifteen North Carolina schools is deceptive at best. Proficiency levels for the 2023-2024 school period were reported as follows:

Math: 34% of graduating students did not meet grade-level proficiency

19% met the proficiency standard but required help

Only 47% were career or college-level proficient

Reading: 44% of graduating students did not meet grade-level proficiency

21% met the proficiency standard but required help

Only 36% were career or college-level proficient

English: 29% of graduating students did not meet grade-level proficiency

25% met the proficiency standard but required help

Only 46% were career or college-level proficient

Such low proficiency levels indicate that the Haywood County school system is not adequately preparing students for well-paying jobs or higher education. Students lacking proficiency in math, which is essential for fields like engineering and technology, risk falling behind in a competitive job market. Likewise, difficulties with English can impair communication skills, which are crucial for success in almost any career.

The Role of CEDARS

Data, which is used for ranking and proficiency purposes, is derived from the U.S. Department of Education's Innovative Assessment Demonstration Authority (IADA), and the Common Education Data Analysis and Reporting System (CEDARS) informs these rankings. CEDARS is North Carolina's PreK-13 State Longitudinal Data System, which analyzes educational data and helps policymakers identify trends and relationships impacting student performance.

CEDARS plays a crucial role in understanding North Carolina's educational landscape. As a centralized data repository, it enables thorough analysis of student performance trends. This data is essential for educators, policymakers, and parents, serving as a mirror that reflects the effectiveness of teaching strategies and the overall health of the state's education system.

With CEDARS, stakeholders can identify where improvements are necessary. For instance, if a particular school consistently exhibits low proficiency in science, targeted interventions can be implemented to address that problem, leading to more effective teaching methods and better student results.

The Need for Action

The decline in ranking and concerning proficiency levels should serve as a wake-up call for the community. Parents, educators, and local leaders must work together to tackle these challenges.

Furthermore, community involvement is crucial. Parents must be encouraged to actively participate in their children's education by interacting with their children regarding subject matter being taught at their schools, assisting their children by ensuring that they are spending time at home studying and completing homework assignments, volunteering at schools, attending parent-teacher meetings, or advocating for policy changes that support a strong educational system. Research indicates that schools with involved parents have notably better student performance; for instance, schools with active parental engagement report roughly 25% higher test scores and proficiency levels.

As Haywood County Schools navigate this challenging transition, it is essential to focus on the future. The goal should not be to improve rankings but to ensure that every student receives a quality education that prepares them for success. This will require investments in teacher training and curriculum development, which excludes controversial subjects such as DEI, transgenderism, and oppressor/oppressed indoctrination, allowing more time for core subject studies and fostering a more positive learning environment.

Collaborating with local businesses and higher education institutions is crucial. Building partnerships can open pathways for students to gain practical experience and explore different career options. For example, internships or mentoring programs with local companies can offer hands-on learning that complements classroom lessons and meets industry needs.

Final Thoughts

The recent drop in Haywood County Schools' ranking is a serious concern that requires action from all stakeholders. While the eleventh-place position might appear acceptable at first glance, the deeper problems related to student proficiency levels are very worrying.

Parents, educators, and community members must come together to address these challenges and push for essential changes in the educational system. By focusing on student proficiency and preparing our children for future opportunities, we can strive toward a brighter future for Haywood County Schools and our students.

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