WINSTON-SALEM, NC (September 3, 2025) – Winston-Salem/Forsyth County Schools released its annual school performance data today. The data – required to be presented annually as an accountability measure – showed continued growth across the district in math and reading.
“While state performance grade data provides an incomplete picture of student achievement, these results show many bright spots across our district. We are proud to see how our students are making a steady recovery following the pandemic,” Interim Superintendent Catty Q. Moore said. “There is room for growth and improvement, and we are charting a path to get there. We know how it happens – great leaders and great teachers.”
HIGHLIGHTS
Here are some takeaways of the performance information and other key data:
Sixty-three percent of schools met or exceeded growth, a measure that gauges how WS/FCS schools compare to similar schools across the state.
Twelve schools improved by a letter grade. Letter grades are based on student proficiency and school growth.
Reading and math proficiency improved overall for grades 3-8. Some schools made double-digit improvements in the percentage of students who were proficient over the previous year, although third-grade reading remains an area for improvement.
The districtwide graduation rate edged up to 86 percent.
Seven schools came off the low-performing list: Forest Park Elementary, Kimmel Farm Elementary, Parkland High School, John F. Kennedy High School, Smith Farm
Elementary, Walkertown Middle and Ward Elementary.
Two WS/FCS high schools – Atkins and Reagan – continue to be among the best in the state, based on the statewide growth data. Forest Park Elementary, Konnoak Elementary and Sedge Garden Elementary also showed notable gains.
Data for each school is available on the NC Department of Public Instruction website.
Chief of Schools Dr. Timisha Barnes-Jones agreed that the results show “strong instructional leadership and high-quality teaching are the multipliers for student success.”
“This includes having clear expectations, monitoring progress, and analyzing and responding to student data,” Barnes-Jones said. “Our leaders worked to strengthen their systems for
observation and feedback, leveraged data-informed instruction, and utilized advanced teacher roles to embed coaching and support directly within classrooms.”
WS/FCS is strengthening teacher and leader support by refining its instructional coaching model and emphasizing the role of Instructional Leadership Teams in advancing Professional Learning Teams, groups of teacher collaborators.
“We have strong foundational supports in place, and improving consistent implementation across the district will be key to achieving replicable and predictable results,” said Chief Academic Officer Dr. Paula Wilkins.
A presentation on detailed results will be provided at the next Board of Education meeting, September 9.