• 2020-2021 Accountability Data Release

    The Winston-Salem/Forsyth County Board of Education was presented student achievement data for the 2020-21 school year in September at its regularly scheduled meeting.  The data was released and verified September 1, 2021 by the State Board of Education and the North Carolina Department of Public Instruction. Due to the COVID-19 pandemic, this is the first student data released since the results from the 2018-2019 school year.  WS/FCS leaders join state officials in noting the new data should not be considered an accountability report or compared to previous years.  Due to school closures, a variety of remote learning options, a variance in instruction and testing standardization, it stands to reason these scores will be different than years past. That is in part why state accountability is waived and there are no updated School Performance Grades.

    More on the state’s overall scores can be found on the NCDPI webpage

    Graduation and Proficiency  

    District Goal:  90%
    School Year 2020-2021:  85.5%
    While the district maintains an overall goal of a 90% graduation rate, several high schools were able to continue with graduation rates above 90%.
    • Atkins Academic A&T: 100%
    • Early College of Forsyth: 100%
    • Reagan, Walkertown, West Forsyth, and WSPA: Graduation rate > 90%
    Parkland High School saw a nearly 5% increase.
    Walkertown High School saw a 4% increase. 

    Over time, the district has improved its graduation rate by almost 16%, up from 70.8% in 2008. Comparatively, North Carolina recorded a graduation rate of 86.9% for 2021.

    Student proficiency is used as an indicator as to whether students consistently demonstrate mastery of the content standards and are well prepared for the next grade or course. The Grade Level Proficiency (GLP) measure includes students who score at Level 3 and above and show at least sufficient command of the material. Here are the most recent comparisons for proficiency:Cover image of Data Release pdf document, click to view full presentation

    Assessment

    2018-19, %

    2020-2021, %

    Reading, Grades 3-8

    54.9

    38.1

    Math, Grades 3-8

    54.4

    30.9

    Science, Grade 5 & 8

    72.7

    54.0

    Biology

    57.4

    42.9

    English II

    56.0

    56.5

    Math I

    36.4

    16.4

    Math 3

    45.5

    43.4

    Next Steps: Addressing the Learning Loss and Gaps

    NCDPI has said these scores are not meant to measure accountability, they are meant to help districts and parents plan in the coming year. 
    “We have already developed some robust strategies to address the areas in which we know it’s imperative to increase student achievement, “ said McManus. Some of those new initiatives include:

    • A clear Instructional Framework that is supported with all new standards-aligned curriculum resources. The district has adopted and purchased new K-12 ELA and Math textbooks for the first time in over 15 years
    • ESSER funds under the district’s learning loss plan being used to hire literacy coaches, graduation coaches, and other instructional support personnel. These coaches will work side by side with teachers to use data and design targeted instruction to accelerate learning.
    • Creating Extended Learning Programs, after school tutoring and learning sessions as well as individualized, intensive learning supports for students outside the normal academic day
    • Eliminating barriers to learning by implanting a 1:1 device plan that will support instruction by providing all students grades 3-12 with their own Chromebook. 
    • Project Impact and Read Write Spell partners spearheading a new Reading Warriors tutoring program for kindergarten and first grade students at select schools.  The Reading Warriors program is an intensive volunteer-based reading program in which trained volunteers will work bi-weekly to support students who need extra time around literacy
    • Teachers and staff being provided with increased Professional Learning Opportunities
    • The district adopting new discipline responses and behavioral supports for students that focus on reducing suspensions and other barriers that interfere with learning.

    McManus said, “These results send a clear message that being in school matters now more than ever. We will continue to push for all efforts that keep our students healthy and in school.  The pandemic is not over, but we cannot wait to address these needs.  We have the team, the resources, and the structure to make it happen.”

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