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Turnaround task force highlights stark achievement gaps; early literacy facilitators report year-one gains
Summary
The Turnaround Task Force (Elevate Every Child) warned the school board that achievement gaps in New Hanover County are substantial and concentrated; district staff reported year‑one gains from a $8.7 million endowment investment in pre‑K and 26 early literacy facilitators.
The reconstituted Turnaround Task Force — now calling its work Elevate Every Child — presented metrics and recommendations to the board, emphasizing deep, racially patterned disparities across elementary and middle schools and urging early education, literacy and community supports.
Scott Liston, speaking for the task force, summarized the group’s approach: raise kindergarten readiness, ensure third‑grade reading proficiency, strengthen classroom culture and remove community barriers to learning. He cited longitudinal research (Perry Project, Adverse outcomes studies) and local school data showing wide gaps: several elementary schools posted pass rates in the 80–90% range while others were below 10% on core assessments. Liston and the task force recommended expanded pre-K, more preschool enrollment assistance, higher compensation for preschool teachers, and community-based supports including behavioral health access and a larger cadre of in‑school adults.
District staff then presented the first‑year results of a 3‑year $8.7 million endowment grant that funded two pre‑K teachers/assistants and 26 early literacy facilitators (pre‑K through grade 3). The district’s elementary reading specialist (identified in comments as Marie) reported that K–3 DIBELS (a universal reading screener) proficiency across participating grades reached 70% by year end, an 18 percentage‑point increase from the start of the year; staff said that more than 1,200 students moved to “at or above grade level” and 887 students moved out of the highest‑risk (red) category. The literacy facilitators were credited with leading professional learning communities, co‑teaching, supporting LETRS professional development, and increasing family engagement; Pine Valley and Carolina Beach were cited as examples where family attendance at school literacy events rose sharply.
Board members praised the results and asked staff to provide three‑year cohort tracking (follow this kindergarten class through third grade) and more granular analytics for the endowment and state funders. No formal action was taken; the presentation was informational and staff said they will return with longitudinal progress updates and requests for continued funding as the grant progresses.
