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Caswell County posts 2024–25 accountability snapshot; graduation rate rises to 88.5% amid literacy concerns
Summary
Superintendent presented the district's 2024'25 accountability snapshot showing an 88.5% graduation rate and mixed school performance grades. Board members asked for follow-ups on literacy investments, subgroup gaps and public distribution of the report.
Caswell County School officials presented a 2024'25 accountability snapshot to the Caswell County Board of Education, reporting an 88.5% graduation rate and mixed results on grade-level proficiency and school performance grades.
The snapshot, delivered by Superintendent (presentation name on the transcript: "Mister Stokes"), compared post-COVID proficiency baselines starting in 2021 and described school-by-school changes in proficiency and growth measures. Stokes told the board Caswell's graduation rate has increased 13.1 percentage points since 2016 and exceeds the current state rate; the district'level 2024'25 graduation rate cited was 88.5%.
Board members said the data show positive trends at several schools but flagged literacy as the district'wide area for improvement. The presentation noted student achievement makes up roughly 80% of a school'performance grade and student growth about 20%, and that the district is stronger in mathematics than in literacy.
Superintendent Stokes presented school-level highlights: Oakwood Elementary'proficiency rose from 25% in 2021 to 45% in 2025 (a 20.7-point increase) and met growth; North Elementary improved from about 42% proficiency in 2021 to about 62% in 2025 but failed to meet growth for one subgroup (AIG) that reduced its growth score; Dillard Middle School rose modestly but did not meet growth; South Elementary and Stone Creek Elementary showed gains and met or exceeded growth targets; Bobbitt (PolyAnza) High School met growth for the first time in the new accountability model. Stokes called the results "reason to celebrate" while emphasizing remaining work.
Board members and staff raised specific follow-up items. Questions and commitments included: - Clarify state class-size thresholds cited during an earlier enrollment report (the presentation and earlier remarks referenced kindergarten caps of 21 students and grade-level caps that vary by grade; staff said district caps are calculated at the district level and referenced the state'level guidance rather than a board policy change). - Greater investment and sustained focus on K'12 literacy instruction, culturally responsive teaching and data'driven interventions for students with disabilities, economically disadvantaged students and other subgroups. - Staff to publish the accountability snapshot and supporting materials on the district website and push an informational outreach through the district's messaging platforms and social media. - Staff to present the snapshot and related school recognition items to the county commissioners and to provide a fuller, comprehensive report (including CTE and ACT-related data) at a future board meeting.
The superintendent said staff would bring additional detail and school improvement plans back to the board at an upcoming meeting and that the presentation already prepared would be distributed to board members and posted online.
Board members lauded administrators, teachers and recent leadership hires and asked staff to provide a follow-up plan that links the snapshot'findings to targeted interventions, a timeline for literacy investments and the data that will be used to measure progress.
Ending: The board did not take a formal vote on the snapshot itself; staff were directed to publish the material, return with a fuller report and present highlights to the county commission and at the next board meeting.
