Onslow presents 2024–25 accountability results showing gains in reading and math; low‑performing school plans to follow

District leaders presented the Onslow County Schools 2024–25 accountability and testing results and outlined next steps for school improvement planning for schools identified as low performing.

Dr. Barnes, the district superintendent, told the board that the state’s accountability model has limitations but that the district has shown sustained improvement. The presentation included these highlights staff attributed to ongoing instructional work:

- Overall grade‑level proficiency (all EOG/EOC tests combined) rose from 47.1% (pre‑pandemic baseline noted by staff) to 54.8% in 2024–25. - Math proficiency increased from 39.9% in 2021 to 54.4% in 2024–25 (a gain of 14.5 percentage points), with seventh and eighth grades exceeding the state in middle grade math. - Reading proficiency (grades 3–8) rose from 46.3% in 2021 to 54.9% in 2024–25 (an 8.6‑point gain); the district exceeded the state average in 2024–25 by 2.4 points. - The percentage of schools identified as low performing by the state declined over four years from nearly half to 13% then down to five schools in the most recent year; the district said eight of the prior year’s 10 low‑performing schools improved out of that designation. - Growth measures also improved: 91% of district growth goals were met or exceeded in 2024–25, and 90% of subgroups met or exceeded growth expectations.

Assistant presenters described school improvement planning and timelines for schools identified as low performing. According to the presentation, the timeline includes parent letters to affected schools’ families (date specified in staff materials), a draft‑plan review period beginning Oct. 15 in which board members receive preliminary plans, a public posting and feedback period, final plans due Oct. 31 and board approval slated for Nov. 4. Staff emphasized that the plans for most schools do not require board action and will continue under existing improvement plans; a small number of schools identified as low performing must submit one‑year plans that require board approval under state law.

Board members noted the district’s high student and teacher mobility and the addition of roughly 500 new teachers this year (including about 52 beginning teachers), cited by staff as an operational challenge the district continues to manage while academic indicators improve.

The presentation was informational; there were no board votes tied to the accountability update. Staff said they will return with final improvement plans for any schools required to submit them for board approval.