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District proposes voluntary summer program to let some students retake EOG/EOC tests to boost school accountability
Summary
Davie County Schools staff proposed a two‑day voluntary summer 'remediate and re‑administer' program allowing students who passed courses but scored just below proficiency to receive targeted review and retake End‑of‑Grade or End‑of‑Course tests; the program would not change classroom grades and staff will seek board approval next month.
District staff proposed a voluntary, short summer program that would allow students who have passed a course but are not proficient on state tests to receive remediation and re‑take exams to improve school accountability measures.
Valerie Feazer, the district’s director of student accountability, told the board the “remediate and re‑administer” plan grew from a committee of school leaders, teachers and a parent who reviewed state guidance and practices in other districts. The plan targets students who have passed coursework but scored within about five scale‑score points of proficiency on the test; participation would be voluntary and require parental permission.
Feazer said the program is limited to reading (grades 4–8) and certain EOCs; science was excluded because test results are not available in time. The district would require students to attend the remediation portion in order to be eligible for the retest, and any score improvement would not change the student’s classroom grade. District staff explained that for accountability calculations the higher of two scores is counted, so a successful re‑test can raise a school’s proficiency figures.
Feazer shared sample outcomes from another district and internal projections: in that external district, reading re‑tests produced proficiency rates ranging from about 20% to 46% for participants; using conservative assumptions (one‑third of invited students retest successfully) the district estimated a potential average four‑point gain in school scores, with some schools potentially moving a whole letter grade.
The proposed model calls for rotation‑style instruction focused on standards, test taking strategies and brief physical activity breaks; day two would be the test administration with breakfast and lunch provided. Staff emphasized the program would be run within existing staff and workday schedules (the district’s end‑of‑year workdays are the planned dates) so leaders do not expect the district to seek additional pay or outside funding. Transportation to voluntary sessions would be the families’ responsibility, staff said.
School leadership teams reviewed the plan and provided mixed feedback, Feazer said, but the committee recommended a district‑wide rollout at elementary and middle schools. Feazer told the board she will return next month with an approval request and implementation details.
Board members asked about parental notification, caps on participants, staffing, and whether the program would affect next‑year instruction; staff replied participation parameters (five‑point window, teacher data and predictive scores) should limit numbers and that instructional coaches will supply lesson templates.
