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Anson County Schools officials cite steady growth but say several schools remain on low-performing list
Summary
School leaders presented 2023–24 district performance data showing gains in reading and math at specific grades, increases in English II performance and a 29.5% WorkKeys readiness rate; officials said targeted curriculum, interventions and teacher coaching are next steps to lift remaining low-performing schools.
Anson County Schools presented districtwide performance data showing measurable gains in multiple grades but acknowledged five schools remain on the state's low-performing list.
Dr. Latoya Roseborough, the district's executive director for curriculum, instruction and assessment, told the Board of Education that English II scores rose from 39% to 58.6% and that fifth- and sixth-grade reading improved substantially. She said district math gains included growth in grades 3, 5, 6 and in the Math I end-of-course indicator.
"There is nowhere to go but up," Roseborough said, summarizing the 2023–24 review and the district's priority to translate growth into proficiency.
Nut graf: The presentation framed the gains as evidence that a coherent curriculum and targeted supports can move outcomes, while highlighting persistent gaps in high school math, biology and WorkKeys career-readiness measures. District leaders said they will concentrate on instructional infrastructure, early literacy, and building stronger career and technical education pathways to improve readiness for work and postsecondary pursuits.
Roseborough emphasized curriculum coherence and teacher support as central strategies. She said the district has purchased STEMScopes and science lab materials and is pairing teachers across campuses to deepen instructional practice in biology and other science courses. On math, she credited the CARES team and a consistent curriculum with recent gains and said district staff are creating smaller, bite-sized curriculum maps to guide instruction in Math I.
The presentation also called attention to the district's WorkKeys results: "Only 29.5% of our students are ready to go into the workforce," Roseborough said, urging expansion of CTE pathways that align with regional workforce needs and industry credentials.
Officials noted subgroup gaps: English language learners, students with disabilities, academically gifted students and migrant learners are not meeting long-term targets. Roseborough said the curriculum office will develop intentional plans for each group and train principals and teachers on targeted progress monitoring. "We have to teach teachers how to implement the standards," she said.
Board members and staff discussed next steps including longitudinal staff development to address transition gaps, particularly between sixth and seventh grade. Chairman (not named in the record) recommended sixth- and seventh-grade teachers review curricula and vocabulary together to identify where students lose ground.
Ending: District leaders concluded the session saying they will concentrate efforts on a few prioritized strategies — early literacy in K–2, math foundational skills, targeted interventions and stronger PLC-to-classroom translation — with the goal of removing at least one school from the low-performing list in the coming year.
