Anson County Schools report mixed gains in 2024–25 test scores, district leaders say

Anson County Schools leaders presented 2024–25 student performance results and described where the district saw growth and where additional supports are planned.

At a board meeting, Superintendent Dr. Thorpe and district staff reviewed state‑calculated school performance grades, which the presenters described as a composite that weights achievement at 80% and growth at 20%. Dr. Thorpe and Joy Wall highlighted large year‑to‑year gains in several grade‑level measures and continuing challenges for particular subgroups.

The presentation emphasized several specific improvements. Sixth‑grade reading proficiency rose from 23.3% in 2022–23 to 48.4% in 2024–25, and seventh‑grade reading increased from 23.5% to 37% over the same span. Eighth‑grade math End‑of‑Grade proficiency moved from about 2% two years ago to about 19.9% this year. District presenters also reported increases in Biology and ACT proficiency at some schools. "The 4 year graduation rate at Early College is 100 percent this past year," Dr. Thorpe said, noting the early college's performance.

Board members and staff discussed how different course pathways affect reported scores. The presenters explained that some students take Math 1 in eighth grade as an accelerated pathway while others take grade‑level EOGs and Math 1 later; the state combines different course measures into school and district composites. A board member asked whether the district should analyze which scores (for example, Math 1 versus Math 3) best reflect success; staff said the state accountability formula uses multiple course scores and other indicators (SAT, graduation rate, biology, etc.) in the high school composite.

Board member Miss Shepherd pressed district leaders on implementation issues that may have affected outcomes at some schools, including a district curriculum change in 2023–24, changes to tutoring delivery (from school‑based to district‑managed), and shifting EL (English learner) demographics. Joy Wall said the district now has three EL teachers and that the district has purchased Lexia for multilingual learners; she also noted that teachers can use IXL as a diagnostic tool. "We have 3 EL teachers in the district now. We added a third 1 last year after I came on," Joy Wall said when describing current staffing for EL supports.

District staff identified four schools remaining on state low‑performing lists and named federal designations: comprehensive support and improvement (CSILP) for two primary/elementary schools and targeted‑support classifications (TSI) for some middle and high school subgroups. Staff said 7 of 9 schools met or exceeded growth in at least one measure this year but that students with disabilities remain a subgroup requiring continued attention.

Board members asked about grant opportunities for mentors and coaches; staff said district administrators are seeking grants and would move quickly to secure funding. Staff also said they were exploring expanded tutoring options.

The presentation combined state accountability metrics, school‑level breakout data, and district plans to address areas of continued underperformance. Board members asked for follow‑up analysis about which course measures should be emphasized and for details on student participation in tutoring and EL services.