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Chatham County Schools reports statewide-leading growth; graduation rate at 90.4%
Summary
District officials presented 2024–25 accountability results showing 100% of schools met or exceeded growth, 52.6% of schools earned A/B grades (versus 21% statewide), and a four‑year graduation rate of 90.4%. Presenters outlined next steps on math 3 and multilingual student outcomes.
Chatham County Schools staff told the board on Sept. 8 that the district posted strong accountability results for 2024–25, including every school meeting or exceeding growth and a four-year graduation rate of 90.4%.
Presenters said 100% of the district’s schools met or exceeded growth — making Chatham one of three districts in the state with that result and the largest of the three by school count. "100% of our schools met or exceeded growth, which is a fantastic celebration," the academic presenter said, noting the district led the state by percentage of schools exceeding growth.
District staff also reported that 52.6% of Chatham County schools received an A or B performance grade compared with 21% statewide, that the district had no F schools last year, and that multiple individual schools improved letter grades. Chris Poston, interim assistant superintendent for instruction, highlighted feeder-pattern improvements and said the district's graduation rate reached 90.4% — a high for the district. "This year's results tell a powerful story of what's possible when a community believes in the students," the presentation quoted Superintendent Jackson.
Reading and early literacy: The team reviewed third-grade reading pathways and DIBELS screening (minimum three times per year K–3). Presenters said 78 third-graders had good-cause exemptions, 360 passed benchmark assessments, and 156 met alternate demonstration pathways — a combined figure the presenters used to explain a reported third-grade proficiency measure.
Areas for focus: Presenters said the district will prioritize math 3 and multilingual student outcomes and continue districtwide implementation of foundational literacy and EL curriculum in K–5. They also emphasized continued coaching, MTSS supports, and data review at school and feeder-pattern levels.
Next steps: The academic services team asked the board to continue supporting professional development and to review updated data as it becomes available; no formal board action was required on the accountability presentation.
