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Principals report mixed gains and persistent subgroup gaps across Harnett County Schools
Summary
Principals from Harnett County Schools presented school-by-school results at the board's December work session, highlighting gains in several grades and subjects while repeatedly flagging math growth, students with disabilities, and certain racial/ethnic subgroups as critical concerns.
At the Harnett County Board of Education's December work session, principals from across the district summarized 2023–24 academic results, celebratory milestones and targeted priorities for the coming year. Chair Powell opened the special presentations, thanking school leaders for their work and introducing a series of brief reports from elementary, middle and alternative schools.
Tracy Lebowski, principal at Overhills Elementary School, said the school posted 83.3% student growth and met multiple subgroup-growth targets, but singled out students with disabilities and the Black subgroup as areas requiring focused interventions. ‘‘Our priority is to raise achievement for our students with disabilities from 25 to 30 percent,’’ Lebowski said, outlining plans for targeted interventions and professional development.
Other schools reported mixed results. A Benhaven principal noted the school's centennial and overall performance score of about 68%, with math proficiency at 72.5% and reading at 61.9%. A presenter from STAR Academy recounted that the school's first full four-year graduating cohort showed a 26.3% rate and stressed the need to improve math proficiency and growth. Dunn Middle School reported top-10% statewide growth measures for 2023–24 but flagged declining 7th-grade growth as a priority to address.
Several principals emphasized nonacademic supports and staffing. Highland Middle's principal highlighted a 10-percentage-point reduction in chronic absenteeism and improved teacher working-condition survey results, while other presenters said staffing shortages and teacher turnover remain a constraint. District leaders and board members repeatedly framed principals' reports as helpful diagnostics informing district coaching, PLC support and targeted professional development.
The presentations concluded with board members thanking principals and noting the district will continue to align coaching and resources to address the highlighted subgroup and grade-level gaps.
