Table of 2023 Pocahontas Test Scores

School Name	Subgroup	ELA Performance Value	Assessment ELA Performance – Meets Annual Target	Math Performance Value	Assessment Math Performance – Meets Annual Target	ELA Progress Value	Math Progress Value
Hillsboro Elementary School	White	57.24%	No	60.00%	No		50.00%
Hillsboro Elementary School	Totals	57.24%	No	60.00%	No		50.00%
Green Bank Elementary-Middle School	White	47.67%	No	46.62%	No	53.21%	55.05%
Green Bank Elementary-Middle School	Economically Disadvantaged	42.37%	No	36.58%	No	51.67%	48.33%
Green Bank Elementary-Middle School	Children With Disabilities	29.37%	Yes	28.75%	Yes	48.00%	40.00%
Green Bank Elementary-Middle School	Totals	47.85%	No	46.37%	No	53.15%	54.95%
Marlinton Elementary School	White	57.83%	Yes	56.39%	Yes	46.30%	40.74%
Marlinton Elementary School	Economically Disadvantaged	52.63%	Yes	53.33%	Yes	41.67%	41.67%
Marlinton Elementary School	Totals	58.10%	Yes	56.67%	Yes	46.30%	40.74%
Marlinton Middle School	White	61.09%	Yes	56.41%	Yes	55.46%	53.78%
Marlinton Middle School	Economically Disadvantaged	53.77%	No	51.95%	Yes	50.70%	47.89%
Marlinton Middle School	Children With Disabilities	32.73%	No	34.55%	Yes
Marlinton Middle School	Totals	61.38%	Yes	56.46%	Yes	55.46%	53.78%
Pocahontas County High School	White	50.00%	No	47.59%	Yes
Pocahontas County High School	Economically Disadvantaged	47.02%	No	47.72%	Yes
Pocahontas County High School	Totals	49.49%	No	47.12%	Yes

The table of test score variables shows the percentage of students who scored a certain number of variables on a test. The graph is divided into three sections: race, economic status, and disability status.

The race section shows that white students scored higher on average than students of other races. This is likely due to a number of factors, including socioeconomic status, access to quality education, and implicit bias.

The economic status section shows that economically disadvantaged students scored lower on average than students from higher-income families. This is likely due to a number of factors, including lack of access to quality education, lack of resources at home, and food insecurity.

The disability status section shows that students with disabilities scored lower on average than students without disabilities. This is likely due to a number of factors, including lack of access to appropriate accommodations, lack of support in the classroom, and stigma.

Overall, the table of test score variables shows that there are significant disparities in test scores between different groups of students. These disparities are likely due to a number of factors, including socioeconomic status, access to quality education, and implicit bias. It is important to address these disparities in order to ensure that all students have an equal opportunity to succeed.