Research student performance at the third grade level of students in Pocahontas County West Virginia. Focus on each school.
An Analytical Review of Third-Grade Performance Indicators Across Elementary Schools in Pocahontas County, West Virginia
The Educational Landscape of Pocahontas County Schools
To comprehend student performance at the elementary level in Pocahontas County, one must first understand the distinct operational environment of its school district. Pocahontas County Schools (PCS) is a system defined by its profound rurality, demographic homogeneity, and, most critically, a recent and severe crisis in leadership and operational capacity. These contextual factors create a complex backdrop against which individual school achievements and failures must be measured.
District Overview and Demographics
Pocahontas County Schools is a small, public school district headquartered in Buckeye, West Virginia, serving a student population that fluctuates between approximately 893 and 961 students across its five schools, which span grades pre-kindergarten (PK) through 12.1 The district is notable for its immense geographic footprint, ranking as the third largest in West Virginia by area, and has been described as the most rural school district east of the Mississippi River.4 This vast, sparsely populated territory presents inherent logistical and educational challenges.
The district's student enrollment has been on a significant and prolonged decline for over two decades. From a high of over 1,400 students in the early 2000s, the population has steadily decreased, falling below 900 students by the 2022-2023 academic year.2 This trend suggests underlying demographic shifts in the county that impact everything from school funding to long-term strategic planning.
Demographically, the student body is exceptionally homogenous. In the 2022-2023 school year, 98.8% of students in the district were identified as White. This figure stands in stark contrast to the West Virginia state average of 88.6% White students, positioning Pocahontas County as having one of the least racially diverse student populations in the state.2
A key structural characteristic of the district is its favorable student-to-teacher ratio. Various sources report this ratio as approximately 10:1 or 11:1.2 This is substantially lower than the West Virginia state average of 13:1 and the national average of 16:1, theoretically providing a structural advantage for individualized instruction and personalized student support.6
Systemic Challenges: A District in Crisis
Despite any structural advantages, the Pocahontas County Schools district is currently navigating a period of profound institutional crisis. In February 2024, the West Virginia Board of Education (WVBE) took the extraordinary step of declaring a State of Emergency for the district.8 This declaration was not a minor sanction but a formal recognition of severe and systemic operational deficiencies that threatened the basic functioning of its schools.9
The State of Emergency was prompted by a Special Circumstance Review conducted at Pocahontas County High School in the fall of 2024 at the request of the county superintendent. The review uncovered alarming failures in leadership and core administrative functions. Key findings included a failure by the county to provide adequate mentorship and support for the new high school principal, who had been hired in August 2024. This lack of support was so severe that the principal was unable to access critical systems, including security camera footage from special education classrooms and the West Virginia Education Information System (WVEIS), which is essential for managing student data and transcribing grades. The report also cited a failure to develop Personal Education Plans (PEPs) for students and insufficient school security measures.9 While focused on the high school, these findings point to district-wide failures in process, oversight, and support.
Compounding these issues is a significant challenge with student attendance. In an October 2024 Board of Education meeting, the superintendent acknowledged that attendance was an area "needing support" on the state's Balanced Scorecard, indicating that the district had failed to show improvement for two consecutive years.11 This local problem mirrors a statewide attendance crisis; West Virginia's chronic absenteeism rate for the 2023-2024 school year was 23.5%.12 Chronic absenteeism, defined as missing 10% or more of school days, is directly correlated with lower academic achievement, as students who are consistently present perform significantly better on state assessments in both English Language Arts (ELA) and math.14
This period of instability has also been marked by significant leadership turnover. The district hired a new superintendent, Dr. Leatha Williams, effective July 1, 2024, following the tenure of the superintendent who requested the state review.15 This change at the highest level, combined with the hiring of a new high school principal and the ongoing challenges detailed in the State of Emergency report, paints a picture of a district in a deep and difficult transition. The district's public presentation of its strengths exists in a tense and often contradictory relationship with this documented reality. While the district website promotes a "highly successful mathematics program" 4, the systemic failures identified by the WVBE suggest that the foundational administrative capacity required to sustain such success is severely compromised.
District Initiatives and Community Partnerships
Amidst these profound challenges, the district does maintain several noteworthy initiatives and partnerships that represent bright spots in its educational programming. The Pocahontas County Schools' "Nature's Mountain Classroom" program is a point of pride, having won a first-ever West Virginia School-Business Partnership of the Year Award.8 This program leverages the county's unique natural environment for educational purposes.
The district has also earned the designation of a "Purple Star District" from the West Virginia Department of Education (WVDE), a recognition that highlights its commitment to supporting military-connected students and their families.8 Furthermore, a long-standing and unique partnership exists between Green Bank Elementary-Middle School and the adjacent National Radio Astronomy Observatory (NRAO), which serves as the school's official Education Partner.17 These programs demonstrate a capacity for innovation and community engagement that persists despite the district's overarching administrative struggles.
West Virginia's Accountability Framework and the Third-Grade Imperative
Interpreting student performance data in Pocahontas County requires a firm understanding of the state-level accountability systems that generate and contextualize these metrics. West Virginia employs a multi-faceted approach centered on the West Virginia Schools Balanced Scorecard and the West Virginia General Summative Assessment (WVGSA). This framework is underpinned by a specific legislative mandate that places exceptional importance on student proficiency by the end of the third grade.
The West Virginia Schools Balanced Scorecard
The Balanced Scorecard is the state's primary public-facing accountability instrument, designed to provide an annual, comprehensive overview of how well public schools are performing.18 It moves beyond simple test scores to incorporate a range of indicators that collectively measure student learning, growth, and achievement.21
For elementary schools, the scorecard is built upon several key indicators:
Academic Achievement: This is a measure of student performance on the annual WVGSA in ELA and mathematics for grades 3 through 8. It reflects the percentage of students who are meeting or exceeding grade-level expectations.19
Academic Progress: This indicator measures individual student growth on the WVGSA from one year to the next, providing insight into how effectively a school is advancing its students' learning regardless of their starting point.19
Student Success: This composite indicator for elementary and middle schools considers non-academic but critical factors, including the percentage of students with greater than 90% attendance and the percentage of students with zero out-of-school suspensions.19
For each indicator, schools are assigned one of four color-coded performance levels, which provide an at-a-glance summary of their standing relative to state-defined benchmarks: Exceeds Standard (Green), Meets Standard (Blue), Partially Meets Standard (Yellow), or Does Not Meet Standard (Red).19 For the crucial Academic Achievement indicator, a school must have at least 50% of its students proficient to achieve a "Partially Meets Standard" (Yellow) rating.23
The West Virginia General Summative Assessment (WVGSA)
The raw academic data for the Balanced Scorecard is derived from the West Virginia General Summative Assessment (WVGSA), the standardized test administered each spring to students in grades 3 through 8.25 The results of this assessment are communicated directly to families in the fall through a secure, password-protected online "Family Portal." Each student receives a unique access code to view detailed information on their performance, including individual video score reports designed to help parents understand the results.27
The WVDE establishes specific scaled score ranges that define the four achievement levels for each grade and subject. For third-grade ELA, a score between 586 and 615 is required to be considered "Meets Standard," while a score of 616 or higher "Exceeds Standard".25 This detailed, individualized reporting system is designed to empower parents. However, its private nature creates a significant challenge for public accountability. While the state legislature has made third-grade proficiency a policy priority, the public-facing Balanced Scorecard does not disaggregate its academic achievement data by individual grade level. It provides only a blended proficiency rate for all tested elementary and middle school grades (3-8) combined.32 This creates a public data transparency gap, making it impossible for community members, researchers, or local leaders to systematically track school-level performance on the state's most critical early learning benchmark without access to private student reports. Consequently, any analysis of third-grade performance must rely on the overall elementary-level scores as an imperfect but necessary proxy.
The Third-Grade Imperative (W.Va. Code §18-2E-10)
The focus on third-grade performance is not merely a matter of educational best practice in West Virginia; it is codified in state law. West Virginia Code §18-2E-10 explicitly recognizes the foundational importance of early literacy and numeracy. The statute finds that "students who do not demonstrate grade-level proficiency in reading and mathematics by the end of third grade become increasingly less likely to succeed at each successive grade level and often drop out of school prior to graduation".33
To address this, the law mandates a "statewide comprehensive, systemic approach to close the reading and mathematics achievement gaps by third grade." It requires schools to conduct screenings, provide targeted interventions for students with deficiencies, and engage families. Critically, the law also stipulates that parents must be notified if their child's deficiency is not corrected by the end of third grade, as the child "may not be promoted to grade four unless an exemption is met".33 This legislation elevates third-grade assessment from a simple measurement to a high-stakes gateway, making it the single most important academic benchmark in a West Virginia student's elementary career.
State and National Context
The performance of schools in Pocahontas County must also be viewed within the broader context of state and national achievement levels. West Virginia's students, on average, perform below their peers across the nation. According to the 2024 National Assessment of Educational Progress (NAEP), often called "The Nation's Report Card," the average score for fourth-grade students in West Virginia was 206 in reading and 232 in mathematics. These scores were significantly lower than the national public school averages of 214 in reading and 237 in mathematics.34 This statewide performance deficit provides a crucial baseline for evaluating whether Pocahontas County schools are performing above, at, or below the state average.
Institutional Profile and Performance Analysis: Hillsboro Elementary School
Hillsboro Elementary School stands out within the Pocahontas County School district as its smallest institution, a characteristic that appears to be strongly correlated with its position as a relative academic leader, particularly in mathematics.
School Profile
Hillsboro Elementary is a PK-5 school with a very small student body, with enrollment figures consistently reported between 75 and 81 students.1 This small size allows for an exceptionally low student-teacher ratio of 8:1, which is not only superior to the district average of 10:1 but is also one of the most favorable ratios in the state.37
This intimate learning environment is reflected in its external ratings. The school receives an overall grade of "B" from the school data aggregator Niche.com, the highest grade awarded to any of the three elementary-serving schools in Pocahontas County.3 The district has also recently invested in the school's programming by creating a new half-time position for physical education and health, signaling a commitment to maintaining its offerings.11
Academic Performance
In the 2022-23 West Virginia Schools Balanced Scorecard, Hillsboro Elementary "Partially Met the Standard" (a "Yellow" designation) in both English Language Arts and mathematics.32 The specific proficiency rates were:
ELA Proficiency: 57%
Math Proficiency: 60%
These results position Hillsboro as the top-performing elementary school in Pocahontas County in mathematics. Its 60% proficiency rate is the highest among the three schools, and its 57% ELA proficiency is statistically on par with the district's other dedicated elementary school, Marlinton Elementary.32 The combination of its small scale, extremely low student-teacher ratio, and leading math scores suggests that the "small school" model, which maximizes individualized attention, is a significant driver of academic success within the rural context of Pocahontas County.
Institutional Profile and Performance Analysis: Marlinton Elementary School
Marlinton Elementary School serves as the largest of the district's dedicated elementary schools and functions as a crucial benchmark for what is academically achievable at a larger scale within Pocahontas County.
School Profile
Marlinton Elementary is a PK-5 school located in the town of Marlinton. With an enrollment reported between 203 and 225 students, it is nearly three times the size of Hillsboro Elementary.1 Data from the National Center for Education Statistics indicates that for the 2023-2024 school year, the third-grade class specifically consisted of 29 students.41
The school's larger population results in a student-teacher ratio of 12:1.37 While this is the highest ratio among the three elementary-serving schools, it remains favorable when compared to the West Virginia state average of 13:1.6 Externally, Niche.com assigns the school an overall grade of "B-," placing it solidly in the middle of the district's elementary school hierarchy.37
Academic Performance
According to the 2022-23 West Virginia Schools Balanced Scorecard, Marlinton Elementary "Partially Met the Standard" (Yellow) in both ELA and math, mirroring the performance level of Hillsboro Elementary.32 The school's proficiency rates were:
ELA Proficiency: 58%
Math Proficiency: 57%
Notably, Niche.com reports lower proficiency rates of 47% in both reading and math.40 This discrepancy is likely attributable to the use of data from different years or different calculation methodologies. For the purposes of official accountability, the Balanced Scorecard data is the more reliable metric.
The official state data shows Marlinton leading the district's elementary schools in ELA proficiency, albeit by a very narrow margin, and posting strong math scores that are only slightly behind those of the much smaller Hillsboro Elementary. This performance is commendable. The fact that Marlinton can achieve results nearly identical to Hillsboro's despite having a student body almost three times larger and a 50% higher student-teacher ratio suggests that factors beyond just class size are at play. This points toward the presence of effective instructional strategies, a strong teaching faculty, or capable school leadership that are successfully mitigating the challenges associated with a larger school population.
Institutional Profile and Performance Analysis: Green Bank Elementary-Middle School
Green Bank Elementary-Middle School (GBEMS) presents the most significant academic challenge within the Pocahontas County school system. Despite possessing certain structural advantages, the school is a consistent and severe underperformer, a situation made more troubling by its history of high achievement.
School Profile
GBEMS is a PK-8 institution located in Green Bank, with a student enrollment of approximately 204 to 225 students in its combined elementary and middle grades.1 This makes it comparable in size to Marlinton Elementary. The school maintains a favorable student-teacher ratio of 10:1, which is better than Marlinton's and only slightly higher than Hillsboro's.37
The school benefits from a unique and powerful community asset: its location adjacent to the National Radio Astronomy Observatory (NRAO). The NRAO serves as the school's official Education Partner, a relationship that should theoretically provide unparalleled access to STEM resources and expertise.17 The school also demonstrates a focus on student well-being, employing a full-time therapy dog to provide socio-emotional support.11
Despite these positive attributes, the school's external ratings are poor. Niche.com assigns GBEMS an overall grade of "C-," the lowest in the district.37
Academic Performance
The academic data for Green Bank Elementary-Middle School is alarming. On the 2022-23 West Virginia Schools Balanced Scorecard, GBEMS was the only elementary-serving school in the district to be rated as "Did Not Meet the Standard" (a "Red" designation) in both ELA and mathematics.32 The proficiency rates were:
ELA Proficiency: 48%
Math Proficiency: 46%
These scores are substantially below the 50% proficiency threshold required to even "Partially Meet" the state standard.23 Data from Niche.com paints an even more dire picture, reporting proficiency rates of just 27% in both reading and math, although this may be based on older data.42
This poor performance represents a dramatic and long-term decline. In the 2000-2001 school year, standardized test scores at GBEMS placed the school at the 61st percentile on a national average, indicating it was once a high-achieving institution.17 The fall from being well above the national average to failing to meet state standards is a clear indicator of a systemic, multi-year failure.
This situation presents a paradox. The school's significant underperformance cannot be easily explained by a lack of resources or large class sizes. Its student-teacher ratio is strong, and its partnership with a world-class scientific institution is a resource most schools can only dream of. The logical conclusion is that the root causes of its academic struggles are not structural but internal, likely tied to issues with instructional practices, curriculum fidelity, school culture, or specific unaddressed needs within its student population.
Comparative Analysis of Elementary School Performance
A direct comparison of the three elementary-serving schools in Pocahontas County reveals a stark, two-tiered system of academic performance. While Hillsboro and Marlinton Elementary schools demonstrate acceptable, if not exemplary, results, Green Bank Elementary-Middle School lags significantly behind, creating a substantial intra-district achievement gap.
At-a-Glance Institutional Comparison
The foundational characteristics of the three schools highlight their different operational contexts. Hillsboro is defined by its small scale, Marlinton by its larger size, and Green Bank by its unique PK-8 configuration and scientific partnership.
Metric | Hillsboro Elementary | Marlinton Elementary | Green Bank Elem./Middle |
Grades Served | PK-5 1 | PK-5 1 | PK-8 1 |
Enrollment (est.) | 75-81 37 | 203-225 37 | 204-225 37 |
Student-Teacher Ratio | 8:1 37 | 12:1 37 | 10:1 37 |
Overall Niche Grade | B 37 | B- 37 | C- 37 |
Median Household Income (Area) | N/A | $42,386 40 | $41,200 42 |
Comparative Analysis of Academic Proficiency
The most critical comparison lies in the academic outcomes measured by the state's official accountability system. The 2022-23 Balanced Scorecard data quantifies the performance disparity among the schools, particularly in mathematics.
School | ELA Proficiency % | ELA Performance Level | Math Proficiency % | Math Performance Level | |
Hillsboro Elementary | 57% | Partially Meets Standard (Yellow) | 60% | Partially Meets Standard (Yellow) | |
Marlinton Elementary | 58% | Partially Meets Standard (Yellow) | 57% | Partially Meets Standard (Yellow) | |
Green Bank Elem./Middle | 48% | Does Not Meet Standard (Red) | 46% | Does Not Meet Standard (Red) | |
Data Source: 32 |
Analysis of Performance Gaps
The data clearly delineates the achievement gap. In ELA, there is a 10-percentage-point gap between the highest-performing school (Marlinton at 58%) and the lowest (Green Bank at 48%). The gap is even more pronounced in mathematics, where a 14-percentage-point difference separates the top performer (Hillsboro at 60%) from the bottom (Green Bank at 46%).
This gap establishes a two-tiered system within the district. Hillsboro and Marlinton are performing at a similar level, both managing to "Partially Meet" the state standard. Green Bank, however, is in a category of its own, failing to meet the standard in either core subject. This underperformance is particularly concerning given that its student-teacher ratio of 10:1 is superior to Marlinton's 12:1, indicating that class size alone is not the determining factor.
This analysis also calls into question the district's own public portrayal of its academic programs. A claim on the district website of having a "highly successful mathematics program" with "some of the highest math scores in the state" 4 is not supported by this school-level evidence. With one school failing to meet the state math standard and the other two only partially meeting it, the program cannot be universally described as "highly successful." Furthermore, aggregate data from Niche.com places the district's overall math proficiency at just 36%.3 This is far from a high-performing level, especially when the state's long-term goal is to reach 64% proficiency in mathematics.23 This discrepancy between the district's public relations and the reality of its performance data suggests a potential lack of rigorous internal data analysis or a disconnect between central office messaging and school-level outcomes—a foundational issue that the State of Emergency declaration aims to address.
Synthesis, Insights, and Strategic Recommendations
The analysis of third-grade level performance in Pocahontas County reveals a school district at a critical juncture. It is characterized by a significant internal achievement gap, operating within the context of a declared State of Emergency that has exposed fundamental weaknesses in its leadership and administrative systems. While structural advantages like small class sizes are present, they are not sufficient to guarantee success across all schools. To move forward, the Pocahontas County Board of Education must address these challenges with a series of targeted, data-driven strategic actions.
Synthesis of Findings
Four primary conclusions emerge from this report:
A Significant Intra-District Performance Gap Exists: Pocahontas County's elementary education system is not monolithic. It is a two-tiered system in which Hillsboro and Marlinton Elementary schools perform at an acceptable, though not yet exemplary, level, while Green Bank Elementary-Middle School is failing to meet state standards in core academic subjects by a wide margin.
Performance Occurs Within a Systemic Crisis: The academic struggles, particularly at Green Bank, cannot be divorced from the district's broader operational failures. The WVBE's State of Emergency declaration, prompted by a review that found critical deficiencies in leadership support, data system access, and core academic processes, underscores a systemic crisis that inevitably impacts classroom instruction and student outcomes.9
Structural Factors Are Not Determinative: While the success at Hillsboro suggests a positive correlation with its extremely small size and low student-teacher ratio, these factors alone do not explain the district's performance landscape. Green Bank's failure, despite a favorable 10:1 ratio and a unique partnership with the NRAO, proves that other variables—likely related to instructional quality, school culture, and leadership—are more powerful drivers of success or failure.
A Lack of Transparency Impedes Accountability: A critical conflict exists between the state's legislative mandate to ensure third-grade proficiency 33 and the public's inability to monitor it. The state's accountability system obscures grade-specific data from public view, hindering the ability of the community and its leaders to engage in informed oversight and hold the district accountable for meeting this crucial benchmark.
Strategic Recommendations
Based on these findings, the following strategic recommendations are proposed for consideration by the Pocahontas County Board of Education:
Recommendation 1: Stabilize District Leadership and Systems.
The immediate and overriding priority must be to fully and transparently address the findings of the WVDE's Special Circumstance Review.9 This requires more than compliance; it demands a cultural shift toward support and competence. The board must ensure that robust, structured mentorship programs are implemented for all new administrators, that all school leaders have unfettered access to and receive comprehensive training on the WVEIS data system, and that clear, non-negotiable processes are established and monitored for essential academic functions, including the development of student PEPs and the timely management of student records. Restoring basic operational integrity is the prerequisite for any sustainable academic improvement.
Recommendation 2: Commission a Root-Cause Analysis at Green Bank Elementary-Middle School.
The significant and paradoxical underperformance at GBEMS requires urgent and focused intervention. The Board of Education should commission a targeted, in-depth diagnostic review of the school. This review must go beyond surface-level proficiency data to conduct a root-cause analysis. It should include classroom observations to assess the quality and fidelity of instructional practices, a thorough review of curriculum implementation, climate surveys of staff and students to understand school culture, and an analysis of the specific demographic and academic needs of the student population. The goal is to understand precisely why a school with a 10:1 student-teacher ratio and a world-class scientific partner has experienced such a precipitous decline since 2001 17 and is currently failing to meet state standards.32
Recommendation 3: Enhance Public Data Transparency.
To build community trust and align district practice with the spirit of West Virginia's Third-Grade Imperative 33, the Pocahontas County Board of Education should take a leadership role in data transparency. The board should direct the superintendent to begin publishing an annual, public-facing "District Academic Performance Report." This report should present anonymized WVGSA proficiency data disaggregated by school, grade level, and subject. By voluntarily providing the grade-specific data that the state's public-facing system obscures, the board would empower the community with the information needed for genuine accountability and collaborative problem-solving, moving beyond the limitations of the private, password-protected Family Portal.28
Recommendation 4: Identify and Scale Best Practices.
The district must become a learning organization that systematically identifies and scales what works. The board should direct leadership to conduct a formal study of the success factors at its two higher-performing elementary schools. This involves documenting the specific instructional strategies, leadership practices, and parent engagement techniques that define the "small school model" at Hillsboro and the "effective-at-scale model" at Marlinton. The findings from this study should be codified into a district playbook of best practices and used to inform professional development and provide targeted, peer-led support for the improvement efforts at Green Bank.
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