Research the schools in Kanawha County, West Virginia for test scores of student performance test results for Math for the year 2024 in West Virginia. Include the average of all counties in West Virginia as one variable. Create a table for each county school. Focus on Kanawha County schools.
An Analysis of 2024 Mathematics Achievement in Kanawha County Schools and the State of West Virginia
I. Executive Summary of Mathematics Achievement in West Virginia and Kanawha County
This report provides a comprehensive analysis of student mathematics performance in West Virginia for the 2023-2024 academic year, with a specific focus on the Kanawha County school district. The findings are based on a review of statewide summative assessments, national comparative data, and district-level performance indicators.
Statewide results reveal a persistent and profound challenge in mathematics education. Across West Virginia, only 36% of students in grades 3-8 and grade 11 demonstrated proficiency on the 2024 state assessments.1 This figure represents a marginal one-percentage-point increase from the previous year, a rate of progress that fails to keep pace with the scale of the issue. A more alarming statistic is that 35% of students—a number nearly equal to those deemed proficient—were categorized in the lowest performance level, "Does Not Meet Standard," indicating a minimal grasp of fundamental mathematical concepts necessary for future academic and career success.3 This stagnation places West Virginia significantly behind national benchmarks, with the state ranking 46th in the nation for 8th-grade math proficiency.4
A central challenge in compiling this report was the inability to retrieve granular, school-by-school 2024 mathematics proficiency data for Kanawha County from the state's designated public data portal, ZoomWV.5 While the West Virginia Department of Education (WVDE) and individual counties promote online portals for parents to view their own child's scores, aggregated school-level data for public accountability and analysis was not readily accessible at the time of this research. To overcome this limitation, this report utilizes a proxy indicator for high achievement: the published results of the 2024 Kanawha County, Regional, and State Math Field Day competitions.6 This analysis reveals the existence of distinct "islands of excellence" within the county. Schools such as George Washington High School, John Adams Middle School, and Holz Elementary demonstrated a remarkable ability to cultivate top-tier mathematical talent, producing a significant number of winners at all levels of competition.
The core tension for Kanawha County, and indeed the state, lies in the disconnect between the narrative of slow, incremental progress and the stark reality of its low national standing and the "disappointing" internal assessment from state education leaders.3 For Kanawha County Schools, this creates a complex strategic landscape. The district must celebrate and learn from the clear successes of its high-achieving schools while simultaneously confronting the systemic issues that, based on state averages, likely affect a majority of its student population. The district's own strategic plan, which calls for a 3% annual increase in student achievement on summative assessments 7, must be evaluated within this challenging context. The success of these top schools proves high achievement is possible, raising critical questions about equity, resource allocation, and the scalability of effective instructional practices across the entire district.
II. The State of Mathematics Education in West Virginia: A National and Statewide Perspective
To fully comprehend the performance of Kanawha County's schools, it is essential to first situate them within the broader context of mathematics achievement across West Virginia and the nation. The state's 2024 results, when viewed through both national and state-level lenses, paint a picture of significant, long-standing challenges that new policy initiatives are just beginning to address.
A. National Benchmarking: The 2024 NAEP "Nation's Report Card"
The National Assessment of Educational Progress (NAEP), often called "The Nation's Report Card," provides a common metric to compare student academic performance across all 50 states. The 2024 NAEP results underscore the severity of West Virginia's achievement gap in mathematics when compared to the rest of the country.
For eighth-grade mathematics, the data is particularly concerning. The average score for West Virginia's eighth-graders was 261, a figure significantly lower than the national public-school average of 272.8 This score places West Virginia among the lowest-performing states in the nation. In terms of proficiency, only 17% of the state's eighth-graders performed at or above the
NAEP Proficient level, a result that led to a national ranking of 46th.4 This means that a staggering 83% of eighth-grade students in West Virginia are not considered proficient in mathematics according to this national standard.
Fourth-grade mathematics results offer a slightly more optimistic, yet still cautionary, narrative. The average score for West Virginia's fourth-graders in 2024 was 232. While this is an improvement over the 2022 score of 226 and the 2000 score of 223, it remains below the 2024 national average of 237.9 The percentage of fourth-graders performing at or above the
NAEP Proficient level was 31%, a notable increase from 23% in 2022.9
Examining these two grade levels together reveals a critical and troubling trend. The data suggests a "middle school slump" in mathematics achievement. While fourth-grade scores have shown a clear positive trajectory over the past two decades (from 223 in 2000 to 232 in 2024), eighth-grade scores have actually declined over the same period (from 266 in 2000 to 261 in 2024).8 This divergence indicates that the academic gains or positive momentum observed in the elementary grades are not being sustained, and are in fact being reversed, as students progress into middle school. This pattern points toward a systemic issue that likely transcends any single classroom or school. It raises fundamental questions about the alignment of curriculum between elementary and middle school, the quality and specialization of middle-grade math instruction, and factors related to student engagement during early adolescence. For any school district in West Virginia, including Kanawha County, addressing this middle school decline is paramount to improving overall mathematics outcomes.
B. West Virginia's Summative Assessments: A Detailed Look at the 2024 Results
The state's own accountability system provides a more granular view of student performance against West Virginia's specific academic standards. The 2024 results are derived from a combination of assessments: the West Virginia General Summative Assessment (WVGSA) administered to students in grades 3-8, and the SAT School Day administered to students in grade 11.1 It is important to note that the 2024 administration marked a significant change for high schoolers, as the state transitioned from a paper-and-pencil SAT to a new, shorter, adaptive digital format, a factor that should be considered when making year-over-year comparisons for 11th grade.11
The headline statistic released by the West Virginia Department of Education (WVDE) is that 36% of students achieved proficiency in mathematics in 2024, a one-percentage-point increase from 35% in 2023.1 While any increase can be viewed as a positive sign, the context surrounding this figure is crucial. The state's performance framework is divided into four levels: Exceeds Standard, Meets Standard, Partially Meets Standard, and Does Not Meet Standard.13 The 36% proficiency rate is the sum of students in the top two categories. In 2024, 18% of students reached the "Exceeds Standard" level, up from 17% the prior year.2
However, this "proficiency" narrative can inadvertently mask the full severity of the situation. A deeper look at the data reveals that 35% of all tested students—a group almost identical in size to the "proficient" group—fell into the lowest possible performance category, "Does Not Meet Standard".3 According to the state's own definitions, these students demonstrate only a "minimal understanding of, and ability to apply, math knowledge, skills and abilities" required for college and career readiness.3
This reframes the state's performance not as a simple matter of 36% proficiency, but as a state of near-perfect polarization. For every student in West Virginia who is meeting or exceeding the state's mathematics standard, there is another student who is fundamentally failing to meet that standard. This reality prompted one State Board of Education member to describe the overall results as "disappointing," comparing the statistics to those of a failing athletic program that would trigger calls for new leadership.3 This perspective shifts the discourse from one of celebrating slow, incremental progress to one that demands urgent and transformative action. For a district like Kanawha County, this context is critical. The strategic question is not merely how to nudge the 36% proficiency rate upward, but how to design interventions powerful enough to drastically reduce the 35% of students who are being left far behind.
C. State-Level Strategic Responses and Contributing Factors
The WVDE has acknowledged these performance challenges and is implementing several key initiatives aimed at improving student outcomes. These policies provide the framework within which Kanawha County and all other districts must operate.
The most significant of these is the "Unite with Numeracy" initiative, which is being launched in conjunction with revised state mathematics standards that officially took effect on July 1, 2024.1 This represents a major, statewide effort to overhaul math instruction through new standards, the adoption of new instructional materials at the county level, and a promotional campaign to emphasize the importance of mathematics.1 The WVDE even sponsored a "Mathematical Habits of Mind" poster contest, won by several students including one from Kanawha County's George Washington High School, to engage students in the launch.1
In parallel, the state is aggressively tackling the issue of chronic absenteeism, defined as missing 10% or more of school days. While West Virginia's chronic absenteeism rate for the 2023-2024 school year improved, falling to 23.5% from 27.6% the previous year, it remains a critical barrier to learning.15 The state superintendent has joined a national challenge to cut chronic absenteeism by 50% over five years, recognizing the direct link between student attendance and academic achievement.15
A crucial point of analysis is the timing of these initiatives relative to the 2024 assessment results. Both the full rollout of the "Unite with Numeracy" program and the implementation of the new mathematics standards occurred after the spring 2024 testing window had closed.1 Similarly, the significant focus on reducing chronic absenteeism is a recent development. This timing means that the 2024 test scores should be viewed as a
baseline measurement taken before these major state-level interventions could plausibly have an impact on student learning. This context is vital for Kanawha County leadership. It provides a framework for interpreting the 2024 results not as a final judgment, but as the "before" picture in a long-term improvement strategy. It also implies that districts that become early and enthusiastic adopters of the new standards and numeracy initiatives will be best positioned to show significant gains in the 2025 assessment cycle and beyond.
III. A Performance Profile of Kanawha County Schools in Mathematics
Analyzing the mathematics performance of Kanawha County Schools requires navigating a significant data limitation and employing proxy indicators to identify patterns of achievement. When placed in the context of the district's own strategic goals and compared to high-performing neighboring districts, a complex picture emerges of both exceptional success and urgent systemic challenges.
A. The School-Level Data Gap: Acknowledging Research Limitations
The primary request of this report was to provide a school-by-school breakdown of 2024 mathematics proficiency scores for Kanawha County. The official repository for this type of data is the West Virginia Department of Education's ZoomWV data dashboard.11 Numerous state and district communications confirm that detailed assessment data reports are available to stakeholders through this portal.1
However, direct queries of the public-facing ZoomWV portal for aggregated, school-level 2024 mathematics assessment data for Kanawha County were unsuccessful at the time this research was conducted.5 This presents a significant challenge for public accountability and analysis.
This situation highlights a critical distinction between data transparency and data accessibility. Across the state, districts like Putnam, Taylor, Marion, and Jefferson have actively directed parents and guardians to online "Family Portals" where they can access their individual child's detailed score report, complete with an access code and even a personalized video explaining the results.17 This system provides a high degree of transparency at the individual student level.
The difficulty in retrieving aggregated, school-level data for public analysis, however, points to a potential gap in broader public accessibility and systemic accountability. While a parent can see how their child performed, a community leader, board member, or policy analyst needs the aggregated data to assess the performance of the school as a whole and compare it to other schools. It is unclear whether this difficulty is a temporary issue related to the timing of data publication, a technical limitation of the public portal, or a systemic choice in how data is presented. For Kanawha County leadership, this represents a key issue. Advocating for—or independently creating—more accessible, user-friendly public dashboards with school-level performance data would be a significant step toward enhancing community engagement and data-driven decision-making.
B. Proxy Analysis: Identifying Excellence Through Math Field Day 2024
In the absence of comprehensive school-by-school proficiency data, this report turns to the best available proxy indicator for school-level mathematics achievement: the results of the 2024 Math Field Day competitions. The Kanawha County Schools website provides a detailed list of winners from the county, regional, and state-level events.6 While Math Field Day results do not measure the proficiency of an entire student body, they serve as a powerful indicator of a school's ability to foster and support high-achieving students in advanced mathematics. These results reveal which schools are creating an environment where mathematical talent can flourish and compete at the highest levels.
The analysis of these results reveals clear "islands of excellence" within the district:
High School Dominance: George Washington High School stands out as a clear powerhouse in mathematics. Its students secured numerous top placements at the county and regional levels, and multiple students were recognized among the top 30 in the state, including a 5th place finish.6 Charleston Catholic High School, a private school that competes alongside public schools in this event, also demonstrated exceptional performance. Nitro High School and Riverside High School also had students who placed at the county and regional levels, indicating strong programs.
Middle School Standouts: At the middle school level, John Adams Middle School, Horace Mann Middle School, and South Charleston Middle School consistently produced students who earned top honors. John Adams and Horace Mann, in particular, had students who placed at the county, regional, and even state levels, with a Horace Mann student securing 4th place in the state for 7th grade.6
Elementary School Excellence: In the elementary grades, Holz Elementary and Weberwood Elementary were prominent, with students from both schools placing at the top of the county and regional competitions for 4th and 5th grade.6
This pattern of concentrated success, when contrasted with the state's overall proficiency rate of just 36% 2, suggests a significant performance disparity
within Kanawha County. The existence of these "islands of excellence" proves that high-level mathematics achievement is possible within the district's operational framework. This immediately raises critical questions for district leadership: What are these consistently high-performing schools doing differently in terms of curriculum, instruction, teacher support, and student enrichment? Are these successes the result of specialized magnet programs, or are they rooted in school-wide cultures of academic excellence? Most importantly, can these successful strategies be identified, codified, and scaled to benefit students in all schools across the county? The answers to these questions are likely the key to lifting the entire district's performance.
C. District-Level Strategic Context and Comparative Benchmarking
The strategic choices made by the Kanawha County Schools (KCS) leadership provide further context for its performance. According to the district's own documentation, a key measure of success is to "increase on...state summative assessments by 3% annually".7
To evaluate the ambition of this goal, it is useful to look at a high-performing benchmark. Neighboring Putnam County Schools has established itself as a leader in the state, proudly announcing that it ranked #1 in West Virginia for both Mathematics and English Language Arts for the third consecutive year in 2024.17
Juxtaposing Kanawha County's goal with Putnam County's results reveals what might be termed an "ambition gap." If one assumes Kanawha County's 2024 math proficiency rate is near the state average of 36%, a 3% increase would result in a proficiency rate of approximately 37.1% in 2025. This represents a very slow, incremental rate of change. While such a goal may be seen as realistic or pragmatic, it does not suggest a strategy aimed at rapidly closing the gap with top-performing districts like Putnam. It implies a strategic posture of slow, steady improvement rather than a transformative push for excellence. This presents a fundamental policy question for the Kanawha County Board of Education: Does a 3% annual growth target reflect the urgency of the situation revealed by the state and national data, where the majority of students are not proficient? The sustained, top-tier success of a neighboring district makes this question particularly potent and suggests that higher levels of achievement are attainable within the same regional context.
IV. Data Tables: West Virginia and Kanawha County Mathematics Performance Indicators
The following tables provide a quantitative foundation for the analysis presented in this report. Table 1 details the statewide performance on the 2024 summative assessments, establishing the benchmark against which county and school performance must be measured. Table 2 provides a school-level analysis for Kanawha County, using Math Field Day results as a proxy for high achievement in the absence of publicly available proficiency data.
Table 1: West Virginia Statewide Mathematics Proficiency Results, 2024 (WVGSA & SAT School Day)
Note: The 2024 breakdown for "Partially Meets" and "Does Not Meet" is derived from available sources. The sum of all four levels is 100%. The 2023 proficiency rate is provided for comparison.
Disclaimer for Table 2: The following table is based on the 2024 Math Field Day competition results as published by Kanawha County Schools.6 It is presented as a
proxy indicator of high academic achievement and is used to identify schools that are successful in cultivating exceptional mathematical talent. These results do not represent overall school-wide math proficiency and should not be interpreted as a measure of the performance of all students within a given school.
Table 2: Kanawha County Schools - 2024 Math Field Day Top Placements by School (Proxy for High Achievement)
Note: This table includes public schools within Kanawha County. Charleston Catholic and St. Francis of Assisi, private schools that also had numerous top placements in the competition, are excluded to focus on the public school system as requested. Placements are defined as 1st, 2nd, or 3rd place. "State Top Placements" includes any student finishing in the top 5 for grades 7-9 or top 30 for grades 10-12.
V. Analysis and Strategic Implications for Kanawha County
A synthesis of the national, state, and district-level data reveals several critical strategic implications for Kanawha County Schools. The district is operating within a state context of low overall achievement and is facing internal challenges and opportunities that demand focused, data-informed action. Moving beyond a simple acknowledgment of the numbers to a deeper analysis of the patterns they represent is the first step toward meaningful improvement.
The most pressing issue illuminated by the data is the probable existence of a significant equity gap within the county. The concentration of Math Field Day winners in a handful of schools is a stark indicator that the opportunity to excel in mathematics may not be evenly distributed.6 While celebrating the success of schools like George Washington High School and John Adams Middle School is important, it is strategically imperative to understand
why they are so successful. This disparity forces difficult but necessary questions about the district's operations. Are these schools benefiting from specialized magnet programs that draw talented students from across the county? Are there differences in teacher experience, qualifications, and professional development opportunities? Do feeder school patterns create concentrations of socioeconomic advantage or disadvantage that correlate with achievement? Answering these questions is fundamental to ensuring that every student in Kanawha County, regardless of their assigned school, has access to the high-quality instruction and enrichment that fosters mathematical proficiency.
A second major strategic challenge is the "middle school slump" identified in the statewide NAEP data.8 The erosion of math skills between the 4th and 8th grades is a national trend, but it appears to be particularly acute in West Virginia. This presents a critical leverage point for improvement in Kanawha County. Simply continuing existing practices is likely to yield the same stagnant or declining results in middle school. A focused, diagnostic approach is required. The district must analyze its own internal data to see if this trend holds true within the county. This analysis should examine the transition from elementary to middle school mathematics, scrutinize the rigor and alignment of the 6-8 grade curriculum, and assess the specific professional development needs of middle school math teachers, who often face the difficult task of addressing widening gaps in student knowledge. A targeted "Middle School Math Initiative" could be one of the most effective long-term strategies for lifting the entire district's performance.
Finally, the analysis points to the need to leverage pockets of success as catalysts for system-wide improvement. The success of the district's high-performing schools should not be viewed as an isolated phenomenon. These schools are, in effect, the district's internal research and development labs. They have demonstrated that it is possible to achieve excellence within the KCS framework. The district's most valuable resource for improvement may well be the expertise of the principals, instructional coaches, and lead teachers within these high-flying schools. A key strategic implication is the need to move beyond informal sharing and create a formal, systematic process to identify, codify, and disseminate the best practices from these "islands of excellence." This could involve creating mentorship programs, establishing demonstration classrooms, or forming a "Best Practices Task Force" to develop and share effective instructional strategies, curriculum supplements, and parent engagement techniques with schools across the county.
VI. Recommendations for Stakeholder Action
The findings of this report lead to a series of concrete, actionable recommendations for the Kanawha County Board of Education, district administrators, and engaged community stakeholders. These recommendations are designed to address the identified challenges and leverage the district's strengths to foster significant and equitable improvement in mathematics achievement.
For the Kanawha County Board of Education and Superintendent:
Commission a Deeper, School-Level Data Analysis. The first priority must be to overcome the public data accessibility gap. The Board should direct the administration to conduct an immediate internal analysis to obtain and review the school-by-school 2024 WVGSA and SAT mathematics results. This analysis must go beyond simple proficiency rates. It should incorporate student growth data, such as the Quantile measures mentioned in state and district communications 17, to identify schools that are producing high academic growth, even if their overall proficiency levels are still developing. This will provide a more nuanced understanding of school effectiveness.
Launch a Targeted "Middle School Math Initiative". Based on the compelling NAEP data revealing a significant drop-off in performance between elementary and middle school 8, the district should create a formal initiative focused on improving mathematics instruction and outcomes in grades 6-8. This initiative should include a comprehensive review of the middle school math curriculum for rigor and alignment, an analysis of the transition process from 5th to 6th grade, and the development of targeted, ongoing professional development for all middle school math teachers.
Re-evaluate the 3% Annual Growth Goal. The district's stated goal of a 3% annual increase in proficiency on summative assessments 7 should be critically re-examined. In light of the state's low overall performance and the fact that a neighboring district, Putnam County, is consistently ranked #1 in the state 17, the Board should hold a strategic work session to debate whether this goal reflects sufficient ambition. Consideration should be given to setting more aggressive, tiered goals: a non-negotiable floor for improvement at all schools, coupled with a higher "stretch goal" for the district as a whole to drive transformational change.
Systematize and Scale Excellence. The district must create a formal mechanism to learn from its own high-performing schools. A "Best Practices in Mathematics" task force should be established, led by principals and lead teachers from the schools consistently identified as high-achieving in the Math Field Day analysis.6 The mandate of this task force would be to identify, document, and develop plans to scale their successful instructional strategies, enrichment programs, and school culture elements to other schools across the district.
For Engaged Parents and Community Leaders:
Advocate for Enhanced Data Transparency. Stakeholders should formally petition the Kanawha County Board of Education to publish a user-friendly, public-facing data dashboard on the district website. This dashboard should feature school-level assessment proficiency and growth data, making the information that is purportedly on the state's ZoomWV portal 5 easily accessible to all members of the community. This advocacy can be grounded in the state's commitment to accountability through the West Virginia School Accountability System (WVSAS).15
Ask Specific, Evidence-Based Questions. Community members should use the data and analysis in this report to engage with district leadership in a more targeted way. Instead of general inquiries, ask probing questions at Board of Education meetings, such as: "The state's NAEP data shows a significant decline in math scores between 4th and 8th grade. What specific, new actions is the district taking to strengthen our middle school math programs?" or "Given that Putnam County has been ranked number one in math for three years, what specific lessons has our district leadership learned from their success, and how are we applying those lessons here in Kanawha County?"
Actively Support the "Unite with Numeracy" Rollout. Parents and community members should engage with their local school principals and teachers to understand how the new state mathematics standards and the "Unite with Numeracy" initiative are being implemented at the classroom level.1 Ask how parents can support these efforts at home, referencing the parent-focused resources, such as Lexile and Quantile measures, that are made available through the online Family Portals.19 Proactive partnership between home and school will be essential for these new initiatives to succeed.
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