Research academic performance of math students at Randolph County schools in West Virginia. Include school by school as well as district data. Compare and contrast the scores for the last 4 years. Calculate the standard deviation in relation to all other high schools in West Virginia.
An Analysis of Mathematics Academic Performance in Randolph County Schools
Executive Summary
This report provides an exhaustive analysis of mathematics academic performance within the Randolph County Schools district, situated within the broader context of West Virginia's educational landscape. The findings indicate that the district faces profound and systemic challenges in mathematics achievement that, while exacerbated by the COVID-19 pandemic, were present long before 2020. Students in Randolph County consistently perform below state averages, and the district's rate of academic recovery is lagging behind both the state and peer rural districts, creating a widening performance gap.
Key findings reveal that math proficiency at the district's two main high schools, Elkins High School and Tygarts Valley Middle/Senior High School, is critically low, with rates of 17% and 13% respectively. These figures are substantially below the district's overall average and the statewide average for high school students, pointing to a significant weakness in secondary mathematics education. Furthermore, analysis from the Education Recovery Scorecard shows that in 2023, the average student in grades 3-8 in Randolph County was performing at a level equivalent to 1.93 grade levels below the national average, a deficit more severe than the statewide average.
A primary contributing factor to this underperformance is a high rate of chronic absenteeism. Evidence demonstrates a direct correlation between student attendance and academic success; chronically absent students are approximately half as likely to achieve math proficiency as their regularly attending peers. While district funding and student-teacher ratios appear comparable to state averages, these resources have not translated into competitive academic outcomes.
This report concludes with a series of strategic recommendations designed to address these core challenges. These recommendations are focused on three priority areas: implementing a robust, multi-tiered system of support to combat chronic absenteeism; initiating a comprehensive review and overhaul of the 6-12 mathematics curriculum and instructional practices, supported by targeted professional development; and establishing a district-wide framework for data-driven decision-making to monitor progress and allocate resources more effectively. Addressing these interconnected issues is paramount for improving student outcomes and ensuring that Randolph County students are prepared for post-secondary success.
The State of Mathematics Education in West Virginia: A Statewide Context
To accurately assess the academic performance of students in Randolph County, it is essential to first understand the broader educational landscape of West Virginia. The state's accountability system, its overall performance trends, and the systemic challenges it faces provide the necessary context for a meaningful and comparative analysis of district- and school-level data.
The West Virginia Accountability System (WVAS): Framework and Metrics
The foundation for measuring school performance in West Virginia is the West Virginia Accountability System (WVAS), developed in accordance with the federal Every Student Succeeds Act (ESSA).1 Governed by the West Virginia Board of Education (WVBE) Policy 2322, the WVAS is designed to be a comprehensive framework for continuous improvement, guiding schools and districts to become "outcome-focused, innovative, accountable learning organizations".2 The system relies on data submitted by local districts through the West Virginia Education Information System (WVEIS) and validated assessment results processed through the ZoomWV data portal.3
The most visible output of the WVAS is the West Virginia Schools Balanced Scorecard, released annually to provide a transparent look at school performance across multiple measures.4 Rather than assigning a single letter grade, the scorecard evaluates schools on several key indicators, assigning one of four color-coded performance levels to each:
Exceeds Standard (Green): Indicates distinctive performance that surpasses state expectations.
Meets Standard (Blue): Indicates performance within the expected range set by the state.
Partially Meets Standard (Yellow): Indicates performance approaching the expected range.
Does Not Meet Standard (Red): Indicates performance unacceptably below the state's expected level.3
For mathematics, the primary academic indicators are Academic Achievement and Academic Progress. Academic Achievement measures student proficiency on the West Virginia General Summative Assessment (WVGSA) for grades 3-8 and the SAT School Day for grade 11.3 Academic Progress, conversely, measures the year-over-year growth of individual students in grades 4-8, providing a sense of whether students are improving regardless of their starting proficiency level.2 These indicators, along with others like attendance and graduation rates, create a multi-faceted picture of school quality.
Statewide Mathematics Proficiency: A Four-Year Trend Analysis
An analysis of statewide assessment results over the past several years reveals a story of significant disruption followed by a slow and arduous recovery. As shown in Table 2, West Virginia's math proficiency has yet to return to its pre-pandemic levels.
Table 2: West Virginia Statewide - Math Proficiency Trend (2019-2024)
Data Sources: 7
In the 2018-2019 school year, 39% of all West Virginia students were deemed proficient in mathematics.7 Following the cancellation of assessments in 2020, proficiency rates plummeted, with only 29% of students meeting the standard in 2021.7 Since then, the state has seen modest year-over-year gains, climbing to 33% in 2022, 35% in 2023, and most recently to 36% in 2024.7 Despite this positive trend, the overall proficiency rate remains three percentage points below the pre-pandemic benchmark.
Performance at the high school level is a particular point of concern. Math proficiency for 11th-grade students, as measured by the SAT School Day, stood at 21% in both 2022 and 2023, showing no improvement and remaining below the pre-pandemic level of 24%.7 These state-level results are corroborated by the National Assessment of Educational Progress (NAEP), often called "The Nation's Report Card." NAEP data consistently shows West Virginia's students performing below the national average. In 2024, the average NAEP math score for West Virginia's eighth graders was 261, significantly lower than the national public school average of 272.13
The Lingering Impact of COVID-19 and Academic Recovery
While proficiency rates offer a snapshot of performance, they do not fully capture the depth of learning loss caused by the pandemic. The Education Recovery Scorecard, a collaborative project between researchers at Harvard and Stanford Universities, provides a more nuanced measure by translating test scores into "grade level equivalents".14 This metric quantifies how far ahead or behind students are relative to a national, pre-pandemic baseline.
According to this more sensitive measure, the average student in West Virginia remained almost half a grade level (0.45 grade equivalents) behind 2019 levels in math as of spring 2024.16 This means the loss in math achievement across the state is equivalent to 45% of the progress a student typically makes in one academic year.16 This academic deficit is profound and suggests that simply returning to pre-pandemic proficiency rates will not be sufficient; a significant acceleration of learning is required to close the gap.
However, there is a crucial positive signal within this data. While the overall standing is low, West Virginia's pace of academic recovery in math has been strong. Between 2022 and 2024, the state ranked 6th in the nation for growth in math achievement.16 This indicates that statewide initiatives and local efforts are beginning to yield results, even if the starting point for this recovery was exceptionally low. The state is on a positive trajectory, but the distance to national parity remains vast.
Pervasive Statewide Challenges
Several systemic challenges affect nearly every school district in West Virginia and form a critical backdrop to any analysis of a single county.
First and foremost is chronic absenteeism. Defined as missing 10% or more of the school year, chronic absenteeism has surged since the pandemic. The statewide rate was 27.6% in the 2022-23 school year and, despite improving, remained at a high of 23.5% in 2023-24.18 This is a substantial increase from the pre-pandemic rate of 20%.16 The connection between attendance and achievement is direct and undeniable. Data shows that chronically absent students are far less likely to be proficient in math. For example, one report indicated that while 39.5% of regularly attending students were proficient, only 21.5% of chronically absent students reached the same benchmark.20 This elevates absenteeism from a behavioral issue to a primary driver of academic failure.
Second, West Virginia schools operate in a challenging environment for educator recruitment and retention. Teacher unions have voiced concerns over shortages and rising insurance costs, noting that educators can often find significantly higher pay—between $5,000 and $20,000 more per year—by taking positions in neighboring states.21 This creates a competitive disadvantage, particularly for rural and lower-wealth districts, in attracting and keeping highly qualified teachers.
Finally, socioeconomic disparities continue to impact student outcomes. NAEP data consistently reveals a significant performance gap between students identified as economically disadvantaged and their non-disadvantaged peers, a persistent challenge for a state with a high poverty rate.22 These factors combine to create a difficult operating environment for districts like Randolph County.
Mathematical Achievement in Randolph County School District: A District-Level Analysis
Against the backdrop of statewide trends and challenges, this section provides a focused analysis of mathematics performance within the Randolph County Schools district. The data reveals that the district not only mirrors many of the state's struggles but also faces a more severe academic deficit and a slower pace of recovery than its peers.
District Profile and Contextual Indicators
Randolph County Schools is a rural district located in Elkins, WV, serving approximately 3,534 students from pre-kindergarten through 12th grade.25 The district's operational and financial metrics provide important context for its academic performance.
Table 5: Key Contextual Indicators for Randolph County Schools
The district's student-teacher ratio of 13 to 1 is on par with the state average, suggesting that class sizes are not an immediate structural disadvantage.25 Financially, in the 2020-2021 school year, the district operated with total revenues of $13,007 per student and made total expenditures of $12,419 per student, with over half (54%) of that spending dedicated to instruction.27 While a direct comparison to other districts is not available, these figures do not suggest that the district is severely underfunded on a per-pupil basis relative to its operational context.
Of particular note is the issue of chronic absenteeism. A district communication noted a rate of 16.87% of students being chronically absent on a given day.28 While this single data point is lower than the most recent statewide average of 23.5%, it still represents a significant number of students missing critical instructional time.18
Longitudinal Analysis of Math Proficiency (State Assessment Data)
An examination of the district's overall math proficiency rates over the last several reported years shows a consistent pattern of low performance that was worsened by the pandemic.
Table 1: Randolph County Schools - District Math Proficiency Trend (2018-2024)
Data Sources: 7
In the two years preceding the pandemic, the district's proficiency rate hovered at 28-29%.27 This was already significantly below the statewide proficiency rate of 39% in 2019, indicating a pre-existing 10-point performance gap. After the pandemic disruption, the district's proficiency fell to 24% in the 2020-2021 school year.27 While more recent, specific district-wide proficiency percentages are not available in the provided data, third-party aggregator Niche.com reports a general math proficiency of 25% for the district, suggesting that recovery has been minimal.25
Analysis of Academic Recovery (Education Recovery Scorecard)
The Education Recovery Scorecard provides the most current and detailed picture of the district's academic standing. Its findings are stark and reveal a district facing a deeper learning deficit than the state as a whole. The analysis shows that the district's educational challenges did not begin with the pandemic but were significantly amplified by it. Even in 2019, before any disruptions, the average student in grades 3-8 in Randolph County was performing 1.35 grade equivalents below the national average in mathematics.30
This pre-existing condition of underperformance is a critical factor in understanding the current situation.
By 2022, at the height of post-pandemic learning loss, this deficit had deepened to an alarming 2.06 grade equivalents.30 While there was a slight improvement to
-1.93 grade equivalents in 2023, the average student remains nearly two full years behind their national peers in math skills.
Comparative Analysis: Randolph County vs. West Virginia
When Randolph County's performance is compared directly to state averages and to similar districts, a troubling pattern emerges: the district is not keeping pace with the recovery seen elsewhere.
Table 3: Comparative Math Performance: Randolph County vs. West Virginia (Education Recovery Scorecard, Grades 3-8)
Data Source: 30
As Table 3 illustrates, Randolph County began with a deeper deficit in 2019 (-1.35) than both the state (-0.80) and its peer districts (-0.91). More importantly, its pace of recovery between 2022 and 2023 (+0.13 grade equivalents) was significantly slower than the statewide recovery pace (+0.24) and the average for similar rural districts (+0.22).30 This means that as the rest of the state begins to regain lost ground, Randolph County is at risk of falling even further behind. This slow recovery rate suggests that the strategies being employed within the district may be less effective or resourced than those in other parts of West Virginia. It raises an urgent question for district leadership: What are "bright spot" districts that have surpassed their 2019 achievement levels, such as Raleigh and Putnam, doing differently, and can their strategies be adapted for Randolph County?.16
A Tale of Two High Schools: Performance at Elkins and Tygarts Valley
Drilling down to the school level provides the most granular view of academic performance. While comprehensive multi-year data for every school in Randolph County is not available through the provided research, a snapshot of the district's two main high schools—Elkins High School and Tygarts Valley Middle/Senior High School—reveals that secondary mathematics is a critical area of weakness for the district.
Note on Data Limitations
It is crucial to acknowledge a significant limitation in this analysis. A comprehensive, year-over-year, school-by-school breakdown of math proficiency is not available in the provided research materials. The official West Virginia Department of Education (WVDE) data portals, ZoomWV and mywvschool.org, were either inaccessible or did not yield the necessary data during the research phase.31
Furthermore, available state-level spreadsheets do not disaggregate general assessment data to the individual school level.29 Therefore, this analysis relies on the most recent proficiency snapshots provided by third-party data aggregators, which compile information from state test scores.
Elkins High School (EHS) Performance Snapshot
Elkins High School is the larger of the two high schools, located in the county seat of Elkins. It serves 740 students in grades 9-12 and has a student-teacher ratio of approximately 16:1.33 According to aggregated state test data, an estimated 17% of students at Elkins High School are at least proficient in math.33 The school receives an overall grade of "C+" from the school data aggregator Niche.com.33
Tygarts Valley Middle/Senior High School (TVMHS) Performance Snapshot
Tygarts Valley Middle/Senior High School is a smaller, more rural school located in Mill Creek, serving 420 students across grades 6-12.38 It has a more favorable student-teacher ratio of approximately 12:1.38 Despite this, its math performance is lower than that of Elkins High School. An estimated
13% of students at Tygarts Valley are at least proficient in math.35 The school receives an overall grade of "C-" from Niche.com.38
Comparative Analysis and Internal Disparity
The performance of both high schools is alarming when placed in the proper context. As Table 4 demonstrates, both schools perform well below all relevant district and state benchmarks.
Table 4: High School Math Proficiency Snapshot: Elkins HS & Tygarts Valley HS vs. District and State Averages
Data Sources: 7
The proficiency rates at EHS (17%) and TVMHS (13%) are not only low in absolute terms but are also significantly lower than the district's overall proficiency rate of 24% (which includes higher-performing elementary and middle school grades) and the statewide Grade 11 proficiency rate of 21%.7 This disparity strongly suggests that as students advance through the Randolph County school system, their relative performance in mathematics deteriorates. This points to a potential systemic issue in the 6-12 math curriculum, instructional strategies, or teacher support at the secondary level.
Furthermore, the 4-percentage-point performance gap between the two high schools indicates an internal disparity within the district. Tygarts Valley, the smaller and more rural school, exhibits lower performance despite having a better student-teacher ratio. This challenges the assumption that smaller class sizes are a panacea for academic struggles and suggests that other factors—such as access to advanced coursework (TVMHS has "Very Low" AP Math enrollment), teacher specialization, or the socioeconomic context of the communities served—are more powerful drivers of student outcomes.40
Statistical Positioning of Randolph County High Schools
The user query included a specific request to calculate the standard deviation of Randolph County high schools' math performance in relation to all other high schools in West Virginia. This statistical measure would quantify how far the county's schools deviate from the statewide average, providing a precise measure of their relative standing. However, executing this calculation is not feasible with the available data.
Infeasibility of Standard Deviation Calculation
A standard deviation calculation requires a complete and comprehensive dataset containing the math proficiency scores for every public high school in West Virginia for a specific academic year. The research materials provided for this report do not contain such a dataset. Key data sources have the following limitations:
State-Level Spreadsheets: The Annual Performance Reports from the WVDE provide data aggregated at the district level, not the individual school level. Furthermore, the high school-specific data in these reports is for students with Individualized Education Programs (IEPs), not the general student population, making it unsuitable for this purpose.29
State Data Portals: The primary WVDE data portals, ZoomWV and mywvschool.org, which might house this granular data, were inaccessible during the research period or did not yield a downloadable, comprehensive file.31
Third-Party Aggregators: Websites like Niche.com provide proficiency data for individual schools but do not offer a complete, machine-readable list of all 113+ public high schools in the state that would be necessary to calculate a statewide mean and standard deviation.42
The inability to perform this calculation is, in itself, a significant finding regarding the state of educational data transparency in West Virginia. The lack of a readily accessible, comprehensive, school-level performance dataset hinders the ability of districts, researchers, and the public to conduct rigorous comparative analyses. This can mask performance disparities and make it more difficult to identify and learn from high-achieving schools that could serve as models for improvement.
Alternative Comparative Benchmarking
In the absence of the data required for a standard deviation calculation, an alternative benchmarking analysis can be conducted using available data points to qualitatively position Randolph County's high schools within the state.
Comparison to a Peer Rural County: Morgan County offers a valuable point of comparison. In 2024, math proficiency at Berkeley Springs High School rose to 21.1% (from 14.5%), and at Paw Paw High School, it increased to 29.4% (from 15.8%).45 Both of these high schools, operating in a similar rural context, now significantly outperform Elkins High School (17%) and Tygarts Valley High School (13%). This demonstrates that substantial, rapid improvement is achievable in other rural West Virginia districts and shifts the narrative for Randolph County from one of inevitable struggle to one of lagging performance.
Comparison to a High-Performing Charter School: While not a direct peer, the West Virginia Academy, a public charter school, reported an overall math proficiency rate of 40% in 2024.46 This serves as an example of a much higher performance ceiling that exists within the state's public education system.
Qualitative Positioning: Given that the math proficiency rates at Randolph County's high schools (13% and 17%) are below the statewide 11th-grade average (21%) and even below the proficiency rates for students with IEPs in many other districts, it is statistically highly probable that both Elkins High School and Tygarts Valley Middle/Senior High School fall into the lowest quartile of high school math performance statewide. They are underperforming not only the state average but also other identified rural districts that are demonstrating meaningful progress.
Synthesis of Findings and Core Challenges
The comprehensive analysis of state, district, and school-level data reveals a set of interconnected challenges that collectively suppress mathematics achievement in Randolph County Schools. These core challenges must be understood not as isolated problems but as a systemic condition requiring a multi-faceted and coordinated response.
A Deep and Pre-existing Academic Deficit: The most critical finding is that the district's struggles in mathematics are not a recent phenomenon caused solely by the pandemic. The Education Recovery Scorecard data shows that even before 2020, the average student in grades 3-8 was already performing more than a full grade level behind their national peers.30 The pandemic acted as an accelerant on this pre-existing condition, deepening the deficit to nearly two full grade levels. This indicates that solutions must target long-standing, systemic issues rather than focusing exclusively on "pandemic recovery."
A Widening Performance Gap: Randolph County is losing ground relative to its peers. The district's pace of academic recovery in math is substantially slower than both the West Virginia state average and the average of similar rural districts.30 While other rural counties, such as Morgan County, are demonstrating that significant year-over-year improvement is possible, Randolph County is lagging.45 This slow rate of improvement ensures that the performance gap will continue to widen if the current trajectory is not altered.
Critical Weakness in Secondary Mathematics: The data points unequivocally to a severe problem in mathematics education at the secondary level. The proficiency rates at both Elkins High School (17%) and Tygarts Valley Middle/Senior High School (13%) are dramatically lower than district and state averages.33 The decline in relative performance as students move from elementary to secondary education suggests a potential misalignment in curriculum, a lack of effective instructional strategies for higher-level math, or insufficient support and professional development for secondary math teachers.
The Compounding Effect of Chronic Absenteeism: Chronic student absenteeism is a primary driver of poor academic outcomes in the district and across the state. With a significant portion of the student body missing more than 10% of instructional days, even the most effective teaching strategies are rendered inert.18 The strong correlation between regular attendance and higher proficiency means that any academic improvement strategy that does not include a robust, aggressive plan to improve student attendance is fundamentally incomplete and likely to fail.20
Strategic Recommendations for Advancing Mathematical Proficiency
Based on the foregoing analysis, a series of integrated, evidence-based recommendations are proposed for the leadership of Randolph County Schools. These recommendations are designed to address the root causes of underperformance and place the district on a new trajectory toward academic recovery and growth.
Recommendation 1: Launch a District-Wide "Attendance First" Initiative
Rationale: The data clearly establishes chronic absenteeism as a primary barrier to academic achievement.20 No instructional or curricular reform can succeed if students are not present in the classroom. The district must elevate attendance from a compliance issue to its foremost strategic priority.
Action Steps:
Implement a Multi-Tiered System of Support (MTSS) for Attendance:
Tier 1 (Universal): Launch a district-wide communications campaign for families emphasizing the direct link between attendance and academic success. Celebrate students and schools that achieve high attendance rates, as seen with the "Strive for 5" recognition at TVMHS.47
Tier 2 (Targeted): Establish an early-warning system using WVEIS data to identify students who cross a threshold of absences (e.g., 5-9%). For these students, deploy automated notifications and require personalized contact from school counselors or administrators to diagnose barriers to attendance (e.g., transportation, health, family issues).
Tier 3 (Intensive): For students who are chronically absent (missing 10% or more of days), assign a dedicated attendance case manager or social worker to develop individualized intervention plans in partnership with the family and community agencies.
Forge Community Partnerships: Collaborate with local health providers, social services, and community leaders to address the root causes of absenteeism that lie outside the school's direct control.
Recommendation 2: Conduct a Comprehensive 6-12 Mathematics Curriculum and Instruction Audit
Rationale: The severe underperformance at the secondary level indicates a systemic breakdown in the 6-12 math educational experience.33 A "business as usual" approach is insufficient. The district must undertake a rigorous audit of what is being taught and how it is being taught.
Action Steps:
Engage an External Reviewer: Commission an independent, expert third party (e.g., a university education department, a reputable educational consultant) to conduct a full audit of the district's math curriculum, instructional materials, and assessment practices for grades 6-12. The audit should focus on alignment with West Virginia College- and Career-Readiness Standards and evidence-based instructional practices.
Focus on Vertical Alignment: The audit must specifically examine the transition points where student performance appears to falter, particularly from middle school to high school. Ensure that the curriculum is coherently sequenced and that there are no gaps in foundational knowledge as students progress.
Invest in Targeted Professional Development: Based on the audit's findings, implement sustained, job-embedded professional development for all 6-12 math teachers. This should move beyond one-off workshops and focus on long-term coaching in areas of identified need, such as teaching for conceptual understanding, differentiating instruction, and using formative assessment data to guide instruction.
Recommendation 3: Institute a System of Data-Driven, School-Based Improvement Cycles
Rationale: The district is lagging its peers in recovery, suggesting a need for a more agile and responsive approach to school improvement.30 Leadership at the school level must be empowered with timely, actionable data to drive rapid-cycle improvements.
Action Steps:
Develop School-Specific Balanced Scorecards: Create simplified, internal versions of the WVAS Balanced Scorecard for each school that are updated more frequently (e.g., quarterly). These should track leading indicators like attendance, formative assessment results in math, and behavioral data.
Establish Data-Focused Professional Learning Communities (PLCs): Mandate that school-based PLCs for math teachers meet regularly with a structured agenda focused on analyzing student performance data. These teams should identify specific student learning gaps, collaboratively design instructional responses, and review the results of those interventions in a continuous cycle.
Implement "Data-Driven Instruction" Walks: District and school leadership should conduct regular, non-evaluative classroom walkthroughs focused on observing how data is being used to inform instruction in real-time. This practice reinforces the district's commitment to data-informed practices and provides leaders with a qualitative understanding of what is happening in classrooms.
Conclusion
The mathematical performance of students in Randolph County Schools presents a significant and urgent challenge. The district is contending with a deep-seated academic deficit that predates the COVID-19 pandemic and has been compounded by its effects. Performance at both the district and high school levels consistently falls below state averages, and a slower-than-average pace of recovery threatens to leave its students further behind their peers across West Virginia.
However, the challenges are not insurmountable. The evidence points toward a clear path forward. By aggressively tackling the foundational issue of chronic absenteeism, undertaking a courageous and comprehensive overhaul of secondary mathematics instruction, and embedding a disciplined, data-driven culture at every level of the organization, Randolph County Schools can alter its trajectory.
Success will require sustained focus, strategic allocation of resources, and a collective commitment from the board, district leadership, school administrators, teachers, and the broader community to ensure that every student has the opportunity to achieve mathematical proficiency and is prepared for a successful future.
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