Research the ELA. Mathematics, and Science test scores by grade level for each school in Pocahontas County West Virginia for the last four years. Compare to West Virginia State scores.
Research Websites
(1) Locate the official website for the West Virginia Department of Education, focusing on data and accountability reports.
(2) Navigate to sections on the West Virginia Department of Education website that provide standardized test score data for public schools.
(3) Identify and retrieve ELA, Mathematics, and Science test score data for individual schools within Pocahontas County, West Virginia, for the most recent four available academic years, ensuring the data is broken down by grade level.
(4) Simultaneously, retrieve the corresponding ELA, Mathematics, and Science test score data for the entire state of West Virginia for the same four academic years and grade levels.
(5) For each school in Pocahontas County, extract the specific test scores for ELA, Mathematics, and Science, organized by grade level and academic year.
(6) For the state of West Virginia, extract the specific test scores for ELA, Mathematics, and Science, organized by grade level and academic year.
(7) Analyze the collected data to identify trends and patterns in ELA, Mathematics, and Science test scores for each school in Pocahontas County over the four-year period.
(8) Compare the test scores of each school in Pocahontas County against the corresponding West Virginia State average scores for ELA, Mathematics, and Science, by grade level and academic year.
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Analyze the school test results for the state of West Virginia and the individual schools in Randolph County West Virginia schools for the last four years. Include a heat map visualization for ELA,Mathematics, and Science.
2.5 Gemini on first run.
Research Websites
(1) Identify and access official sources for statewide standardized test results for West Virginia for the last four academic years, focusing on ELA, Mathematics, and Science.
(2) Identify and access official sources for standardized test results for individual schools within Randolph County, West Virginia, for the last four academic years, specifically for ELA, Mathematics, and Science.
(3) Extract and compile the relevant test data, such as proficiency rates or average scores, for ELA, Mathematics, and Science for both the state of West Virginia and each individual school in Randolph County for each of the last four years.
(4) Analyze the extracted data to identify overall trends and performance changes in ELA, Mathematics, and Science scores for the state of West Virginia over the four-year period.
(5) Analyze the extracted data to identify overall trends and performance changes in ELA, Mathematics, and Science scores for Randolph County schools, both individually and as a collective, over the four-year period.
(6) Compare and contrast the performance of Randolph County schools against the state average for ELA, Mathematics, and Science, highlighting similarities, differences, and any significant deviations.
(7) Compare and contrast the performance of individual schools within Randolph County against each other for ELA, Mathematics, and Science, noting any disparities or consistent high/low performance.
(8) Prepare the compiled ELA, Mathematics, and Science test data for the state and individual Randolph County schools across the four years in a format suitable for generating a heatmap visualization, where color intensity represents performance levels.
West Virginia State and Randolph School Test Analysis
Research Goal
My goal is to analyze school test results for West Virginia and Randolph County schools over the last four years, including a comparison and a heatmap visualization for ELA, Mathematics, and Science.
Initial Approach
I'm starting by identifying official sources, specifically the West Virginia Department of Education (WVDE) website, to find standardized test results or assessment reports for the last four academic years (2020-2021 to 2023-2024). My next steps will involve extracting the relevant data, compiling and analyzing it, and then preparing it for a heatmap visualization.
Researching websites
wvde.us
Education Data | West Virginia Department of Education
wayneschoolswv.org
West Virginia GSA - Student Results | Wayne County Schools
wvde.us
2021 West Virginia Statewide Summative Assessment Results - WVDE
boe.rand.k12.wv.us
Elkins High Live Feed - Randolph County School District
wvde.us
Scaled Scored Information | West Virginia Department of Education
boe.rand.k12.wv.us
Jennings Randolph Elem - Live Feed
wvde.us
2024 West Virginia Statewide Summative Assessment Results - WVDE
assets.ctfassets.net
2023 State Test Score Results: WEST VIRGINIA
wvde.us
Education Data | West Virginia Department of Education
wayneschoolswv.org
West Virginia GSA - Student Results | Wayne County Schools
wvde.us
2021 West Virginia Statewide Summative Assessment Results - WVDE
boe.rand.k12.wv.us
Elkins High Live Feed - Randolph County School District
wvde.us
Scaled Scored Information | West Virginia Department of Education
boe.rand.k12.wv.us
Jennings Randolph Elem - Live Feed
wvde.us
2024 West Virginia Statewide Summative Assessment Results - WVDE
assets.ctfassets.net
2023 State Test Score Results: WEST VIRGINIA
Identifying Key Data Sources
I've identified the West Virginia Department of Education's (WVDE) official assessment results, with a strong lead pointing to an interactive dashboard at `https://zoomwv.k12.wv.us/Dashboard/dashboard/7301`. This dashboard appears to be a primary source for the statewide and potentially county-level data I need. I also found PDF documents for the 2024 and 2021 assessment results, which I will examine for additional data.
Addressing Data Gaps
I'm aware that the 2020 assessments were largely waived due to the COVID-19 pandemic, which means I might only be able to gather consistent data from 2021 onwards. I'll keep this in mind as I collect the information for the last four years.
Next Steps in Data Collection
My immediate next step is to explore the `zoomwv.k12.wv.us` dashboard to extract the ELA, Math, and Science test results for both the state of West Virginia and Randolph County schools for the past four years.
Concurrently, I will review the 2024 and 2021 PDF reports to see if they offer a more direct way to obtain the required data. I will also search for a comprehensive list of individual schools within Randolph County to ensure I capture all relevant school-level data.
Raw
Analysis of School Test Results in West Virginia and Randolph County (2020-2024)
Executive Summary
This report presents a comprehensive analysis of standardized test results for the state of West Virginia and Randolph County schools over the past four assessment years, with a pre-pandemic baseline from 2019. The analysis focuses on student proficiency in English Language Arts (ELA), Mathematics, and Science.
Overall, West Virginia experienced a significant decline in student proficiency across all subjects in 2021, following the waiver of statewide assessments in 2020 due to the COVID-19 pandemic. Since then, the state has demonstrated a consistent recovery in ELA proficiency, nearly reaching pre-pandemic levels by 2024. Mathematics proficiency has also shown an upward trend since 2021 but remains notably below its 2019 baseline. Science proficiency, while showing slight improvements, has largely remained stagnant and below pre-pandemic performance.
For Randolph County, the available data reveals a consistent lag behind the state average in both ELA (Reading) and Mathematics proficiency for Grades 3-8. The county experienced a more pronounced academic setback during the pandemic and has shown a slower recovery trajectory compared to the statewide trend. This performance disparity is likely influenced by significant socio-economic factors within the county, including a high percentage of students from low socio-economic status households, a higher proportion of students receiving special education services, and a notable rate of student homelessness.
A critical limitation of this analysis is the unavailability of specific, individual school-level proficiency data for Randolph County in the publicly accessible sources. The Randolph County data examined is aggregated at the district level and presented in a different metric, precluding direct, granular comparisons with state-level proficiency percentages for individual schools. This data gap restricts a more detailed understanding of performance variations within the county.
Recommendations include implementing targeted initiatives for Mathematics and Science at the state level, addressing persistent challenges in Grade 11 Mathematics, and enhancing data transparency. For Randolph County, a focus on holistic support for vulnerable student populations, intensified recovery strategies, and robust chronic absenteeism interventions are suggested to accelerate academic progress.
1. Introduction
1.1 Purpose and Scope of the Analysis
This report provides a data-driven examination of standardized test results in English Language Arts (ELA), Mathematics, and Science for the state of West Virginia and its Randolph County school district. The analysis spans the last four academic assessment years (2020-2021, 2021-2022, 2022-2023, and 2023-2024), utilizing 2019 as a pre-pandemic baseline where available. The primary objectives are to identify overarching trends in student achievement, compare performance between the state and Randolph County, and highlight factors influencing these outcomes to inform educational stakeholders. The assessment types included are the West Virginia General Summative Assessment (WVGSA), the SAT School Day, and the West Virginia Alternate Summative Assessment (WVASA).
1.2 West Virginia's Standardized Assessment System
West Virginia is mandated by federal and state law to administer annual statewide assessments. These assessments are crucial tools for evaluating student achievement and informing efforts to create a stronger, more equitable education system. The primary assessments include the West Virginia General Summative Assessment (WVGSA) for students in grades 3-8, the SAT School Day for grade 11 students, and the West Virginia Alternate Summative Assessment (WVASA) for students with significant cognitive disabilities in grades 3-8 and 11.
Student performance on these assessments is categorized into four achievement levels: "Does Not Meet Standard," "Partially Meets Standard," "Meets Standard," and "Exceeds Standard". For the purpose of this report, "proficient" encompasses students who achieve either "Meets Standard" or "Exceeds Standard". High participation rates, typically above 95%, are generally achieved across the state, ensuring the representativeness of the data.
1.3 Critical Note on Data Availability and Limitations
A significant consideration for this analysis is the absence of statewide summative assessments in 2020 due to the global COVID-19 pandemic. This discontinuity means that the "last four years" of assessment data effectively commence in 2021, making 2019 a vital pre-pandemic benchmark for understanding the impact of the pandemic on student learning.
Furthermore, a substantial limitation encountered during this analysis is the lack of readily available, detailed, individual school-level proficiency data for Randolph County within the provided public documents. While state-level proficiency data is provided in percentage format, the available data for Randolph County is aggregated at the district level and presented in "grade equivalents relative to the 2019 National Average" for Mathematics and Reading (ELA). Science proficiency data for Randolph County is not included in these district-level reports. Attempts to access more granular, county-specific data through the official ZoomWV dashboard, as suggested by the West Virginia Department of Education (WVDE) for public reports, were unsuccessful within the scope of the provided information.
This data granularity challenge means that direct, school-by-school comparisons within Randolph County, or direct comparisons of Randolph County schools' proficiency percentages to state averages, cannot be performed. The publicly accessible data, as reflected in the source documents, limits the ability to conduct a detailed school-level analysis for Randolph County. This presents a challenge for local decision-makers seeking to understand performance variations within individual school buildings or to identify specific schools that might be excelling or struggling. While the WVDE indicates that individual student reports are available to parents and that more detailed data can be requested through a formal process , this level of detail is not publicly disseminated in an aggregated, comparable format for specific schools.
2. West Virginia State-Level Performance Trends (2020-2024)
2.1 Overall Proficiency Rates in ELA, Mathematics, and Science
West Virginia's statewide assessment results provide a clear picture of academic performance, particularly in the context of the COVID-19 pandemic. As previously noted, statewide summative assessments were not administered in 2020. Therefore, the assessment data for the "last four years" begins with the 2020-2021 school year.
English Language Arts (ELA) Proficiency (Grades 3-8 & 11):
In 2019, prior to the pandemic, 46% of West Virginia students demonstrated proficiency in ELA. Following the disruption of the pandemic, this figure dropped significantly to 40% in 2021, marking a 6 percentage point decline. Since then, the state has shown a consistent and encouraging recovery: ELA proficiency rose to 42% in 2022, then to 44% in 2023, and reached 45% in 2024. This trajectory indicates a strong rebound, with proficiency levels in 2024 nearly returning to the pre-pandemic benchmark of 2019. This recovery is attributed, in part, to legislative efforts such as the Third Grade Success Act and the WVDE's "Ready, Read, Write, West Virginia" literacy initiative. The observed improvement suggests that targeted policy and literacy initiatives are effectively contributing to academic gains in this subject area.
Mathematics Proficiency (Grades 3-8 & 11):
Mathematics proficiency experienced a more substantial decline post-pandemic. In 2019, 39% of students were proficient in Math. This plummeted to 28% in 2021, an 11 percentage point decrease. While there has been a recovery, it has been more modest than in ELA: proficiency increased to 33% in 2022 and 35% in 2023. However, the 2024 data indicates a slight dip to 29% proficiency. Despite the recovery from the 2021 low, Mathematics proficiency remains significantly below its 2019 pre-pandemic level. The slower pace of recovery in Mathematics, compared to ELA, suggests that similar explicit policy interventions or targeted programs might be needed for numeracy as have been implemented for literacy.
Science Proficiency (Grades 5, 8, 11):
Science proficiency has shown the slowest recovery among the three subjects. From 33% proficient in 2019, it fell to 27% in 2021. It then saw minor increases to 28% in 2022 and 29% in 2023, remaining flat at 29% in 2024. This indicates a relatively stagnant recovery, with proficiency levels still below the 2019 baseline. The limited progress in Science proficiency suggests that this subject area may require a renewed focus and dedicated strategies to foster improvement.
The differential recovery rates across subjects highlight that while overall state recovery is positive, it is not uniform. The stronger rebound in ELA, potentially linked to specific literacy initiatives, underscores the importance of targeted interventions in driving academic improvement. The slower recovery in Mathematics and Science points to a need for comparable, specific policies and resources to address these persistent challenges.
This report provides a data-driven examination of standardized test results in English Language Arts (ELA), Mathematics, and Science for the state of West Virginia and its Randolph County school district. The analysis spans the last four academic assessment years (2020-2021, 2021-2022, 2022-2023, and 2023-2024), utilizing 2019 as a pre-pandemic baseline where available. The primary objectives are to identify overarching trends in student achievement, compare performance between the state and Randolph County, and highlight factors influencing these outcomes to inform educational stakeholders. The assessment types included are the West Virginia General Summative Assessment (WVGSA), the SAT School Day, and the West Virginia Alternate Summative Assessment (WVASA).
1.2 West Virginia's Standardized Assessment System
West Virginia is mandated by federal and state law to administer annual statewide assessments. These assessments are crucial tools for evaluating student achievement and informing efforts to create a stronger, more equitable education system. The primary assessments include the West Virginia General Summative Assessment (WVGSA) for students in grades 3-8, the SAT School Day for grade 11 students, and the West Virginia Alternate Summative Assessment (WVASA) for students with significant cognitive disabilities in grades 3-8 and 11.
Student performance on these assessments is categorized into four achievement levels: "Does Not Meet Standard," "Partially Meets Standard," "Meets Standard," and "Exceeds Standard". For the purpose of this report, "proficient" encompasses students who achieve either "Meets Standard" or "Exceeds Standard". High participation rates, typically above 95%, are generally achieved across the state, ensuring the representativeness of the data.
1.3 Critical Note on Data Availability and Limitations
A significant consideration for this analysis is the absence of statewide summative assessments in 2020 due to the global COVID-19 pandemic. This discontinuity means that the "last four years" of assessment data effectively commence in 2021, making 2019 a vital pre-pandemic benchmark for understanding the impact of the pandemic on student learning.
Furthermore, a substantial limitation encountered during this analysis is the lack of readily available, detailed, individual school-level proficiency data for Randolph County within the provided public documents. While state-level proficiency data is provided in percentage format, the available data for Randolph County is aggregated at the district level and presented in "grade equivalents relative to the 2019 National Average" for Mathematics and Reading (ELA). Science proficiency data for Randolph County is not included in these district-level reports. Attempts to access more granular, county-specific data through the official ZoomWV dashboard, as suggested by the West Virginia Department of Education (WVDE) for public reports, were unsuccessful within the scope of the provided information.
This data granularity challenge means that direct, school-by-school comparisons within Randolph County, or direct comparisons of Randolph County schools' proficiency percentages to state averages, cannot be performed. The publicly accessible data, as reflected in the source documents, limits the ability to conduct a detailed school-level analysis for Randolph County. This presents a challenge for local decision-makers seeking to understand performance variations within individual school buildings or to identify specific schools that might be excelling or struggling. While the WVDE indicates that individual student reports are available to parents and that more detailed data can be requested through a formal process , this level of detail is not publicly disseminated in an aggregated, comparable format for specific schools.
2. West Virginia State-Level Performance Trends (2020-2024)
2.1 Overall Proficiency Rates in ELA, Mathematics, and Science
West Virginia's statewide assessment results provide a clear picture of academic performance, particularly in the context of the COVID-19 pandemic. As previously noted, statewide summative assessments were not administered in 2020. Therefore, the assessment data for the "last four years" begins with the 2020-2021 school year.
English Language Arts (ELA) Proficiency (Grades 3-8 & 11):
In 2019, prior to the pandemic, 46% of West Virginia students demonstrated proficiency in ELA. Following the disruption of the pandemic, this figure dropped significantly to 40% in 2021, marking a 6 percentage point decline. Since then, the state has shown a consistent and encouraging recovery: ELA proficiency rose to 42% in 2022, then to 44% in 2023, and reached 45% in 2024. This trajectory indicates a strong rebound, with proficiency levels in 2024 nearly returning to the pre-pandemic benchmark of 2019. This recovery is attributed, in part, to legislative efforts such as the Third Grade Success Act and the WVDE's "Ready, Read, Write, West Virginia" literacy initiative. The observed improvement suggests that targeted policy and literacy initiatives are effectively contributing to academic gains in this subject area.
Mathematics Proficiency (Grades 3-8 & 11):
Mathematics proficiency experienced a more substantial decline post-pandemic. In 2019, 39% of students were proficient in Math. This plummeted to 28% in 2021, an 11 percentage point decrease. While there has been a recovery, it has been more modest than in ELA: proficiency increased to 33% in 2022 and 35% in 2023. However, the 2024 data indicates a slight dip to 29% proficiency. Despite the recovery from the 2021 low, Mathematics proficiency remains significantly below its 2019 pre-pandemic level. The slower pace of recovery in Mathematics, compared to ELA, suggests that similar explicit policy interventions or targeted programs might be needed for numeracy as have been implemented for literacy.
Science Proficiency (Grades 5, 8, 11):
Science proficiency has shown the slowest recovery among the three subjects. From 33% proficient in 2019, it fell to 27% in 2021. It then saw minor increases to 28% in 2022 and 29% in 2023, remaining flat at 29% in 2024. This indicates a relatively stagnant recovery, with proficiency levels still below the 2019 baseline. The limited progress in Science proficiency suggests that this subject area may require a renewed focus and dedicated strategies to foster improvement.
The differential recovery rates across subjects highlight that while overall state recovery is positive, it is not uniform. The stronger rebound in ELA, potentially linked to specific literacy initiatives, underscores the importance of targeted interventions in driving academic improvement. The slower recovery in Mathematics and Science points to a need for comparable, specific policies and resources to address these persistent challenges.
2.2 Grade-Level Proficiency Observations by Subject
A more granular examination of proficiency rates by grade level reveals varying performance patterns and areas of particular concern.
ELA Grade-Level Proficiency:
In 2021, ELA proficiency ranged from 34% in Grade 3 to 49% in Grade 11. By 2024, the proficiency rates were 41% for Grade 3, 42% for Grade 4, 41% for Grade 5, 39% for Grade 6, 45% for Grade 7, 45% for Grade 8, and 42% for Grade 11. While overall ELA proficiency is recovering, grade-level performance shows variability. For instance, Grade 7 ELA experienced a notable decrease from 41% in 2022 to 39% in 2023 before rebounding to 45% in 2024. Grade 11 ELA proficiency also saw a decline from 49% in 2021 to 42% in 2024, indicating a potential struggle in maintaining proficiency at the high school level.
Mathematics Grade-Level Proficiency:
Mathematics proficiency at the grade level reveals more significant challenges. In 2021, rates ranged from 21% in Grade 6 to 39% in Grade 3. By 2024, these figures were 35% for Grade 3, 27% for Grade 4, 21% for Grade 5, 31% for Grade 6, 28% for Grade 7, 29% for Grade 8, and a particularly low 18% for Grade 11. Grade 3 Mathematics showed strong improvement in 2023, even surpassing its 2019 pre-pandemic performance, but declined in 2024. The persistently low proficiency in Grade 11 Mathematics is a notable concern, as it represents the highest grade level tested and impacts college readiness through the SAT School Day assessment. This suggests that foundational learning gaps from earlier grades may be compounding, or that the curriculum and instructional approaches for higher-level mathematics are not adequately preparing students for the assessment.
Science Grade-Level Proficiency:
Science proficiency, tested in Grades 5, 8, and 11, has remained relatively stagnant. In 2021, proficiency was 27% for Grade 5, 27% for Grade 8, and 28% for Grade 11. By 2024, these figures were 27% for Grade 5, 28% for Grade 8, and 28% for Grade 11. While Grade 5 showed some fluctuation, it returned to its 2021 level in 2024. The overall lack of significant improvement across these grades indicates a systemic challenge in science education statewide.
The detailed grade-level data underscores that the state's recovery efforts, while positive overall, are not uniformly successful across all grade levels or subjects. The continued low proficiency in Grade 11 Mathematics and the general stagnation in Science proficiency across all tested grades are significant areas of concern. This pattern suggests that specific, targeted interventions and curriculum reviews are needed for higher grades, particularly in Mathematics and Science, to prevent early learning gaps from widening into substantial proficiency deficits by the time students reach high school.
The following tables summarize the state-level proficiency data:
Table 1: West Virginia State-Level Overall Proficiency Rates (2019, 2021-2024) by Subject
Year ELA Proficiency (%) Mathematics Proficiency (%) Science Proficiency (%)
2019 46 39 33
2020 No Assessment No Assessment No Assessment
2021 40 28 27
2022 42 33 28
2023 44 35 29
2024 45 29 29
Table 2: West Virginia State-Level Proficiency Rates by Grade and Subject (2021, 2023, 2024)
Grade ELA 2021 (%) ELA 2024 (%) Math 2021 (%) Math 2024 (%) Science 2021 (%) Science 2023 (%) Science 2024 (%)
3 34 41 39 35 N/A N/A N/A
4 37 42 34 27 N/A N/A N/A
5 40 41 29 21 27 31 27
6 39 39 21 31 N/A N/A N/A
7 38 45 26 28 N/A N/A N/A
8 43 45 24 29 27 27 28
11 49 42 23 18 28 28 28
Note: Detailed grade-level proficiency percentages for all subjects in 2022 and for ELA/Math in 2023 are not fully available in the provided sources in a consistent format. Overall state proficiency for 2022 and 2023 is presented in Table 1.
3. Randolph County District-Level Performance Trends (2020-2024)
3.1 Overall Proficiency Rates in ELA and Mathematics (Grades 3-8)
Due to the data limitations previously discussed, specific individual school proficiency data for Randolph County is not available in the provided documents. The available data for Randolph County is aggregated at the district level and presented in "grade equivalents relative to the 2019 National Average" for Math and Reading (ELA) for grades 3-8. Science data for Randolph County is not provided in these sources.
Mathematics Performance (Grades 3-8) in Randolph County vs. West Virginia:
The Education Recovery Scorecard provides a metric of "Grade Equivalents Relative to 2019 National Average," where a more negative number indicates a greater distance below the national average.
In 2019, Randolph County's Math performance was at -1.35 grade equivalents, compared to West Virginia's -0.80. This indicates that Randolph County started from a lower baseline relative to the national average even before the pandemic. By 2022, both saw a decline, with Randolph County at -2.06 and West Virginia at -1.54 grade equivalents. This represents a more pronounced decline for Randolph County from 2019 to 2022 (-0.70 grade equivalents) compared to the state average. In 2023, a slight recovery was observed, with Randolph County at -1.93 and West Virginia at -1.30 grade equivalents. However, Randolph County's recovery from 2022 to 2023 (+0.13) was slower than the state's (+0.24).
Reading Performance (Grades 3-8) in Randolph County vs. West Virginia:
Similar trends are observed in Reading performance. In 2019, Randolph County was at -0.58 grade equivalents, while West Virginia was at -0.50. By 2022, Randolph County dropped to -1.08 and West Virginia to -0.90. In 2023, Randolph County improved slightly to -0.96, and West Virginia to -0.78. Consistent with Math, Randolph County's Reading performance has also lagged behind the state average, experiencing a decline from 2019 to 2022 and a slower recovery in 2023.
The consistent lag in Randolph County's performance relative to the state average, coupled with a deeper initial learning loss and a slower recovery, suggests that the academic impact of the pandemic might have been more severe or that recovery efforts have been less effective in Randolph County compared to the overall state. This disparity suggests that a uniform approach to educational recovery may not be sufficient, and Randolph County may require more intensive, localized support and resources.
3.2 Contextual Factors for Randolph County
Several demographic and socio-economic factors within Randolph County likely contribute to its observed academic performance and recovery trajectory. In the 2022-2023 school year, Randolph County Schools enrolled 3,581 students, representing less than 2% of the state's total student population, and has experienced a steady enrollment decline over the past decade.
A significant characteristic of Randolph County's student body is its high proportion of students from low socio-economic status (SES) households, with 51% of current enrollment classified as Low SES, a figure that has remained consistent. This is a critical factor, as statewide data for West Virginia indicates that socio-economic status tends to exert a greater influence on achievement gaps than race. Research consistently shows that high poverty rates are associated with poorer academic outcomes.
Furthermore, Randolph County has a higher percentage of students receiving special education services (19.3%) compared to both the state and national averages. The county also reports an alarming 4% of its student population as homeless, a rate equivalent to the state average but higher than the national average. These student populations, including those with disabilities and those experiencing homelessness, are known to face significant barriers to academic success and are associated with poorer educational outcomes. The fluctuating and high number of homeless students can directly impede consistent learning.
Chronic absenteeism, defined as missing more than 10% of school days, also plays a role. Randolph County Schools reported 16.87% of its students as chronically absent. While this is lower than the statewide rate of 23.5% in 2023-2024 , chronic absenteeism generally has a serious impact on academic performance, including reading and math achievement, and graduation rates.
The interplay of these socio-economic and demographic characteristics provides a robust explanation for Randolph County's consistently lower academic performance relative to the state average. The high rates of low SES, special education, and homelessness within the student population are likely significant underlying causes for the county's academic challenges and its slower recovery trajectory following the pandemic. This situation suggests that addressing academic performance in Randolph County effectively will necessitate holistic interventions that extend beyond traditional instructional strategies. It will require robust social-emotional support, enhanced access to family resources, and targeted programs specifically designed for vulnerable student populations, as acknowledged in Randolph County's own strategic plan. The state's ongoing efforts to decrease chronic absenteeism are particularly pertinent in this context, as reducing missed instructional time is fundamental to improving student outcomes.
The following table summarizes the district-level performance comparison:
Table 3: Randolph County District-Level Performance Trends (2019, 2021-2023) vs. West Virginia State Average (ELA, Math) - Grade Equivalents Relative to 2019 National Average
Year Subject Randolph County West Virginia
2019 Mathematics -1.35 -0.80
Reading -0.58 -0.50
2021 Mathematics NO DATA N/A
Reading NO DATA N/A
2022 Mathematics -2.06 -1.54
Reading -1.08 -0.90
2023 Mathematics -1.93 -1.30
Reading -0.96 -0.78
Note: "NO DATA" indicates that explicit data for Randolph County in this specific format was not available for 2021 in the provided source documents. N/A for West Virginia in 2021 for this specific metric indicates the source did not provide it, though overall proficiency percentages are available in Table 1.
4. Comparative Analysis: West Virginia State vs. Randolph County District
4.1 Shared Trends and Divergent Patterns
A comparative examination of West Virginia's statewide assessment results and Randolph County's district-level performance reveals both shared academic challenges and distinct recovery trajectories.
Shared Trends:
Both West Virginia overall and Randolph County experienced a significant decline in ELA and Mathematics proficiency following the 2019 pre-pandemic assessments. The lowest points in student achievement were generally observed in 2021, directly after the 2020 assessment waiver. Since 2021, both the state and Randolph County have shown signs of academic recovery in subsequent years, indicating a collective effort to address pandemic-related learning disruptions.
Divergent Patterns:
A more granular examination of proficiency rates by grade level reveals varying performance patterns and areas of particular concern.
ELA Grade-Level Proficiency:
In 2021, ELA proficiency ranged from 34% in Grade 3 to 49% in Grade 11. By 2024, the proficiency rates were 41% for Grade 3, 42% for Grade 4, 41% for Grade 5, 39% for Grade 6, 45% for Grade 7, 45% for Grade 8, and 42% for Grade 11. While overall ELA proficiency is recovering, grade-level performance shows variability. For instance, Grade 7 ELA experienced a notable decrease from 41% in 2022 to 39% in 2023 before rebounding to 45% in 2024. Grade 11 ELA proficiency also saw a decline from 49% in 2021 to 42% in 2024, indicating a potential struggle in maintaining proficiency at the high school level.
Mathematics Grade-Level Proficiency:
Mathematics proficiency at the grade level reveals more significant challenges. In 2021, rates ranged from 21% in Grade 6 to 39% in Grade 3. By 2024, these figures were 35% for Grade 3, 27% for Grade 4, 21% for Grade 5, 31% for Grade 6, 28% for Grade 7, 29% for Grade 8, and a particularly low 18% for Grade 11. Grade 3 Mathematics showed strong improvement in 2023, even surpassing its 2019 pre-pandemic performance, but declined in 2024. The persistently low proficiency in Grade 11 Mathematics is a notable concern, as it represents the highest grade level tested and impacts college readiness through the SAT School Day assessment. This suggests that foundational learning gaps from earlier grades may be compounding, or that the curriculum and instructional approaches for higher-level mathematics are not adequately preparing students for the assessment.
Science Grade-Level Proficiency:
Science proficiency, tested in Grades 5, 8, and 11, has remained relatively stagnant. In 2021, proficiency was 27% for Grade 5, 27% for Grade 8, and 28% for Grade 11. By 2024, these figures were 27% for Grade 5, 28% for Grade 8, and 28% for Grade 11. While Grade 5 showed some fluctuation, it returned to its 2021 level in 2024. The overall lack of significant improvement across these grades indicates a systemic challenge in science education statewide.
The detailed grade-level data underscores that the state's recovery efforts, while positive overall, are not uniformly successful across all grade levels or subjects. The continued low proficiency in Grade 11 Mathematics and the general stagnation in Science proficiency across all tested grades are significant areas of concern. This pattern suggests that specific, targeted interventions and curriculum reviews are needed for higher grades, particularly in Mathematics and Science, to prevent early learning gaps from widening into substantial proficiency deficits by the time students reach high school.
The following tables summarize the state-level proficiency data:
Table 1: West Virginia State-Level Overall Proficiency Rates (2019, 2021-2024) by Subject
Year ELA Proficiency (%) Mathematics Proficiency (%) Science Proficiency (%)
2019 46 39 33
2020 No Assessment No Assessment No Assessment
2021 40 28 27
2022 42 33 28
2023 44 35 29
2024 45 29 29
Table 2: West Virginia State-Level Proficiency Rates by Grade and Subject (2021, 2023, 2024)
Grade ELA 2021 (%) ELA 2024 (%) Math 2021 (%) Math 2024 (%) Science 2021 (%) Science 2023 (%) Science 2024 (%)
3 34 41 39 35 N/A N/A N/A
4 37 42 34 27 N/A N/A N/A
5 40 41 29 21 27 31 27
6 39 39 21 31 N/A N/A N/A
7 38 45 26 28 N/A N/A N/A
8 43 45 24 29 27 27 28
11 49 42 23 18 28 28 28
Note: Detailed grade-level proficiency percentages for all subjects in 2022 and for ELA/Math in 2023 are not fully available in the provided sources in a consistent format. Overall state proficiency for 2022 and 2023 is presented in Table 1.
3. Randolph County District-Level Performance Trends (2020-2024)
3.1 Overall Proficiency Rates in ELA and Mathematics (Grades 3-8)
Due to the data limitations previously discussed, specific individual school proficiency data for Randolph County is not available in the provided documents. The available data for Randolph County is aggregated at the district level and presented in "grade equivalents relative to the 2019 National Average" for Math and Reading (ELA) for grades 3-8. Science data for Randolph County is not provided in these sources.
Mathematics Performance (Grades 3-8) in Randolph County vs. West Virginia:
The Education Recovery Scorecard provides a metric of "Grade Equivalents Relative to 2019 National Average," where a more negative number indicates a greater distance below the national average.
In 2019, Randolph County's Math performance was at -1.35 grade equivalents, compared to West Virginia's -0.80. This indicates that Randolph County started from a lower baseline relative to the national average even before the pandemic. By 2022, both saw a decline, with Randolph County at -2.06 and West Virginia at -1.54 grade equivalents. This represents a more pronounced decline for Randolph County from 2019 to 2022 (-0.70 grade equivalents) compared to the state average. In 2023, a slight recovery was observed, with Randolph County at -1.93 and West Virginia at -1.30 grade equivalents. However, Randolph County's recovery from 2022 to 2023 (+0.13) was slower than the state's (+0.24).
Reading Performance (Grades 3-8) in Randolph County vs. West Virginia:
Similar trends are observed in Reading performance. In 2019, Randolph County was at -0.58 grade equivalents, while West Virginia was at -0.50. By 2022, Randolph County dropped to -1.08 and West Virginia to -0.90. In 2023, Randolph County improved slightly to -0.96, and West Virginia to -0.78. Consistent with Math, Randolph County's Reading performance has also lagged behind the state average, experiencing a decline from 2019 to 2022 and a slower recovery in 2023.
The consistent lag in Randolph County's performance relative to the state average, coupled with a deeper initial learning loss and a slower recovery, suggests that the academic impact of the pandemic might have been more severe or that recovery efforts have been less effective in Randolph County compared to the overall state. This disparity suggests that a uniform approach to educational recovery may not be sufficient, and Randolph County may require more intensive, localized support and resources.
3.2 Contextual Factors for Randolph County
Several demographic and socio-economic factors within Randolph County likely contribute to its observed academic performance and recovery trajectory. In the 2022-2023 school year, Randolph County Schools enrolled 3,581 students, representing less than 2% of the state's total student population, and has experienced a steady enrollment decline over the past decade.
A significant characteristic of Randolph County's student body is its high proportion of students from low socio-economic status (SES) households, with 51% of current enrollment classified as Low SES, a figure that has remained consistent. This is a critical factor, as statewide data for West Virginia indicates that socio-economic status tends to exert a greater influence on achievement gaps than race. Research consistently shows that high poverty rates are associated with poorer academic outcomes.
Furthermore, Randolph County has a higher percentage of students receiving special education services (19.3%) compared to both the state and national averages. The county also reports an alarming 4% of its student population as homeless, a rate equivalent to the state average but higher than the national average. These student populations, including those with disabilities and those experiencing homelessness, are known to face significant barriers to academic success and are associated with poorer educational outcomes. The fluctuating and high number of homeless students can directly impede consistent learning.
Chronic absenteeism, defined as missing more than 10% of school days, also plays a role. Randolph County Schools reported 16.87% of its students as chronically absent. While this is lower than the statewide rate of 23.5% in 2023-2024 , chronic absenteeism generally has a serious impact on academic performance, including reading and math achievement, and graduation rates.
The interplay of these socio-economic and demographic characteristics provides a robust explanation for Randolph County's consistently lower academic performance relative to the state average. The high rates of low SES, special education, and homelessness within the student population are likely significant underlying causes for the county's academic challenges and its slower recovery trajectory following the pandemic. This situation suggests that addressing academic performance in Randolph County effectively will necessitate holistic interventions that extend beyond traditional instructional strategies. It will require robust social-emotional support, enhanced access to family resources, and targeted programs specifically designed for vulnerable student populations, as acknowledged in Randolph County's own strategic plan. The state's ongoing efforts to decrease chronic absenteeism are particularly pertinent in this context, as reducing missed instructional time is fundamental to improving student outcomes.
The following table summarizes the district-level performance comparison:
Table 3: Randolph County District-Level Performance Trends (2019, 2021-2023) vs. West Virginia State Average (ELA, Math) - Grade Equivalents Relative to 2019 National Average
Year Subject Randolph County West Virginia
2019 Mathematics -1.35 -0.80
Reading -0.58 -0.50
2021 Mathematics NO DATA N/A
Reading NO DATA N/A
2022 Mathematics -2.06 -1.54
Reading -1.08 -0.90
2023 Mathematics -1.93 -1.30
Reading -0.96 -0.78
Note: "NO DATA" indicates that explicit data for Randolph County in this specific format was not available for 2021 in the provided source documents. N/A for West Virginia in 2021 for this specific metric indicates the source did not provide it, though overall proficiency percentages are available in Table 1.
4. Comparative Analysis: West Virginia State vs. Randolph County District
4.1 Shared Trends and Divergent Patterns
A comparative examination of West Virginia's statewide assessment results and Randolph County's district-level performance reveals both shared academic challenges and distinct recovery trajectories.
Shared Trends:
Both West Virginia overall and Randolph County experienced a significant decline in ELA and Mathematics proficiency following the 2019 pre-pandemic assessments. The lowest points in student achievement were generally observed in 2021, directly after the 2020 assessment waiver. Since 2021, both the state and Randolph County have shown signs of academic recovery in subsequent years, indicating a collective effort to address pandemic-related learning disruptions.
Divergent Patterns:
Despite these shared trends, notable differences in the magnitude of decline and the pace of recovery exist. Randolph County's Mathematics performance, as measured by grade equivalents, experienced a more pronounced decline from 2019 to 2022 compared to the state average. This suggests that the initial academic setback in Randolph County was more severe. Furthermore, while both are recovering, Randolph County's recovery in both Mathematics and Reading (ELA) from 2022 to 2023 appears to be slower than the state's average recovery. This slower rebound means that the county is not closing the gap with the state average as quickly as might be desired. Consequently, Randolph County consistently performs below the state average in both ELA and Mathematics, indicating a persistent achievement gap.
A significant divergence also lies in the availability of data for Science. State-level data for Science proficiency is available and consistently shows a slower recovery compared to ELA and Math. However, comparable Science proficiency data for Randolph County is absent from the provided documents, preventing a direct comparison for this subject area.
The comparative analysis reveals that Randolph County, characterized by higher rates of low socio-economic status, special education needs, and homeless students , appears to be more vulnerable to widespread disruptions such as the pandemic. This vulnerability manifested as a deeper initial academic setback and a slower recovery rate than the state average. This pattern suggests that pre-existing socio-economic challenges within a district can amplify the negative impact of external shocks on educational outcomes. It implies that districts with higher concentrations of vulnerable student populations may require disproportionately greater support to achieve equitable academic recovery and performance compared to the state average. Educational policy and funding models should therefore consider the varying capacities and needs of different districts, moving beyond a uniform approach to address the amplified challenges faced by socio-economically disadvantaged areas.
4.2 Limitations in Direct School-Level Comparison
As highlighted throughout this report, a critical limitation for a granular analysis is the explicit lack of individual school-level proficiency data for Randolph County in the provided research materials. The available data for Randolph County is aggregated at the district level and presented in "grade equivalents," a different metric than the raw proficiency percentages used for state-level reporting. This difference in data presentation makes direct, precise comparisons between individual Randolph County schools and state-level grade-specific proficiency percentages challenging and potentially misleading without further data transformation or contextualization.
This inability to access individual school data for Randolph County means that even if the district is lagging, it is not possible to identify which specific schools are contributing most significantly to this trend or which might be outliers, either positively or negatively. This creates what can be described as a "black box" at the school level, hindering targeted interventions and the identification of best practices within the county. While general statements confirm that Randolph County schools administer the WVGSA and that parents can access individual student reports , the aggregated performance data for specific schools is not publicly available. For effective local governance, accountability, and resource allocation, greater transparency and accessibility of school-level performance data are essential. This would empower Randolph County school leaders to identify specific schools needing support and to share successful strategies across the district, fostering more effective and localized improvement efforts.
5. Heatmap Visualizations
To visually represent the proficiency trends for West Virginia at the state level, the following heatmaps are proposed. Due to the limitations in data availability for individual Randolph County schools, as discussed in Section 4.2, heatmaps for individual schools within Randolph County cannot be generated. The comparative Table 3 serves as the primary visualization for Randolph County's district-level performance relative to the state.
5.1 Heatmap 1: West Virginia State-Level ELA Proficiency by Grade and Year
This heatmap would visually represent the ELA proficiency percentages for each grade (3, 4, 5, 6, 7, 8, 11) across the assessment years 2021, 2023, and 2024. The X-axis would represent the years, and the Y-axis would represent the grade levels. Each cell would contain the proficiency percentage for a specific grade in a given year, with a color scale indicating the proficiency level. For instance, a gradient from light (lower proficiency) to dark (higher proficiency) would quickly highlight areas of strength and weakness. This visualization would clearly show where ELA proficiency has improved most significantly (e.g., the strong recovery in Grade 3 ELA from 2021 to 2023, as noted in the data) and where it remains a challenge (e.g., the decline in Grade 11 ELA from 2021 to 2024), providing a clear visual narrative of the state's ELA recovery journey.
5.2 Heatmap 2: West Virginia State-Level Mathematics Proficiency by Grade and Year
This heatmap would similarly display Mathematics proficiency percentages for each grade (3, 4, 5, 6, 7, 8, 11) across the assessment years 2021, 2023, and 2024. The color intensity would correspond to proficiency levels. This visualization would visually underscore the more challenging recovery trajectory in Mathematics compared to ELA. It would clearly pinpoint the persistently low proficiency in Grade 11 Mathematics and other grades that have struggled to rebound significantly, aiding in the identification of specific areas requiring targeted intervention and resource allocation for numeracy initiatives.
5.3 Heatmap 3: West Virginia State-Level Science Proficiency by Grade and Year
This heatmap would visually represent the Science proficiency percentages for each tested grade (5, 8, 11) across the assessment years 2021, 2023, and 2024. Given the slower and more stagnant recovery in Science, this heatmap would visually confirm these trends. It would highlight the grades where Science proficiency is particularly low and demonstrate the limited progress over the years, signaling a potential need for renewed focus on science education statewide, including curriculum development and teacher training.
5.4 Note on Randolph County Heatmaps
As previously stated, due to the explicit lack of individual school-level proficiency data for Randolph County in the provided research documents , heatmaps for individual Randolph County schools cannot be generated. The available district-level data for Randolph County is presented in "grade equivalents" and only for ELA/Math, making a direct heatmap comparison with state proficiency percentages difficult and potentially misleading without further data transformation or context. Table 3, which directly compares Randolph County's district-level performance in grade equivalents against the state average, serves as the primary visualization for the county's performance trends.
6. Conclusion and Recommendations
6.1 Summary of Key Findings
The analysis of West Virginia's standardized test results from 2019 to 2024 reveals a state in recovery following the academic disruptions of the COVID-19 pandemic. West Virginia experienced a notable decline in student proficiency across all subjects in 2021, subsequent to the 2020 assessment waiver. Since then, ELA proficiency has shown a robust recovery, nearly returning to pre-pandemic levels. Mathematics proficiency has also improved from its 2021 low but remains significantly below its 2019 baseline. Science proficiency, however, has shown limited progress, largely stagnating below its pre-pandemic performance.
Randolph County, at the district level, consistently lags behind the state average in both ELA (Reading) and Mathematics proficiency for Grades 3-8. The county experienced a more pronounced initial academic setback during the pandemic and has demonstrated a slower recovery pace compared to the overall state trend. This performance disparity is strongly correlated with the county's demographic profile, which includes a high proportion of students from low socio-economic backgrounds, a higher percentage of students with special education needs, and a significant rate of student homelessness. These factors are known to contribute to academic challenges and can amplify the impact of external disruptions on learning outcomes.
A critical limitation in conducting a more granular analysis is the absence of publicly available, specific proficiency data for individual schools within Randolph County. The available data for the county is aggregated at the district level and presented in a different metric, precluding direct, school-by-school comparisons with state-level proficiency percentages. This data gap restricts a detailed understanding of performance variations within the county and hinders targeted interventions at the school building level.
The analysis of West Virginia's standardized test results from 2019 to 2024 reveals a state in recovery following the academic disruptions of the COVID-19 pandemic. West Virginia experienced a notable decline in student proficiency across all subjects in 2021, subsequent to the 2020 assessment waiver. Since then, ELA proficiency has shown a robust recovery, nearly returning to pre-pandemic levels. Mathematics proficiency has also improved from its 2021 low but remains significantly below its 2019 baseline. Science proficiency, however, has shown limited progress, largely stagnating below its pre-pandemic performance.
Randolph County, at the district level, consistently lags behind the state average in both ELA (Reading) and Mathematics proficiency for Grades 3-8. The county experienced a more pronounced initial academic setback during the pandemic and has demonstrated a slower recovery pace compared to the overall state trend. This performance disparity is strongly correlated with the county's demographic profile, which includes a high proportion of students from low socio-economic backgrounds, a higher percentage of students with special education needs, and a significant rate of student homelessness. These factors are known to contribute to academic challenges and can amplify the impact of external disruptions on learning outcomes.
A critical limitation in conducting a more granular analysis is the absence of publicly available, specific proficiency data for individual schools within Randolph County. The available data for the county is aggregated at the district level and presented in a different metric, precluding direct, school-by-school comparisons with state-level proficiency percentages. This data gap restricts a detailed understanding of performance variations within the county and hinders targeted interventions at the school building level.
6.2 Recommendations for Educational Stakeholders
Based on the findings, the following recommendations are put forth for various educational stakeholders:
For the West Virginia Department of Education (WVDE):
Targeted Mathematics and Science Initiatives: Given the slower and more modest recovery in Mathematics and Science, particularly in higher grades, the WVDE should consider implementing targeted statewide initiatives. These programs could mirror the success observed with the "Ready, Read, Write, West Virginia" literacy initiative by focusing on curriculum enhancement, specialized professional development for educators in these subjects, and dedicated resource allocation to accelerate learning gains.
Addressing Grade 11 Mathematics Proficiency: The persistently low proficiency in Grade 11 Mathematics warrants a deeper investigation. This could involve a comprehensive review of the alignment between the curriculum and the SAT School Day assessment , an examination of instructional practices for advanced mathematics, and the provision of additional support mechanisms for high school students struggling in this critical subject area.
Enhanced Data Transparency: To empower districts and schools with actionable information, the WVDE should strive to improve public accessibility to granular, school-level assessment data, perhaps through the ZoomWV dashboard. Providing raw proficiency percentages for individual schools would enable more detailed local analysis, foster greater accountability, and facilitate the identification and dissemination of successful strategies across schools.
For Randolph County Schools Leadership:
Holistic Support for Vulnerable Students: Recognizing the high percentages of low SES, special education, and homeless students within the district , Randolph County should prioritize comprehensive support systems. These systems should address not only academic needs but also the social-emotional well-being of students and ensure access to essential family resources. A multi-faceted approach is necessary to mitigate the compounding effects of these socio-economic challenges on academic performance.
Intensified Recovery Strategies: Given that the county's academic recovery is slower than the state average in ELA and Mathematics , Randolph County should implement accelerated learning strategies and targeted interventions. This could involve differentiated instruction, extended learning opportunities, and individualized tutoring programs designed to close specific academic gaps more rapidly.
Chronic Absenteeism Intervention: Continued and intensified efforts to reduce chronic absenteeism are crucial , as it significantly impacts academic performance. This might involve strengthening community partnerships, implementing early warning systems to identify at-risk students, and developing proactive family engagement initiatives to address the root causes of absenteeism.
6.3 Recommendations for Future Data Acquisition and Research
To further enhance the understanding of educational performance in West Virginia and Randolph County, the following data acquisition and research avenues are recommended:
Formal Data Requests: For a more comprehensive understanding of Randolph County's individual school performance, formal data requests to the WVDE through the established ZoomWV Data Requests process are advisable. This would ideally yield the raw proficiency percentages needed for school-specific heatmaps and more direct, comparative analyses.
Qualitative Research: Supplementing quantitative data with qualitative research, such as interviews with Randolph County educators, administrators, and families, would provide invaluable context. This approach could uncover the on-the-ground factors influencing academic performance and recovery, offering deeper understanding beyond statistical figures, especially in light of the identified socio-economic challenges.
Longitudinal Tracking of Subgroups: Encourage the WVDE to provide more detailed, publicly accessible longitudinal data on subgroup performance. This includes data disaggregated by race/ethnicity, socio-economic status, and disability status, going beyond "grade equivalents" to provide actual proficiency percentages at the school and district levels. Such data would enable a more precise identification and targeted addressing of persistent achievement gaps within specific student populations.
Certainly, I can help you visualize the West Virginia state-level test results as heatmaps. As noted in the previous report, due to data limitations, it is not possible to generate heatmaps for individual schools within Randolph County, as the available data for the county is aggregated at the district level and presented in a different metric.1
Below are the tables representing the data for the heatmaps for English Language Arts (ELA), Mathematics, and Science proficiency across various grades and years for the state of West Virginia. In a true heatmap visualization, the cells would be colored on a gradient, with darker shades indicating higher proficiency percentages and lighter shades indicating lower percentages, allowing for quick identification of trends and areas of strength or concern.
West Virginia State-Level Proficiency Heatmap Data
1. ELA Proficiency by Grade and Year
This table presents the ELA proficiency percentages for Grades 3-8 and Grade 11 across the assessment years 2021, 2022, 2023, and 2024. In a heatmap, you would observe the recovery trend in ELA, with colors shifting from lighter (lower proficiency) in 2021 towards darker (higher proficiency) in later years for many grades, indicating improvement. For instance, Grade 3 ELA shows a notable increase from 34% in 2021 to 41% in 2024.3
| Grade | 2021 (%) | 2022 (%) | 2023 (%) | 2024 (%) |
| 3 | 34 | N/A | N/A | 41 |
| 4 | 37 | 44 5 | 44 5 | 42 |
| 5 | 40 | N/A | N/A | 41 |
| 6 | 39 | N/A | N/A | 39 |
| 7 | 38 | 41 5 | 39 5 | 45 |
| 8 | 43 | N/A | N/A | 45 |
| 11 | 49 | 50 5 | 50 5 | 42 |
Note: "N/A" indicates that specific grade-level data for that year was not explicitly available in the provided research materials.
2. Mathematics Proficiency by Grade and Year
This table displays Mathematics proficiency percentages. A heatmap for this data would highlight the more challenging recovery in Mathematics compared to ELA. You would see generally lighter shades, especially in Grade 11, which shows a persistent low proficiency of 18% in 2024.3 Grade 3, however, showed a strong rebound in 2023 before a dip in 2024.3
| Grade | 2021 (%) | 2022 (%) | 2023 (%) | 2024 (%) |
| 3 | 39 | 46 5 | 52 5 | 35 |
| 4 | 34 | N/A | N/A | 27 |
| 5 | 29 | N/A | N/A | 21 |
| 6 | 21 | N/A | N/A | 31 |
| 7 | 26 | N/A | N/A | 28 |
| 8 | 24 | N/A | N/A | 29 |
| 11 | 23 | 21 5 | 21 5 | 18 |
Note: "N/A" indicates that specific grade-level data for that year was not explicitly available in the provided research materials.
3. Science Proficiency by Grade and Year
This table shows Science proficiency percentages for tested grades (5, 8, and 11). The heatmap would likely show relatively consistent, lighter shades across the years, reflecting the stagnant recovery in Science proficiency, which has remained below its 2019 baseline.3
| Grade | 2021 (%) | 2022 (%) | 2023 (%) | 2024 (%) |
| 5 | 27 | 30 | 31 | 27 |
| 8 | 27 | 27 | 27 | 28 |
| 11 | 28 | 27 | 28 | 28 |
I have provided the data in a tabular format that can be used to generate the requested heatmaps. Let me know if you need any further analysis or information.
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create a heatmap This table shows Science proficiency percentages for tested grades (5, 8, and 11). The heatmap would likely show relatively consistent, lighter
shades across the years, reflecting the stagnant recovery in Science
proficiency, which has remained below its 2019 baseline.3
Grade2021 (%) 2022 (%) 2023 (%) 2024 (%) 5273031278272727281128272828
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