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West Virginia Balanced Scorecard Results Released


CHARLESTON, W. Va. – The West Virginia Department of Education (WVDE) recently released the results of the West Virginia Schools Balanced Scorecard for the 2021-22 school year at the West’s September meeting. Virginia Board of Education (WVBE). The data represents accountability ratings for Mountain State public schools under the West Virginia School Accountability System (WVAS).

Every public school in the state has received a scorecard that provides parents, students, educators, and communities with an annual update on several metrics that together show how well students are learning, growing, and achieving. The Balanced Scorecard is used to present clear information about where schools excel and where schools need to improve.

“While we know the pandemic has created challenges, we still have work to do,” said WVBE President L. Paul Hardesty. “Public education is important to our children, our communities, and our state, and it must be a beacon of success locally and nationally. Our education system must fuel West Virginia’s economic engine with a productive and vibrant workforce. This means that we must ensure that our students and our schools meet and exceed academic expectations.

“We will aggressively target academic progress and achievement as a top priority at the West Virginia Department of Education,” said State Superintendent David L. Roach. “We not only develop strategies, but also have shared expectations for desired outcomes, because we know what gets measured gets done. I communicated with my team and met with county superintendents so that we can work together more effectively to improve student success. It’s going to take a concerted effort at all levels, and I know we can make significant progress in this area.

Under the Elementary and Secondary Education Act regarding state accountability requirements, the WVAS has identified three groups of schools in need of improvement. Within each indicator, schools achieve one of four levels of performance identified by a color-coding system: Exceeds standard (green), Meets standard (blue), Partially meets standard (yellow), or Does not meet standard. standard (red).

  1. Comprehensive Support and Enhancement (CSI) schools: will receive intensive support from the state as these schools have achieved a red score on all indicators; or red on all indicators and yellow on Presence; or, have been previously identified as additional targeted support schools (ATS) of CSI in several subgroups.
  2. Comprehensive Support and Improvement – Additional Targeted Support Schools: Will receive strategic support as these schools have scored red on academic indicators in one or more subgroups in English Language Arts and Mathematics for three consecutive years.
  3. Additional Targeted Support Schools – will receive support from their county central offices as these schools have achieved a red score on all academic indicators in one or more English and Mathematics subgroups for the 2021-2022 school year.

This year, 33 of the 34 schools previously identified as CSI schools in 2018-19 left school improvement status. The performance of these schools is no longer within the range of the newly identified CSI schools. In addition, these schools also demonstrated improvement in indicators that led to the identification of schools.

The system helps ensure that parents have objective information about their students’ academic performance, while enabling state and district leaders to identify struggling students and schools.

The Balanced Scorecard rates schools on the following indicators:

  • Performance in English Language Arts (ELA) and Mathematics – This indicator takes into account the test results of the annual statewide assessment in classes 3 to 8 and 11.
  • Academic progress – This indicator measures the progress of student test scores from year to year on annual statewide assessments in elementary and middle schools.
  • Graduation rate of four- and five-year cohorts – this indicator takes into account the percentage of students who graduate in four and five years at the secondary level.
  • English learner progress – this indicator measures the extent to which students learning English as a second language are progressing in their English language proficiency in the four areas of speaking, reading, writing and listening.
  • student success – this indicator takes into account the percentage of primary and lower secondary students with an attendance rate of over 90% and students without school suspensions. In secondary school, this indicator takes into account students whose attendance is over 90%; number of credits obtained by 10th grade students; and completion of CTE programs, Advanced Placement Credits and International Baccalaureate, and dual-credit college courses among 12th graders.

Comparison of 2021-2022 balanced scorecard data with 2020-2021 data:

  • 45 out of 55 districts improved their score points on ELA performance
  • 53 out of 55 districts improved their math performance score points

Many districts are also making strides to recover from interrupted learnings suffered during the COVID-19 pandemic. In 2021-22, a majority of districts matched or exceeded their 2018-2019 performance in ELA and math progress indicators, graduation rates, attendance, and discipline. Most districts have yet to see their ELA and math achievement indicators return to pre-pandemic levels. However, 47 districts are within five percentage points of their previous performance in ELA, and 34 districts are within the same range in mathematics.

The percentage of 10th graders earning enough credits to graduate in four years (the On-Track to Graduation measure) needs to be considered in many districts across the state, with 27 counties falling below their 2018-2019 performance on this indicator.

To view the Balanced Scorecard, visit the WVDE website.