Greenville County’s Struggle: Five Schools Added to South Carolina’s Underperforming List

Greenville, South Carolina: Five Schools Added to Underperforming List

Five schools in Greenville County have been added to South Carolina’s list of underperforming schools. This decision was highlighted during a Committee of the Whole meeting held by the district’s Board of Trustees on Tuesday morning. The meeting addressed several challenges these schools face, particularly the language barrier between students and teachers, which has been a significant hurdle in student learning.

Understanding the Issue

“Some of them have never been in school,” commented school board member Lynda Leventis-Wells. “Some of them don’t speak any English whatsoever, and they get frustrated, you know? How would you feel if you couldn’t communicate?” This serves to illuminate the direct impact of language difficulties on academic performance.

In South Carolina, schools that score “below average” or lower on the state’s report card receive the designation of underperforming. Currently, Greenville County has 10 schools categorized as such, which represents less than 5% of the 214 schools statewide on the list. Notably, the district serves about 10% of the state’s total student population, highlighting its significant role in the educational landscape.

Current Underperforming Schools

The five schools that have been identified as underperforming in Greenville County are:

• Alexander Elementary School
• Armstrong Elementary School
• Duncan Chapel Elementary School
• Hollis Academy
• Tanglewood Middle School

In contrast, two schools, Sue Cleveland and Grove elementary schools, have successfully improved their ratings and are no longer underperforming.

Factors Influencing Performance

Several factors contribute to the underperformance of these schools. Specifically, the lack of student progress is a critical concern. The state’s report highlights that schools may fall behind if students are not making the expected academic advancement compared to their peers statewide. Another influencing aspect is the climate surveys that assess the school environment. These surveys vary yearly, making it difficult to maintain consistent comparisons.

Additionally, socio-economic challenges such as poverty, high mobility within the county, and a rising population of multilingual learners have added complexity to the educational environment. “To help these schools improve, various strategies are employed,” Tim Waller stated. These strategies include programs for extra support, before and after-school sessions, targeted remediation, and efforts to recruit excellent teachers.

Course of Action Moving Forward

During the meeting, it was noted by trustee Royster that the current testing system has several flaws. Many teachers report feeling rushed and unable to cover all topics required before testing, leading to assessments that may include content never taught. He explained that tracking a school’s progress accurately takes three to five years.

To address the situation, underperforming schools must create a Turnaround Plan, also known as a Continuous Improvement Plan. This plan needs to have specific measurable goals for student development, strategies supported by evidence, evaluation measures to assess progress, collaboration with stakeholders, and a system for quarterly monitoring by the school district.

Current Initiatives

Both Alexander Elementary School and Lakeview Middle are currently under the GCS Elevate Plan, designed to enhance achievement levels in underperforming schools. While it is still early to assess the full effectiveness of this four-year pilot program, Greenville County Schools remain optimistic about fostering a long-term culture of learning and instruction through these initiatives.

The ongoing challenges and efforts within Greenville County’s schools reflect the broader educational issues facing many districts today. Continued focus on comprehensive support and strategic planning is essential to elevate academic success in these underperforming schools.