The House Select Committee on Education Reform has suggested altering the state’s A-F school performance grading system to incorporate college readiness and learning opportunities as evaluation criteria.
Presently, school ratings are determined based on academic proficiency, academic growth, and how students fare on standardized tests.
This recommendation was among several presented in the committee’s report to the General Assembly before the upcoming short session scheduled for April.
The proposed new grading system mirrors the one Superintendent Catherine Truitt introduced last month during discussions with the committee and N.C. Department of Public Instruction personnel.
The revised system integrates measures of “readiness” and “opportunity performance” alongside existing criteria such as academic proficiency in math, reading, and science, as well as progress in academic growth from one year to the next.
Truitt’s plan defines readiness as the level of preparedness students exhibit for life post-high school graduation. It would evaluate factors like the percentage of high school students with confirmed acceptance to college, enlistment in the military, or employment. Additionally, the completion rate of graduation requirements within four or five years would influence high school letter grades.
On the other hand, “opportunity” considers chronic absenteeism, school climate, and students’ involvement in intra/extracurricular activities.
Lawmakers and educators have expressed particular concern about the state’s high absenteeism rate, which spiked to 31% during the pandemic.
State Representative Maria Cervania from Wake County remarked, “That’s very high and very concerning.”
State education authorities believe the new framework will offer more transparency regarding schools’ support for students beyond academics, leading to increased accountability.
Truitt stated, “This proposal establishes a more comprehensive state accountability model, the optimal approach to holding schools responsible for delivering high-quality education.”
The committee highlighted in its report that other states utilizing an A-F model adopt a more balanced strategy with less reliance on student test scores.
Truitt indicated that state education officials will seek legislative approval for a three-year trial program to assess the new grading system. The initiative would commence in the fall with voluntary school participation. All schools would operate under both accountability models in the second year before transitioning entirely to the new model in the third year.
Under the proposed model, schools would receive distinct letter grades for each of the four performance standards, unlike the current practice of a single letter grade. Presently, 80% of the grade is test score-based, with 20% attributed to student academic growth.
The A-F model has sparked controversy, with critics arguing that it provides a misleading and biased portrayal of teaching and learning in North Carolina schools. These letter grades significantly influence parental decisions, such as home purchases and school enrollment.
Teacher Compensation
The Committee acknowledged the state’s challenges in recruiting and retaining top-tier teachers despite efforts by the General Assembly to enhance pay through initiatives like increased starting teacher salaries, additional funding for teacher salaries in smaller or economically disadvantaged counties, and performance-based bonuses.
However, the Committee observed that despite these substantial investments, teacher compensation has not kept pace with the rising cost of living, increased job opportunities for college-educated women, or the salaries of other public sector employees. It noted that North Carolina’s teacher pay structure falls short in ensuring that hard-to-fill subject area positions and schools have a sufficient number of highly qualified teachers.
The committee recommended that the General Assembly continue to back North Carolina teachers, conduct further evaluations of teacher compensation, and explore strategies to attract and retain teachers in challenging positions.
The state budget outlines an average 7% pay raise for teachers over the next two years. Newer teachers will experience the most significant salary hikes, exceeding 10%. In contrast, the most experienced teachers will see raises of only 3.6%, failing to keep up with inflation.
Governor Roy Cooper had proposed an average 18% raise for teachers over a two-year period.