Progress and Challenges in Education: A Closer Look at Charlotte-Mecklenburg Schools

Progress and Challenges: Education in Charlotte-Mecklenburg Schools

In the beautiful city of Charlotte, North Carolina, the ongoing effort to improve educational outcomes for students is showing some promising signs, but significant challenges still remain. Recently released data has highlighted both the strides made in early literacy and the persistent achievement gaps between white, Black, and Hispanic students in Charlotte-Mecklenburg Schools (CMS).

Early Literacy Gains

According to the North Carolina Department of Public Instruction, the percentage of Hispanic students in CMS who tested at or above grade level last school year was about 38%. This figure has remained fairly stable compared to the previous year. On the other hand, Black students saw a slight improvement, with approximately 41% achieving grade-level proficiency, rising from 39% in the 2022-23 school year.

For white students, the performance was notably higher, with a whopping 81% of them scoring at or above grade level. However, many CMS schools are grappling with stark disparities, as more than a dozen had less than 25% of their Hispanic students meeting grade-level expectations. Alarmingly, data shows that the percentage of Hispanic students performing at grade level actually declined at over half of CMS campuses from the previous year.

Despite these challenges, there is a silver lining. CMS has reported significant gains in **early literacy**—specifically in reading among kindergarten through second-grade students. The gap between Black and white students’ average scores narrowed by 9 percentage points between 2022 and 2024, and the gap between white and Hispanic students decreased by 8 percentage points during the same period. CMS students outperformed the national average across all three grade levels, which is surely a cause for celebration!

Staying the Course Through Adversity

Beth Thompson, the CMS Chief of Strategy and Innovation, expressed her optimism regarding these developments, saying, “This is beyond promising,” and confirming the district has embarked on a new early literacy curriculum since 2019. This commitment to early literacy initiatives remained strong even throughout the challenges posed by the pandemic. A sizable portion of federal funding was allocated for professional development of teachers in grades K-2.

“We could have paused, but we decided to keep going even in the face of adversity,” Thompson stated. “What we’re seeing now is a result of not stopping, and I’m proud of that.” CMS Superintendent Crystal Hill echoed this sentiment, highlighting that the efforts made today will pay dividends in the long term as students progress through their educational journeys.

Graduation Gauntlet

Nevertheless, the road to educational equity is still fraught with hurdles. CMS continues to grapple with achievement gaps reflected in graduation rates. The graduation rate for Black students stands at 83%, and for Hispanic students, it is 75%. In stark contrast, the graduation rate for white students is a robust 93%. The overall district graduation rate improved slightly to 84%, but it still falls behind the state average as well as comparable counties.

Thompson assures that CMS is putting a robust focus on closing these achievement gaps this academic year: “You will see dramatic improvement this year.” Each school presents a different story—those with a high number of students underperforming often coincide with those that also serve a higher population of low-income students.

Addressing Inequities in Education

Education experts underscore that these achievement gaps stem largely from an inequitable access to opportunities and resources. In North Carolina, Black and Hispanic children are disproportionately affected by economic instability—even though they comprise a little over 41% of the child population, they represent 63% of the state’s children living in poverty. Deanna Townsend-Smith, director of the Dudley Flood Center, emphasized, “It is an opportunity gap because students have not had the necessary access to highly trained qualified professionals who are in the classroom teaching them each and every day.”

The Role of Educators

Brenda Berg, president and CEO of the education advocacy group Best NC, pointed out that when schools serve a high percentage of low-income students, they often struggle with teacher shortages and are staffed with less experienced educators. In fact, research shows that teachers tend to hit their peak performance about five to seven years into their careers, making this a significant hurdle for student achievement.

In a notable attempt to bridge this inequality, CMS has been developing a “Teacher Leader Pathway,” an initiative aimed at providing high-performing educators with enhanced professional development opportunities and pay increases for teaching in high-need schools.

Looking Ahead

As Charlotte continues to make strides towards educational equity, both educators and community supporters are optimistic. Although the path ahead has its challenges, the commitment to closing achievement gaps in Charlotte-Mecklenburg Schools is unwavering. With ongoing support focused on early literacy, educator quality, and community resources, the potential for success in future years seems brighter than ever!