This indicator displays the SC READY and SC-Alt Science test results for elementary and middle school students and the End-of-Course and SC-Alt Biology and U.S. History test results for high school students.
NOTE: Additional Achievement results disaggregated across subgroups can be found in the Download Data section of this website as well as on the State Assessment Results pages.
This indicator displays the SC READY Science test results for elementary and middle school students and the End-of-Course Biology and U.S. History test results for high school students.
Percentage of students Demonstrating Readiness on the KRA
38.9%
38.9%
Percentage of students Approaching Readiness on the KRA
34.5%
34.5%
Percentage of students Emerging Readiness on the KRA
26.6%
26.6%
Statewide
Overall
38.9%
By Domains: (The cut score for "Overall" was used across all domains in order to provide comparative information. Does not necessarily reflect domain level readiness.)
Social Foundation
51.1%
Language and Literacy
34.9%
Mathematics
34%
Physical Well-Being
55.6%
First and Second Grade Students on Track for Success in ELA and Math
Statewide
%
N
Second grade students who are on track for success in English Language Arts at the third grade.
53%
56238
Second grade students who are on track for success in Mathematics at the third grade.
51.1%
56238
First grade students who are on track for success in English Language Arts at the second grade
53.3%
55790
First grade students who are on track for success in Mathematics at the second grade
The goal is that students who are learning the English language will become proficient in English within at least five years of their initial enrollment in public schools.
The National Assessment of Educational Progress (NAEP) is designed to measure what students across the nation know and can do in 10 subjects areas, including mathematics, reading,
science, writing, the arts, civics, economics, geography and U.S. History. The main NAEP tests selected samples of the students population in grades 4, 8 and 12. Long-term trend assessments are given to
samples of students ages 9, 13 and 17.
Mathematics Grade 8 Inclusion Rates for Specific Subgroups
Percent Include
Students with Disabilities
90
English Language Learners
90
By 2030, at least 75% of students at or
above grade level
State Goals
Federal law requires that each state report card include long-term goals and measurements
of interim progress for all students and defined subgroups of students. This section reports the long-term goals
and performance of all students statewide. The goals below are from our state's
2019 ESSA plan approved by the United States Department of Education. Information on subgroup performance may be found
in the "Download Data" section on the main page.
Baseline
Targets
Current Year
2019 ESSA Plan Goals
2017
2020
2026
2035
2025
Percent scoring level 2 or above - English/ELA - All Students
74.2%
79.5%
82.1%
90.0%
82.6%
Percent scoring level 2 or above - Math - All Students
75.8%
79.5%
82.1%
90.0%
72.8%
Percent scoring level 3 or above - English/ELA - All Students
43.2%
47.7%
56.6%
70.0%
63.5%
Percent scoring level 3 or above - Math - All Students
46.0%
50.0%
58.0%
70.0%
47.5%
Percent of Students Graduating On-Time* (All Students)
82.6%
83.8%
86.3%
90.0%
86.5%
Percent of EL Students meeting 70% proficiency target
31.0%
37.4%
50.2%
70.0%
38.2%
*On-time graduation means graduation within four years of the initial enrollment in High School.
2019 ESSA Plan Goals
Defined As:
90% of Students at Level 2 or higher on following state assessments
70% of Students at Level 3 or higher on following state assessments
Level
Elementary/Middle Schools English language arts (ELA) and Math Based on SC READY Results
High School End-of-Course Assessment in English language arts (English 1) and Math (Algbra 1)
SC ALT*
1
Does Not Meet Expectations
F
Emerging
2
Approaches Expectations
D
Foundational
3
Meets Expectations
C
Increasing
4
Exceeds Expectations
B
Applied
5
A
*SC ALT - is an alternate assessment that is developed to meet the needs of students with significant disabilities who cannot particiapte in the regular assessment even with appropriate accommodations.
Student Engagement
Additional Information
Our State
Change from Last Year
Percent of Students (7th and 8th grade) enrolled in high school credit courses
27.5
Down from 28.5
Percent of students served by gifted and talented program
19.7
Down from 20.0
Percent of students retained
0.7
Down from 0.8
Principal's/Superintendent's/Director's years at school/district
Percent of K-3 teachers who are certified in Read to Succeed reading certification
70.8
Down from 71.5
Percent of teachers with advanced degrees
63.6
Down from 63.7
Teacher attendance rate
93.8
Up from 93.7
Average teacher salary
$61,437
Up from $58,865
Percent of teachers on continuing contract
97.5
Up from 97.4
Percent of teachers returning from previous year - current year
92.2
Up from 91.2
Percent of teachers returning from previous year - three year average
91.0
Up from 89.3
Percent of teacher vacancies for more than 9 weeks
3.1
No change
Prime instructional time
84.0
N/A
Student-teacher ratio in core subjects
23.0 to 1
Down from 23.5 to 1
Percent of inexperienced principals in low poverty schools
20
N/A
Number of inexperienced principals in low poverty schools
66
N/A
Percent of inexperienced principals in high poverty schools
24
N/A
Number of inexperienced principals in high poverty schools
75
N/A
Percent of inexperienced other school leaders in low poverty schools
26
N/A
Number of inexperienced other school leaders in low poverty schools
184
N/A
Percent of inexperienced other school leaders in high poverty schools
33
N/A
Number of inexperienced other school leaders in high poverty schools
75
N/A
Percent of inexperienced principals
24.8
N/A
Number of inexperienced principals
327.0
N/A
Percent of inexperienced other school leaders
30.2
N/A
Number of inexperienced other school leaders
708.0
N/A
Percent of inexperienced teachers teaching in low poverty schools
14.6
Up from 9.4
Number of inexperienced teachers teaching in low poverty schools
2640
Up from 2008
Percent of out-of-field teachers teaching in low poverty schools
8.2
Down from 10.7
Number of out-of-field teachers teaching in low poverty schools
1482
Down from 2292
Percent of inexperienced teachers teaching in high poverty schools
24.9
Up from 10.3
Number of inexperienced teachers teaching in high poverty schools
2551
Up from 1117
Percent of out-of-field teachers teaching in high poverty schools
18.1
Down from 21.2
Number of out-of-field teachers teaching in high poverty schools
1850
Down from 2307
Percent of inexperienced teachers
19.0
Up from 10.4
Number of inexperienced teachers
11140
Up from 6094
Percent of out-of-field teachers
12.2
Down from 14.1
Number of out-of-field teachers
7138
Down from 8223
Inexperienced Teacher- a teacher with less than 4 years of experience. Inexperienced School Leader- a School Administrator that has not completed their formal evaluation process (Tier 1) Out of Field Teacher- a teacher teaching a course or courses outside their field of certification when a certification is required for that course.
ESSA regulations require states to post on their report cards information about teachers with emergency or provisional credentials. South Carolina does not award emergency or provisional credentials, thus that metric is not listed.
Note:
The method for calculating prime instructional time was adjusted for 2025 school report cards. Comparing 2025 prime instructional time to prior years is not appropriate.
