Abstract
Despite broad access to middle school in South Carolina, recent SCReady assessment data indicate persistent literacy and numeracy achievement gaps, with so many students performing below grade level in English Language Arts (ELA) and mathematics. This article evaluated five years of state- and district-level data, highlighting steady but small gains, and explored how current assessment practices failed to fully inform instruction to accelerate learning. This paper used a mixed-methods research design, particularly a convergent parallel mixed-methods design, in which both qualitative and quantitative approaches were used to collect and analyze data. To be specific, document analysis and both open- and closed-ended survey designs were used to collect numerical and exploratory data. Quantitative data were analyzed using descriptive statistics with graphs and pie charts, while qualitative data were organized into themes and narratives with quotations from the analysis, situated within the global Sustainable Development Goal 4 (SDG 4) framework of inclusive, equitable quality education and leaving no child behind. Recommendations emphasized strengthening assessment-for-learning strategies to ensure attendance translates into meaningful academic progress.
Recommended Citation
Ochoo, O. S. (2026). South Carolina middle school student performance in ELA and Mathematics: The imperative of assessment for learning. South Carolina Association for Middle Level Education Journal, 5, 61-79.