EDENTON — D.F. Walker Elementary School is building academic momentum, even as state report card grades continue to reflect the uphill challenges facing the Edenton-Chowan Schools district.
The North Carolina Department of Public Instruction released its annual performance grades this month. By state formula, 80 percent of a school’s grade is based on proficiency — how many test questions students answered correctly — while 20 percent is based on growth, or how much students improve academically from one year to the next.
In Edenton-Chowan, three schools receive grades: John A. Holmes High School, Chowan Middle School, and D.F. Walker Elementary. White Oak Elementary, which serves K–2 students, is not included because its students do not take end-of-grade tests.
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Growth at the Elementary Level
District officials have expressed concern that the state’s formula — weighting proficiency far more heavily than growth — does not always capture the full picture of student learning. For D.F. Walker, the data show that while the school is working to increase proficiency, it is successfully helping students improve from year to year.
Despite progress at D.F. Walker and across the district, Edenton-Chowan Schools remain designated as a “low-performing district” under the state’s definition, which is based on the proportion of schools receiving performance grades below a “C.”
However, D.F. Walker’s numbers tell a story of resilience. In 2022-23, the school received a performance grade of 47 with a growth index of –6.90, earning a “did not meet growth” designation. The following year, scores improved significantly: a 54 grade and 0.74 growth index, marking a major turnaround as the school met growth expectations.
The 2024-25 results brought a 53 grade with a growth index of –0.02, again showing the school “met growth.” While the grade dipped slightly from the previous year, staff and administrators are highlighting the school’s proximity to a higher letter grade and key subject-area gains.
Superintendent Tammi Ward pointed out that D.F. Walker is only two points away from earning a C. “Walker went from being on the negative side of growth to the positive side,” she said. “That shows we’re moving in the right direction, even if it isn’t reflected in the performance grade yet.”
The district has adopted a new motto for 2025-26: “Exceed to Achieve.” Ward explained that while meeting growth shows students have learned what’s expected in one year, exceeding growth is necessary to climb out of low-performing status and reach higher proficiency levels.
Strong Performance in Reading and Math
New Education Value-Added Assessment System data released since the September school board meeting provides further encouragement. Grades 3 and 4 exceeded expected growth in reading end-of-grade tests, while grades 4, 5, and 6 met expected growth in math.
“Grade 5 lays the foundation for middle school math, and meeting growth shows strong instruction that can be replicated across grades,” Ward said. “Math shows promise at Grade 5, providing a model for improvement.”
The strong reading performance in third and fourth grades demonstrates that early literacy instruction is taking hold, setting students up for continued success in upper elementary and beyond.
Principal Walston: “We Met Growth and We’re Moving Forward”
D.F. Walker Principal Angie Walston emphasized that the progress reflects focused work on instructional practices and student engagement.
“Our teachers are focused on planning, pacing, and rigor — and it’s paying off,” Walston said. “We met growth this year, and we’re proud to celebrate that progress. While we haven’t yet reached the level of proficiency we’re striving for, we have clear plans in place to keep moving forward and close the achievement gap for every student.”
Walston outlined several strategies underway at the school:
- Student ownership of data: This year all students will track their Mastery Connect data, oral reading fluency data from mClass, iReady data, as well as Lexia data.
- Weekly professional learning communities devoted to planning and pacing to ensure all teachers are on track and teaching with fidelity.
- A weekly walkthrough for each teacher by an administrator and/or coach to ensure all teachers are receiving coaching and support to improve instruction.
Voices from the Classroom
Teachers and students alike are noticing the difference.
Rachel Byrum, a fourth-grade teacher, celebrated her grade level’s reading achievement while setting ambitious goals for the future.
“Our 4th grade reading scores exceeded growth expectations, and we will continue striving to exceed in order to achieve,” Byrum said. “This year, we will place a strong emphasis on student ownership of their learning by having students track their data, set meaningful goals, and work throughout the year to surpass those goals. If it doesn’t challenge a student, it doesn’t help them grow, so I plan to meet each student where they are and guide them forward.”
For students, the focus on engaging learning experiences is making a difference. Fifth-grader Iver Clifton said he appreciates how his teachers balance instruction with support.
“I personally think school is going good. I like the way they space out classes so that you have time to learn and have fun at the same time,” Clifton said. “Even though the teachers stay on topic they will still help you out when you need it. My favorite class is science and social studies because Mrs. Jackson, our teacher, is really nice and able to teach us in a way that is better for us to learn. She is able to make it not confusing for us and separate the subjects and make it easy to understand.”
Building Toward the Future
Administrators and teachers say they plan to keep building on recent momentum. Student data tracking, enhanced teacher collaboration through weekly professional learning communities, and consistent coaching through administrative walkthroughs are among the strategies designed to push student performance higher.
Walston said she wants families to know that the school’s focus goes beyond test scores. “We are working every day to create a culture where students take ownership of their learning, feel supported, and are challenged to grow,” she said.
With evidence of academic growth, particularly the exceeded growth in reading for third and fourth grades, new systems in place for student data ownership, and students expressing positive experiences in their classrooms, D.F. Walker Elementary leaders say they are determined to turn steady gains into sustained success.