For seven consecutive years, the state of South Carolina rated the school as At-Risk, bringing in specialists in English, Math, and Science to help turn the school around. The test scores were in the bottom 5% in the state and less than 50% of the students who started Carolina High graduated with their 9th grade cohort. The teacher turnover rate was high, where 15 to 20% of the teachers left after each school year ended. The focus of the school was more centered on discipline and to keep the students in the classroom rather than curriculum and instruction and learning. Reactive approaches to education were employed rather than proactive. Because of the challenges the school faced, finding teachers became very difficult and less than quality teachers were sent to the school from other schools just so there was a warm body in the classroom. The expectations of the teachers was to keep the students in the classroom and do work, lacking an emphasis on the quality
For seven consecutive years, the state of South Carolina rated the school as At-Risk, bringing in specialists in English, Math, and Science to help turn the school around. The test scores were in the bottom 5% in the state and less than 50% of the students who started Carolina High graduated with their 9th grade cohort. The teacher turnover rate was high, where 15 to 20% of the teachers left after each school year ended. The focus of the school was more centered on discipline and to keep the students in the classroom rather than curriculum and instruction and learning. Reactive approaches to education were employed rather than proactive. Because of the challenges the school faced, finding teachers became very difficult and less than quality teachers were sent to the school from other schools just so there was a warm body in the classroom. The expectations of the teachers was to keep the students in the classroom and do work, lacking an emphasis on the quality