Middle Grade Math
Math is a critical way to measure and understand the world with greater precision. Many careers in the modern economy require a strong foundation in math. Math skills in eighth grade are a predictor of success in post-secondary education. Most eighth grade students take the eighth grade math EOG test or the Math I test (eighth grade students who are advanced in math). The measure used here is the percent of eighth grade students who were proficient on whichever of those two tests that the student took at the end of their eighth grade year. Proficiency on these tests is defined as the skills required to do math at grade level. View data notes for this measure. View data notes for this measure.
Data Visualization
Grade-level Proficiency of Eighth Grade Students on End of Grade Eighth Grade Math/Math I Tests (2019-25 School Years)
Use the dropdown menu below to view data on different groups.
Key Takeaways
School Year 2020-21
Proficiency rates have been increasing since the pandemic.
In the 2024-2025 school year, 39% of students were proficient compared to 24% in the 2020-2021 school year.
Disparities by race/ethnicity and economic status were present for the 2024-2025 school year.
For the 2024-2025 school year, Black and Hispanic/Latino students were proficient at 22% and 26%, respectively, compared to 65% of White students and 25% of economically disadvantaged students compared to 57% of not economically disadvantaged students.
Working together to improve Middle Grade Math
Across Forsyth County, individuals, organizations, community groups, networks, and public institutions are working to ensure every child is proficient in math in middle school.
The strategies below represent the many ways our community is working toward that shared goal. By making these efforts visible, we can better understand how our work fits together, identify opportunities for collaboration, and strengthen our collective impact.
Build foundational math skills and confidence through consistent, individualized, relationship-based tutoring provided by trained volunteers.
HTM-01
Align schools, families, and community partners around students' math growth through shared information, resources, and continuous improvement.
HTM-02
Train a diverse cohort of local residents as teachers in pedagogical best practices
WST-01
Develop a life-long love of reading and learning by providing culturally relevant summer learning opportunities and reading materials for children
FRS-01
Build community power and lasting family leadership infrastructure within schools by holding regular Freedom Family Tables
FRS-02
Build capacity of educators and future educators to effectively deliver culturally relevant curriculum
FRS-03
Provide academic support and inspire academic confidence so that students are college-ready.
CLT-01
Empower families as active partners in student success by strengthening educational knowledge, workforce skills, economic stability, and access to wraparound supports.
CLT-02
Facilitate network connection & collaboration among providers of youth extracurricular services to align programming, build capacity around best practices, and increase access
HTC-01
Collaboratively design and implement youth programming events that promote protective factors for youth
HTC-02
Raise awareness of and increase community support for youth well-being needs through public demonstrations, publications, and events.
HTC-03
Work collaboratively with partners to identify gaps and identify resources for youth mental health supports
MBK-01
Transform the policies, practices, and resource flows that influence how schools, law enforcement, and community institutions respond to student behavior.
SJP-01
Build capacity and strengthen collaboration, trust, and shared ownership among the school system, law enforcement, juvenile justice, community organizations, and families, to create coordinated responses that better support students.
SJP-02
Shift the beliefs, expectations, and cultural norms surrounding school discipline held by individuals within the organizations serving students in Forsyth County.
SJP-03
Data Notes
Grade-level Proficiency on End of Grade Eighth Grade Math Test
The year on the graph is the year the school year ends. Economic disadvantage is defined as students who are receiving free- or reduced-price lunch. Data from the 2019-20 school year is not included because end of grade testing did not take place.
Data source: North Carolina Department of Public Instruction