Summary
Cartersville High School serves approximately 1,469 students in grades 9-12 in Cartersville, GA, as part of the Cartersville City district, which ranks 69th out of 201 districts in Georgia. The school has seen its overall state ranking slip from a consistent 4-star rating (top 100-121 in the state) between 2015-2019 to a 2-star rating in the most recent 2025-2026 data, now ranking 235th out of 455 schools. Despite this decline, the school maintains a strong graduation rate of 92.2% (above the state average of 87.2%) and a low dropout rate of 1.2%, roughly half the state average.
Academic performance in key subjects shows significant gaps compared to nearby schools. In Algebra I, only 28.8% of Cartersville students scored proficient, well below the state average of 48.1% and dramatically lower than nearby schools like Harrison High School (75.5%), Kennesaw Mountain High School (66.4%), and Woodstock High School (54.5%). Even Woodland High School, just 4.25 miles away, outperformed Cartersville at 45.9%. U.S. History proficiency is also a concern at 28.3%, the lowest among all nearby schools and well below the state average of 38.5%. Biology is a relative bright spot, with 46.6% proficiency essentially matching the state average and remaining stable over four years. Notably, the school's Algebra I scores are far below its own district average (28.8% vs. 47.9%), a gap not seen in most neighboring schools.
On a positive note, chronic absenteeism has improved significantly, dropping from 16.2% in 2023-2024 to 11.5% in the most recent year—well below the state average of 17.7% and much better than nearby schools like Cass High School (25.7%) and Woodland (22.3%). The school also has a favorable student-teacher ratio of 15.3 and spends $13,709 per student, in the middle range of nearby schools. With 52.4% of students qualifying for free or reduced lunch, Cartersville serves a more economically diverse population than many neighboring schools, which may help contextualize some performance gaps. The school's improving attendance, stable Biology scores, and strong graduation rates provide a foundation, but addressing Algebra I performance and achievement gaps for specific student groups will be critical to reversing the downward trend.
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