Summary
West Side Middle School in Charleston, WV, serves 374 students in grades 6 through 8 and is part of the Kanawha County Schools district. The school has consistently ranked in the bottom 2-7% of all West Virginia middle schools over the past decade, with its most recent ranking placing it at 158th out of 161 schools statewide.
Academically, West Side Middle School faces significant challenges. In the most recent school year, only 14.8% of students were proficient in Mathematics and 27% were proficient in English Language Arts—less than half the proficiency rates of both the district (41.3% Math, 47.7% ELA) and the state (39.4% Math, 47.6% ELA). The gap is even wider in 8th-grade Science, where just 8% of students met proficiency standards compared to 27.8% in the district and 29.3% statewide. When compared to nearby schools, the difference is stark: South Charleston Middle School, just over two miles away, has a Math proficiency rate of 23.4% and an ELA rate of 34.5%, while John Adams Middle School, less than three miles away, boasts a 51.8% Math and 62.5% ELA proficiency rate—more than triple West Side's scores. Notably, West Side spends $15,134 per student, the highest among all nearby schools, including $10,986 at John Adams and $11,261 at Andrew Jackson Middle School.
There are some positive signs within the data. Students appear to make progress as they advance through the school: 8th graders scored 21.2% proficient in Math compared to 9.3% for 6th graders, and ELA proficiency improved from 20.7% in 6th grade to 31.9% in 8th grade. However, the school ranks in the bottom 1-5% for several student subgroups, and its performance for African American students ranked last in the state in the most recent year. The dramatic disparity between West Side and John Adams—both in the same district and geographic area—highlights that these challenges are specific to this school and its community, not district-wide issues. This suggests that while funding is not lacking, the school likely needs a comprehensive, long-term intervention strategy to address its persistent achievement gaps.
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