Summary
Grafton High School in Grafton, WV, is a medium-sized public high school serving 658 students in grades 9-12 within the Taylor County Schools district, which is ranked in the bottom half of West Virginia districts. The school itself earns a 3-star rating and ranks 49th out of 105 high schools statewide, placing it solidly in the middle of the pack. Its most notable strength is a strong graduation rate—95.2% in the most recent year, exceeding the state average—and consistent proficiency in English Language Arts, where scores hover right around the state average. However, math and science proficiency lag significantly behind state benchmarks, with only 15.1% of students proficient in math compared to the state's 20.6%.
The most concerning trend at Grafton is its performance with students from low-income backgrounds and those receiving special education services. The school ranks in the bottom 11th percentile for both groups, and its ranking for low-income students has dropped sharply over the past three years—from the 35th percentile down to the 9th. This suggests that while the school succeeds in graduating most students, it is struggling to provide effective academic support to its most vulnerable populations. Additionally, there is a notable and inconsistent gender gap in achievement: in the most recent year, male students outperformed females by 21 ranking places, but the year before, females outperformed males by 38 places, indicating that outcomes can vary significantly from year to year.
When compared to nearby schools, Grafton's challenges become clearer. Bridgeport High School, just 12.8 miles away, ranks 2nd in the state with a 5-star rating and math proficiency nearly three times higher. East Fairmont High School and Fairmont Senior High School also rank in the top 11 statewide, while Robert C Byrd High School ranks 32nd. Grafton does maintain a favorable student-teacher ratio of 14.6, better than many of these higher-performing neighbors, and spends slightly less per student ($11,912). This suggests the school has the staffing resources to improve, but has not yet translated that into stronger academic outcomes, particularly in STEM subjects and for its most at-risk students.
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