The top reported proficiency rate is 46% in Social studies. The lowest is 13% in Math.
Original Research by School Decision on Rosemary Middle
Rosemary Middle is a regular public school serving grades six through eight in the small rural town of Andrews, South Carolina. It sits in a building that historically housed the town’s segregated Black school, a layer of local history that still marks the community. The school is part of the Georgetown County School District, which is the only district in the county, so comparisons to neighboring districts are not available in the data.
The school enrolls a modest number of students for a middle school, with each grade level fairly evenly sized. The student body is majority Black, with a substantial white minority and a small share of Hispanic students; a handful of students identify as two or more races. Every student in the school qualifies for free or reduced-price lunch, an indicator of the high poverty level in the attendance zone. This economic context is central to understanding the school, as it is among the most important factors correlated with academic outcomes across the country.
Academically, the state testing results show a school where most students are not yet reaching proficiency standards. In math, the pattern is particularly concerning: proficiency is low in sixth grade, lower in seventh, and lowest in eighth. Across all three grades, the share of students scoring proficient or above is well below what families typically expect from a public school. English language arts performance is somewhat stronger, with about one in three students in seventh and eighth grades meeting the bar, though sixth-grade ELA results are lower. Science results, available only for sixth grade, mirror the lower end of the ELA range. Social studies data is from an older testing year and shows a higher proficiency rate at that time, but that information is not current and the state changed its cut scores for the assessment since then, so a parent should treat it as historical context only.
A family looking at this school should be aware that the academic challenges are pronounced, particularly in mathematics. The data does not include information on student support programs, staffing, discipline, or attendance, so it is not possible to assess what interventions or resources the school offers to address these results. A parent may want to visit the school and ask directly about academic intervention strategies, tutoring, and how the school supports students who are behind grade level.
Andrews itself is a small town that has experienced population decline over the past century. Its origin as a railroad and lumber hub ended with the Great Depression, and the economy later shifted to light manufacturing. Today the town’s schools remain central to community life, with Rosemary Middle, Andrews Elementary, and Andrews High School forming the public education pathway. Housing values in the area are well below state and national benchmarks, which can make it more affordable for families who work in the region, though job opportunities within town limits are limited.
For a parent considering this school, the most salient facts are the combination of universal poverty and low academic proficiency. The school is not likely to be a strong fit for a family that prioritizes high test scores or a competitive academic environment. It may be a reasonable option for a local family who values neighborhood schooling, small-town community connections, and the history of the building itself, but the academic data suggests that extra support at home or through outside programs would be important for a student aiming to reach grade-level standards. Without more information on specific programs or enrichment offerings, the picture is one of a school serving a high-need population with results that reflect that reality.
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