North Central Elementary, Kershaw SC

Original Research by School Decision on North Central Elementary

North Central Elementary is a regular public school in Kershaw, South Carolina, serving students in prekindergarten through fifth grade as part of the Kershaw 01 district. It is one of the elementary options in this small, rural community, and its academic record, student makeup, and setting give a clear picture of what families can expect.

The school’s state testing results, from the SC Ready assessments in spring 2025, show a mixed but mostly solid picture. In fourth grade, a strong majority of students scored proficient or above in math and in English language arts, and the same cohort also did well on the fourth-grade science test. Third grade math was also solid, with most students meeting the proficiency threshold, though third grade reading was somewhat lower but still saw a majority proficient. The softest spot appears in fifth grade math, where performance dropped notably compared to the earlier grades and to fifth grade reading, which held steady at a level similar to third grade. Because the data covers only one testing year, there is no trend line to show whether scores are rising or falling. A parent may want to ask the school what supports are in place for upper-elementary math.

The student body is predominantly white, with a Black minority and smaller Hispanic and multiracial groups. A substantial share of students qualify for free or reduced-price lunch, placing this among higher-poverty elementary schools. No data was available on the number of students with individualized education plans or English learner status, so families with children in those categories should confirm support structures directly. The school is regular public, not a charter or magnet, and its Title I status was not reported.

Kershaw itself is a small, historic town that grew around railroads and gold mining. The Haile Gold Mine remains a notable local employer. The housing market is relatively affordable compared to state and national benchmarks, and the town’s population has been stable to slightly declining. The school is located on Keys Lane, on the outskirts of town, and students come from the surrounding area. No major district-level changes, such as boundary shifts or new programs, were publicly reported in recent years that would affect families making enrollment decisions.

For a parent considering this school, the core takeaway is a regular elementary with solid but uneven state test performance, a high-poverty student population, and a quiet small-town setting. The fourth grade results are a clear highlight; the fifth grade math numbers are worth following up on. With limited public data on staffing, discipline, or attendance, a visit and conversation with the principal would be a good next step.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 372%

School 72% · District 59% · ▲ 13 pts above district

▲ 19 pts above state median

Grade 477%

School 77% · District 51% · ▲ 25 pts above district

▲ 26 pts above state median

Grade 557%

School 57% · District 47% · ▲ 10 pts above district

▲ 12 pts above state median

English language arts

Grade 361%

School 61% · District 60% · ▲ 1 pts above district

▲ 2 pts above state median

Grade 470%

School 70% · District 58% · ▲ 12 pts above district

▲ 9 pts above state median

Grade 561%

School 61% · District 56% · ▲ 5 pts above district

▲ 1 pts above state median

Science

Grade 469%

School 69% · District 52% · ▲ 17 pts above district

▲ 24 pts above state median

This schoolKershaw 01, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.