The top reported proficiency rate is 49% in English language arts. The lowest is 34% in Science.
Original Research by School Decision on Andrew Jackson Middle School
Andrew Jackson Middle School sits on Big Tyler Road in Charleston, West Virginia, serving grades six through eight as a regular public school in the Kanawha County Schools district. It draws from a mid-sized enrollment spread fairly evenly across the three grade levels. The student body is predominantly white, with a smaller share of students identifying as two or more races, and still smaller Black, Hispanic, and Asian populations. Free and reduced-price lunch data was not available, so the economic profile of the student body cannot be characterized from the information provided. The same gap applies to special education and English learner counts. A parent looking for details on those populations would need to ask the school directly.
On the West Virginia General Summative Assessment, the most recent results show a mixed academic picture. English language arts results are the school's stronger area, with roughly half of each grade level reaching proficiency across sixth, seventh, and eighth grades, with performance holding steady from grade to grade. Math results run lower, with proficiency rates in the upper third to upper forties depending on the grade, and seventh grade sitting noticeably below the other two. Eighth grade math showed the strongest result of the three. Science, tested only in eighth grade at this school, was the weakest subject, with about a third of tested students reaching proficiency. Participation was essentially universal across all tested grades and subjects. No multi-year trend data was available, so there is no way to tell from the provided data whether these results represent improvement, decline, or stability. State testing for grades three through five appears in the data set but carries no results, which is expected because Andrew Jackson does not serve those grades.
The school sits in a Charleston zip code where housing values run below the national benchmark but close to the state level, and rents are modest relative to national figures. The area is affordable by the standard measures available, with a price-to-income ratio that sits below the national figure and rent taking up a manageable share of typical household income. Charleston itself is the state capital and the largest city in West Virginia, with employment anchored by state government, healthcare, and a legacy chemical manufacturing sector that has contracted over time. The city has seen a modest population decline in recent years, and development efforts have centered on downtown and riverfront revitalization rather than large-scale residential expansion. Three interstates converge at Charleston, and the built environment is car-dependent outside the immediate downtown core along the Kanawha River. Cultural amenities include the Clay Center for the Arts and Sciences, Haddad Riverfront Park, and the state capitol complex. For a family considering this area, the housing market is relatively accessible, and the civic infrastructure of a state capital is nearby, though the immediate neighborhood around the school is suburban rather than walkable urban.
Kanawha County Schools, the parent district, did not yield publicly reported information on recent strategic changes, curriculum shifts, facility decisions, or board actions meeting a lasting-impact threshold. The search returned basic directory and demographic information only, so there is no district-level change narrative to attach here. A parent interested in district priorities would need to look into board minutes or district communications directly.
No program offerings, course access details, staffing figures, discipline data, attendance data, or civil rights reporting were provided for Andrew Jackson Middle School. Without these, the academic program cannot be described beyond what the state assessment results reveal. A family weighing this school would benefit from asking about advanced coursework, intervention supports, elective offerings, extracurriculars, and staffing ratios, none of which appear in the available data.
What the data does show is a middle school with solid ELA outcomes, uneven math performance, and a clear soft spot in science. The school is not a magnet or charter. It operates as a conventional public middle school within a large county district, serving a mostly white student body in an affordable Charleston neighborhood near the civic and cultural center of the state.
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