Imagine a school system where nearly one in five schools is labeled as 'low-performing.' It’s a stark reality for Wake County, where 40 out of 203 schools fall into this category. But here’s where it gets controversial: these schools, known as Restart schools, are part of a program that grants them charter-like flexibility—think funding control and customizable calendars—yet their success is measured primarily by test scores, a metric that’s been fiercely debated. Is this the right approach to fixing struggling schools, or are we missing the bigger picture?
On Tuesday, Wake County school officials presented their annual update on the Restart program to the school board, shedding light on their efforts to turn these schools around. The program, designed for schools that have been low-performing for two out of the last three years, offers additional funding for interventions—but with a catch: schools lose that funding if they improve enough to exit the program. It’s a high-stakes game of progress and penalties.
And this is the part most people miss: While most Restart schools still meet the low-performing criteria, a few have managed to break free. For instance, Timber Drive Elementary and River Bend Middle are at risk of losing their extra funding because they didn’t meet academic gain requirements, though the district can reapply for them. Meanwhile, other schools have maintained eligibility by hitting their academic targets.
During the session, two principals shared success stories. By using additional funds to hire instructional coaches and curb teacher turnover, they’ve seen tangible improvements. Timber Drive Elementary even paid teachers extra to tutor struggling students during track-out periods—a creative solution that’s hard to implement without the program’s flexibility. As James Aldridge, principal at Millbrook Magnet Elementary, put it, ‘It allows unique schools to find unique solutions to unique problems.’
But here’s the bigger question: What happens when the extra funding dries up? On Tuesday, board members and administrators expressed a strong desire to preserve and expand the flexibility Restart schools enjoy, regardless of future state funding. Superintendent Robert Taylor emphasized, ‘I do hope our General Assembly recognizes the value of flexibility.’
Is flexibility the key to transforming struggling schools, or are we overlooking deeper systemic issues? Share your thoughts in the comments—this is a conversation that needs your voice.
