Hartsville, South Carolina sits just north of I-20 and north-west of I-95 about a 30-minute drive from Florence.
Geography matters in SC when discussing education because the state has a long and tarnished history of pockets of poverty and educational inequity now commonly known as the Corridor of Shame , a name coined in a documentary addressing that inequity as it correlates with the I-95 corridor running mostly north and south paralleling the SC coast.
The town’s schools are part of Darlington County School District that serves approximately equal numbers of white and black students, although significantly skewed by poverty as reflected in the district’s 2014 report card detailing tested students:
Take Hartsville. Until recently, no one there had ever asked Thompson or her colleagues what they noticed about their child passengers on the bus, or thought to connect their observations to the behavior teachers might witness in the classroom. Moreover, while Hartsville’s teachers were expected to be knowledgeable about their students’ academic standing, they were not expected to be attuned to their psychological states.
That began to change in 2011, when the community announced a five-year plan to transform its elementary schools. It partnered with Yale University’s School Development Program, which helps schools identify and meet the developmental needs of children. It began to evaluate its schools by a broader set of measurements – including the number of disciplinary referrals a bus driver had to write each morning. And it started to coordinate its social services to ensure a more equitable set of support structures for Hartsville’s poorest families.
This focus on Hartsville specifically and SC more broadly is important for understanding the entire education reform movement in the U.S. for several reasons.
The standards/testing issues in SC are complex (the anti-Common Core movement in SC is mostly ill-informed and falls along libertarian lines, for example) and represent well patterns found across the country during the mostly state-based accountability era (see below).
SC was one of the first accountability states, and we have had about 5-6 sets of standards and new tests over 30-plus years (see below). Throughout those years, almost no one in political leadership has acknowledged SC being in the bottom quartile of poverty in the U.S.—huge pockets of poverty and affluence—is the real educational crisis.
Like New Orleans, I think, SC is a perfect model of all that is wrong with the education reform debate.
I recommend viewing the 180 Days focus on Hartsville through the complicated and often jumbled politics and education reform over the past three decades in SC, much of which I have addressed in the reader offered below, organized by major accountability issues and policies:
Value-Added Methods of Teacher Evaluation:
SC and Common Core:
SC, Reading Policy, and Grade Retention:
SC and Opt-Out:
SC, Oklahoma, and Florida:
SC’s Former Superintendent Zais:
SC and Accountability:
SC and Charter Schools:
SC and Exit Exams:
SC’s Conservative Leadership:
 This documentary focuses on a court case in South Carolina initiated by high-poverty school districts surrounding primarily the I-95 corridor of the state, paralleling the east coast and stretching from the NE to the SE region. The documentary suffers from melodramatic production values (music, slow-motion panning of sad children’s faces), but the essential claim of the film is important for confronting the social inequity that is reflected in educational inequity, particularly in the South. Issues included in the film are school funding, community-based schools, access to high-quality educational opportunities and facilities, teacher assignments related to student characteristics, and state education accountability mechanisms. Some related resources (SC school report cards, poverty indices, related blog posts) to the documentary support examining the film in my educational documentary May experience course.