Breaking the cycle of underperformance

TARGETED intervention in 56 non-traditional high schools which were previously rated unsatisfactory or in need of immediate support by the National Education Inspectorate (NEI) has started to reap success.

The schools are beneficiaries of the National School Learning and Intervention Programme (NSLIP) introduced by the Ministry of Education, Skills, Youth and Information.

The programme was established in 2022 in response to the learning gaps/loss experienced by students from the disruption in the education system due to the COVID-19 pandemic.

The tactical approach was developed to expedite school improvement by targeting the critical factors that influence student outcomes.

It included increased instructional time, strengthened leadership practices, data-driven decision-making, enhanced teacher support, improved student welfare, and stronger monitoring and accountability systems.

Its primary objective was to provide a structured and cohesive framework capable of achieving measurable gains within a relatively short time frame while promoting sustainable practices to support long-term school improvement.

The evidence emerging from NSLIP schools has provided one of the strongest arguments for sustained intervention.

In the 2025 Caribbean Secondary Education Certificate (CSEC) examinations, all 56 schools participating in NSLIP recorded improvement in English A, while 41 recorded improvement in mathematics, with several schools demonstrating dramatic gains.

Among the schools reporting improvement was Edwin Allen High School in Clarendon, which was placed under NSLIP after its CSEC mathematics performance declined to 25.4 per cent passes in 2024.

Following the targeted intervention, the school’s CSEC mathematics performance increased to 74.1 per cent passes in 2025.

Jermain Harris, principal of Edwin Allen, said he worked closely with the vice-principal of programmes, the head of the Mathematics Department, and the Ministry of Education’s mathematics specialists to ensure that the curriculum delivery was aligned with the CSEC mathematics syllabus and that curriculum pacing was closely monitored.

“Teachers used assessment data to identify priority content areas and adjusted instruction to meet students’ learning needs.

“To increase students’ exposure to quality instruction, the school implemented an extensive programme of extended learning, which included morning intervention classes before the start of the regular school day, afternoon classes conducted after the scheduled timetable, Saturday mathematics classes, mathematics camps during school breaks, and mathematics marathons to provide intensive revision and examination preparation,” Harris said.

“These interventions enabled teachers to revisit difficult concepts, address learning gaps, provide individualised support, and reinforce key mathematical skills. To promote a culture of excellence and continuous improvement, the school also introduced an incentive programme for both teachers and students,” added Harris.

He said students were recognised and rewarded for attendance, improvement, and academic achievement, while teachers were acknowledged for exceptional commitment, innovative instructional practices, and improvements in student performance.

“These incentives contributed to increased motivation, accountability, and ownership of the intervention programme,” declared Harris.

Charlie Smith High School prioritised high-yield, research-backed interventions applying the High-Dosage Tutoring method that saw some students receiving 45 minutes of small-group tutoring three times per week.

At St Thomas Technical, which posted a pass rate of 33.2 per cent in English A in 2024, the score was doubled to 67.4 per cent in 2025.

In addition, the school, which struggled with 6.9 per cent passes in mathematics in 2024, improved to 22.8 per cent in 2025.

“It was important for us, first, to critically address the whole issue of discipline,” said Principal Rochelle Taylor Brown.

“So we instituted a School Wide Positive Behaviour Intervention and Support Framework to promote positive behaviour, improve student discipline, and create a safe and orderly learning environment.

“Specific students received lunch and ‘shout out’ during general assembly, and the best class received a free field trip,” added Taylor Brown.

She said Alternative Pathways to Secondary Education (APSE) coaches — specialist educators supporting students requiring additional academic, behavioural or learning interventions — were engaged to bolster curriculum delivery for English A.

“The APSE coaches, who are one branch of the English language officer support team, provide support to teachers to better equip them to deliver high-quality instruction and increased student engagement. These officers conducted training sessions and collaborative lesson planning with the teachers, assisting them in interpreting assessment data for better placement of students.

“They also created intervention programmes for students who were deemed as ‘critical’ — those who were either performing or reading below their grade level,” said Taylor Brown.

She said the school’s improvement in mathematics, “though we must get better, was as a result of increasing the five periods [two hours and 55 minutes of teaching and learning time] for students to nine periods [five hours and 15 minutes)”.

Meanwhile, Charlie Smith High School moved dramatically from a 13.1 pass rate in English A in 2024 to 75 per cent in 2025, with its maths score shifting from 8.8 per cent to 18.2 per cent over the period.

“To break the cycle of underperformance we prioritised high-yield, research-backed interventions. The High-Dosage Tutoring method was applied, where students identified as critically underperforming received 45 minutes of small-group tutoring [3:1 ratio] three times a week. Research shows this is the single most effective tool for learning recovery,” said Principal Christopher Wright.

“The Tiered Response to Intervention Framework was, therefore, adopted: Tier 1 – high-quality, differentiated core instruction; Tier 2 – small-group targeted remediation; and Tier 3 – intensive, one-on-one specialist intervention. Importantly, we integrated local culture, music, and social justice topics into the academic content to dramatically increase engagement and relevance for our inner-city youth,” added Wright.

He argued that accountability in a rising inner-city school such as Charlie Smith High must be transparent, data-driven, and supportive.

“As a result, we have established a tripartite monitoring matrix. There is the Live Data Wall & Dashboard, where we use a digital student achievement dashboard that tracks real-time data from formative and summative assessments. Student progress is colour-coded, allowing us to spot regressions instantly.

“Teacher Performance Portfolio and Reflections is another highlighted area, where teachers maintain digital portfolios that map lesson plans against student mastery data. Finally, there is the Data-Driven Dialogue Meeting, where every three weeks I meet with grade-level teams for data dialogues. In these meetings, teachers must present their class data, identify students who are lagging, and detail the specific reteaching strategies they will employ,” said Wright.

Among the other secondary schools at which the NSLIP was implemented, which recorded improved performances in English A, were Bustamante High School, which moved from 12.1 per cent passes in 2024 to 51.9 per cent in 2025; Fair Prospect High School, which jumped from 9.5 per cent to 73.7 per cent; and Greater Portmore High School, which improved from 21.3 per cent to 78 per cent.