Professional Documents
Culture Documents
REPORT CARD
Submitted by the Chamber Education Report Card Committee
Co-Chairs Jackson Miller and Brian Shaw
Metropolitan Nashville Public Schools
Presenting Sponsor
Pivotal Partners
Education Advocates
Supporting Sponsor
Technology Partner
Supported by
TA B L E O F C O N T E N T S
Submitted by the Chamber Education Report Card Committee
Co-Chairs Jackson Miller and Brian Shaw
N A R R AT I V E
Executive Summary 6
Recommendations 8
School System Performance 9
Committee Commendations
Committee Concerns
Educational Leadership 22
NUMBERS
Appendix A Nashville Public Opinion on Education May 2014 28
Appendix B MNPS Funding 32
Appendix C MNPS Demographic and Achievement Data 34
Appendix D Performance of Middle Tennessee and Urban System Districts 49
NOTES
Appendix E Academic Performance Framework Schools 50
Appendix F Status of Chamber Education Report Card Committee Recommendations from 2013 Report 52
Appendix G Experts Interviewed 55
Appendix H Glossary 58
Acknowledgements
63
Jarod DeLozier
Co-founder and owner,
Ugly Mugs Coffee & Tea
Stratford Cluster parent
(second year)
Rob Elliott
Chief operating and financial officer,
Stansell Electric Company
(second year)
Daryl Buck
General manager, Murray Guard, Inc.
Hillwood Cluster parent
Dawn Cole
Public affairs manager, Waste
Management, Inc. of TN
(third year)
James Hartman
Retired MNPS teacher
Corinne L. Cohn High School alumnus
Tiffany Coursey
Human resources, Barge Waggoner
Sumner & Cannon, Inc.
Scott Craddock
Corporate ethics and compliance
officer, CCA
Hillsboro Cluster and magnet
school parent
(second year)
Laura Delgado
Family engagement manager,
Conexin Amricas
(second year)
Derrick Hines
Curriculum development and
instructional systems design,
Tennessee College of Applied
Technology Nashville
Cane Ridge Cluster parent
(third year)
Jennifer Johnston
Executive director, Vanderbilt Center
for Nashville Studies
Sara Longhini
Executive director, Fannie Battle
Day Home for Children
(third year)
Katherine McElroy
Partner, c3/consulting
Freddie OConnell
Software developer, Rustici Software
Anita H. Ryan
Account executive, HST Interior
Elements
Hillwood Cluster and magnet
school parent
Christina Smith
First vice president, wealth
management advisor/retirement
benefits consultant, Smith &
Associates - Merrill Lynch, Pierce,
Fenner & Smith Inc.
Connie Williams
President and CEO, PENCIL Foundation
Whitney Weeks (ex officio)
VP, policy, Nashville Area Chamber
of Commerce
Hillsboro Cluster and magnet
school parent
Dr. Jewell Winn
Executive director for international
programs and chief diversity officer,
Tennessee State University
Maplewood High School alumna
Allyson Young
CEO, YMG Coaching and
Consulting
Hillwood and Hillsboro Clusters parent
(third year)
EXECUTIVE SUMMARY
Just how much MNPS improved in one year using the APF is
the past three years and the outdated standardized tests that
are supposed to measure student mastery. In response to this
Over the past 22 years, this Education Report Card has con-
six schools over the previous year. With the statistical adjust-
English proficiency has been flat the past three years and
schools.
As for the districts 10,000 employees, leadership at the top
Strong and determined leadership at every level of Metro
sets the tone for the organization, and there are significant
ly, five years after the education report card committee last
Register nears the end of his contract on June 30, 2015, the
In addition to a new, more rigorous selection process to determine school leaders, MNPS has developed a new training
program for aspiring administrators that complements the
longstanding Principal Leadership Academy of Nashville
R E C O M M E N D AT I O N S
To their great credit, each year the school board and administration carefully consider the Report Cards findings and recommendations. Metro Nashville Public Schools responses to last years Report Card recommendations can be found in Appendix
F. In looking back at the 2013-2014 school year, the committee encourages MNPS and the broader community to give each of
these recommendations careful thought and consideration, as we hope to see real progress on them over the next year.
Going forward, the Chambers Education Report Card Committee should annually
Metro Schools should reform the pay supplement system to financially reward
Metro Schools should catalog those issues most commonly identified as impeding
The Metro School Board should recommit its adherence to policy governance by
The Metro School Board should time the hiring of a new director of schools to
past three years and the outdated standardized tests that are
supposed to measure student mastery of those standards. In
short, statewide K-8 academic gains on the TCAP test have
been dropping in recent years, precisely at a time when Tennessee was ranked the fastest-improving state in the country
under the National Assessment of Educational Progress. Unfortunately, instead of fixing this misalignment, the Tennessee General Assembly prolonged it by delaying implementation of a new state assessment until 2016.
10
Type
School
2013
2014
HS
Excelling
Excelling
K-8
Lockeland
Excelling
Excelling
K-8
Excelling
Excelling
K-8
Glendale
Excelling
Excelling
K-8
Excelling
Excelling
K-8
Excelling
Excelling
K-8
Stanford
Excelling
Excelling
K-8
Old Center
Excelling
Excelling
K-8
Percy Priest
Satisfactory
Excelling
K-8
Satisfactory
Excelling
K-8
Cameron
Target
Excelling
K-8
LEAD Prep
N/A
Excelling
K-8
Review
Excelling
HS
MLK Magnet
Excelling
Excelling
K-8
Granbery
Excelling
Excelling
K-8
Intrepid Prep
N/A
Excelling
K-8
N/A
Excelling
K-8
Knowledge Academy
Achieving
Excelling
K-8
Andrew Jackson
Satisfactory
Excelling
K-8
J.T. Moore
Satisfactory
Excelling
HS
LEAD Academy
Satisfactory
Excelling
K-8
KIPP Academy
Excelling
Excelling
K-8
MLK Magnet
Satisfactory
Excelling
HS
Hume-Fogg Magnet
Achieving
Excelling
K-8
Crieve Hall
Excelling
Achieving
K-8
Harpeth Valley
Satisfactory
Achieving
K-8
Rose Park
Achieving
Achieving
K-8
Eakin
Satisfactory
Achieving
K-8
Rosebank
Review
Achieving
HS
Satisfactory
Achieving
K-8
Cockrill
Review
Achieving
K-8
Hermitage
Review
Achieving
K-8
Meigs MS Magnet
Excelling
Achieving
K-8
Dupont Hadley
Review
Achieving
Type of school
School
2013
2014
K-8
Norman Binkley
Satisfactory
Target
K-8
Paragon Mills
Satisfactory
Target
K-8
Boys Prep
Target
Target
K-8
Target
Target
K-8
Amqui
Satisfactory
Target
K-8
Mt. View
Satisfactory
Target
K-8
Tusculum
Satisfactory
Target
K-8
Cumberland
Review
Target
K-8
J.B. Whitsitt
Target
Target
K-8
Bellshire
Satisfactory
Target
K-8
Caldwell
Review
Target
K-8
Kirkpatrick
Review
Target
K-8
Wright
Target
Target
Metro Schools still made improvement without the statistical adjustment to the APF, but the progress is far less dramatic. Using unadjusted numbers, there were 30 excelling and achieving schools in 2014
serving 12,639 students, approximately 15 percent of the citys public
school students. This represents a net increase of six higher-performing schools over the previous year, but an overall reduction of 471
students in these schools compared to 2013, due to two large high
schools dropping into the satisfactory category. The district still
managed to reduce the number of target schools and the total number
of students in those schools without the statistical adjustment. The
unadjusted APF classifies 25 schools as target in 2014, a 14 percent
reduction from the 29 target schools in 2013, with 1,665 fewer students in these lowest-performing schools.
11
Enrollment and Capacity Comparison by 2013 vs. 2014 Academic Performance Framework Status
Number of schools
2013
2014
Number of students
2013
w/ adj.
no adj.
2014
w/ adj.
no adj.
2014
w/ adj.
no adj.
Excelling
13
24
20
5,817
10,117
7,906
4,507
6,758
4,884
Achieving
11
10
10
7,293
4,634
4,733
7,015
4,574
4,336
Satisfactory
57
71
65
38,551
48,164
44,837
36,838
46,983
43,656
Review
33
27
25
18,262
13,330
13,807
18,262
12,739
13,216
Target
29
13
25
12,980
6,353
11,315
12,274
6,353
11,315
Total
143
145
145
82,903
82,598
82,598
78,896
77,407
77,407
district progress over the past year, but its main purpose is
than doubled to 15. There was not as much focus on the fact
12
Number of seats
(program capacity)*
2013
2014
Percent
enrollment/capacity*
2013
w/ adj.
no adj.
4,236
6,847
5,004
7,016
4,882
39,392
2014
The districts most significant gains in student proficiency this year occurred at the high school level.
Freshmen and sophomores scored significant gains on
w/ adj.
no adj.
106.4%
98.7%
97.6%
4,515
100.0%
93.7%
96.0%
51,705
48,150
93.5%
90.9%
90.7%
21,401
14,709
13,869
85.3%
86.6%
95.3%
13,960
6,400
13,005
87.9%
99.3%
87.0%
86,005
84,543
84,543
91.7%
91.6%
91.6%
13
Grades 4 & 8 Math and High School Algebra I Percentage of MNPS Students Scoring Proficient or Advanced 2010-2014
60%
52%
48%
50%
38%
40%
30%
20%
10%
42%
37%
28%
28%
18%
31%
41%
42%
37%
38%
2013
2014
31%
16%
0%
2010
2011
2012
Grades 4 & 8 Reading/Language Arts and High School English II Percentage of MNPS Students Scoring Proficient or
Advanced 2010-2014
60%
50%
40%
55%
47%
33%
30%
31%
47%
35%
34%
49%
39%
38%
47%
38%
35%
41%
High school English II
36%
20%
10%
0%
2010
14
2011
2012
2013
2014
ant measure.
ment or International Baccalaureate English. It is unfortunate that the states accountability system, in effect, penal-
assessments.
cent in 2013 to 78.7 percent this year, there has been little
report cards.
James Hartman and Allyson Young, Education Report Card Committee members,
talk with fourth-graders at Eakin Elementary School during a tour.
16
C O M M I T T E E C O M M E N D AT I O N S
Transformation of two low-performing schools into model
pre-K centers
students.
tional model
teachers about the districts strategic plan Education 2018 as well as the Learning Technology Plan,
a multi-year blueprint by MNPS and private industry
for incorporating technology into every facet of student
learning. Teachers who successfully completed this
professional development module received a laptop,
with an opportunity to purchase the computer after
three years for $1. Teacher access to laptops is critical
as the district seeks to create more blended learning
environmentsa combination of online and in-classroom
instruction. According to post-training surveys, more
17
Reading/Language Arts
60%
50%
50%
43%
50%
39%
40%
30%
27%
20%
12%
8%
10%
NELB*
Former ELL
2nd year
transition
1st year
transition
Active ELL
0%
Declined
ELL service
Mathematics
60%
52%
51%
50%
44%
56%
42%
40%
30%
23%
20%
21%
10%
NELB*
Former ELL
2nd year
transition
no ELL background.
1st year
transition
0%
Active ELL
Declined
ELL service
18
Anita Ryan, Education Report Card Committee member and MNPS parent, compares
favorite authors with students during a visit to Eakin Elementary School.
19
COMMITTEE CONCERNS
Misalignment of standards and assessments
Priority Schools
Identified by the Tennessee Department of Education, these schools are performing in the bottom 5 percent statewide.
Bailey STEM Magnet Middle School
20
Coupling this fact with district data that students exiting its
tion that schools have their students for a full academic year
Our report card once again notes another school year filled
153 student entries and 132 student exits during the 2013-
21
E D U C AT I O N A L L E A D E R S H I P
Team lead teachers might earn a flat $250 for a years work,
administrators.
Te a c her leader sh ip
in the district.
school sports team coaches and student organization advisors. While teacher leaders earn fixed dollar stipends, athletic coaches and advisors stipends are based on a percentage
of their salary, rewarding longevity and advanced degrees.
22
schools.
In the previous three years, the district has developed several programs
transformational leaders.
becoming a principal.
development.
23
Education Report Card Committee members joined Metro Councilmen Walter Hunt, Lonnell Matthews, Anthony Davis and Scott Davis on a
tour of Isaac Litton Middle Prep. Use of technology and project-based learning are hallmarks of educational delivery at this school.
24
and federal staffing policies are still met. Last year several
to a pool of 20 finalists.
G o ve rn a n c e
Leadership at the top sets the tone for the rest of the or-
members, who might have run for office with the promise to
25
Recognizing these challenges, the MNPS school board adopted policy governance as a model for operating in 2002.
Pioneered by John Carver (for more information, visit www.
policygovernance.com), policy governance outlines the distinct roles of a board and its CEO. Essentially, the governing
board is responsible for setting the organizations goals, or
ends, as well as hiring and evaluating a CEO to achieve
those expectations within any board-prescribed limitations.
The CEO has responsibility for managing all other staff to
achieve the organizations goals. Policy governance also
serves as a framework for how the board makes decisions and
speaks with one voice. Vigorous debate and differences of
opinion are encouraged prior to a board decision, but once
the board takes a majority vote on an issue, all members are
Over the past year, it is clear that the Metro school board
26
Eakin Elemtary School fourth-graders host guided tours for community visitors and prospective families.
27
APPENDIX A
Nas h ville Pub l i c O p i n i o n o n E d u c a ti o n Ma y 2 0 1 4
The following graphs represent results from a telephone survey commissioned by the Nashville Area Chamber of Commerce.
The survey was designed, written and analyzed by McNeely Pigott & Fox Public Relations in Nashville. The Parker Consulting
Group of Birmingham, Ala., randomly surveyed 500 Davidson County residents May 5-10, 2014. The survey has a margin of
error of approximately plus or minus 4.4 percent for the total sample.
In general, do you think Nashville is heading in the right direction or the wrong direction?
75%
69%
65%
72%
67%
Right
21%
14%
15% 16%
14%
19%
11%
14%
15% 13%
Wrong
Dont know/no opinion
2010
2011
2012
2013
2014
In your opinion, what is the most important issue or problem facing Nashville?
2014
Education: 24.4%
Mass transit/traffic problems: 16.0%
Crime: 13.0%
2013
2011
2012
2010
Economy: 11.2%
Other: 10.6%
Dont know: 8.4%
27.0%
31.0%
30.0%
30.0%
Growth/development: 7.0%
16.0%
23.0%
24.0%
22.0%
13.0%
8.0%
10.0%
18.0%
Taxes: 2.6%
Illegal immigrants: 1.4%
Health care: 1.2%
28
Education
Economy
Crime
Nashville will elect a new mayor in 2015. What issue or problem should be the No. 1 priority for the next mayor?
Education: 31.0%
Transportation/traffic: 11.4%
Growth: 7.1%
Other: 10.5%
45%
44%
37%
35%
33%
Right
22%
19%
Wrong
20%
2013
2014
When you think of K-12 public education in Nashville, would you say it is better than it was one year ago,
would you say it is worse, or do you think it is about the same?
58.0%
58.0%
51.0%
55.9%
52.4%
Better
Worse
18.0%16.0%
2014
15.0%
15.0%14.0%
2013
13.0%
14.0%13.0%
2012
15.0%
15.7%14.7%
2011
13.7%
19.4%
15.8%
12.4%
2010
29
When it comes to education, what do you think is the most important issue facing Metro Public Schools today?
2014
Parental involvement: 25.6%
Funding: 11.0%
Other: 16.4%
Discipline: 12.0%
2014
4
2.82
2.78
2.85
2.86
2.87
1
2010 2011 2012 2013 2014
4
2.82
2.80
2.79
2.77
2.80
3.30
3.08
3.11
3.23
30
3.30
3
2011
2012
2013
2.58
2.54
2.47
2.60
2.61
2013
2012
2011
2010
Very important
83.9%
84.0%
85.0%
87.8%
84.8%
Somewhat important
12.5%
10.0%
12.0%
8.5%
12.2%
1.6%
2.0%
1.0%
1.5%
1.4%
1.2%
3.0%
1.0%
1.0%
0.4%
Dont know
0.8%
1.0%
1.0%
1.2%
1.2%
13.0%
29.0%
Dont know
There should be as many charter
schools as possible
A limited number of charter schools
should operate in Nashville
Charter schools are not necessary
42.1%
39.0%
16.4%
19.0%
2014
2013
2014
43.0%
22.6% 14.2%13.6%
Strongly agree
6.6%
Somewhat agree
Strongly disagree
2013
50.0%
Somewhat disagree
27.0%
10.0%
10.0%
3.0%
Dont know
31
APPENDIX B
MNPS F u n d i n g
MNPS Operating Budget
900
800
Millions of dollars
700
600
$542.2
$564.9
$597.6
$674.0
$720.4
$746.4 $773.9
500
400
300
200
100
0
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
$114
$100
Millions of dollars
1.0
$105
0.8
$62.3
2010
2011
0.6
0.4
0.2
0.0
32
$0
2012
2013
2014
2015
40%
35%
30%
32% 33%
25%
20%
15%
10%
5%
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
0%
33
APPENDIX C
MNPS D emo g ra p h i c a n d A c h i e ve me n t D a ta
This section represents a summary and analysis of data about MNPS. The most recent data included in the report are from
the 2013-2014 school year. Unless otherwise noted, the source of the data for this report is the 2014 Tennessee Department
of Education State Report Card, accessible at www.tn.gov/education/reportcard.
All
Economically disadvantaged
but still well below the all-time high of 95,500 students in 1970.
100,000
80,000
60,000
40,000
20,000
34
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
Economically
disadvantaged
All
Limited English
proficient
Year
Number
Number
Number
Number
2014
100
82,806
73
60,200
12
10,297
15
12,675
2013
100
81,134
72
57,954
12
9,749
15
11,945
2012
100
74,680
72
56,268
13
9,396
14
11,287
2011
100
73,117
75
55,076
12
9,001
14
11,010
2010
100
71,708
72
51,882
12
8,746
14
10,489
2009
100
70,378
76
53,233
12
8,615
13
9,374
2008
100
70,140
73
50,861
12
8,658
11
7,934
2007
100
70,140
72
49,889
13
9,324
7,230
2006
100
73,144
61
44,449
14
9,773
5,128
2005
100
71,926
55
39,775
13
9,710
4,603
2004
100
69,445
52
36,459
15
10,347
5,069
2003
100
68,321
51
34,638
15
9,975
3,825
2002
100
68,227
49
33,251
15
10,583
4,643
2001
100
68,016
46
31,426
5,892
4,012
2000
100
68,345
45
30,960
15
10,593
3,212
Asian
Hispanic
Native American
White
Year
Number
Number
Number
Number
Number
2014
3,298
45
37,218
20
16,247
0.2
168
31
25,766
2013
3,215
45
36,767
19
15,099
0.2
147
32
25,810
2012
3,162
46
36,252
16
12,965
0.1
107
34
26,489
2011
3,343
46
37,138
17
13,422
0.2
128
33
26,972
2010
2,853
48
35,706
16
11,882
0.1
105
33
24,554
2009
2,577
48
35,719
15
11,196
0.2
115
33
24,701
2008
2,383
48
35,144
14
10,399
0.2
119
34
25,012
2007
2,659
47
36,864
13
10,467
0.2
134
36
28,483
2006
2,370
47
34,378
11
8,119
0.1
73
37
26,770
2005
2,445
48
34,596
10
7,264
0.2
144
38
27,476
2004
2,361
46
32,014
6,369
0.2
139
41
28,750
2003
2,323
46
31,222
5,329
0.2
136
43
29,241
2002
2,253
47
31,885
4,164
0.2
136
44
29,837
2001
2,244
46
31,355
3,401
0.2
136
45
30,811
2000
2,255
45
30,892
2,597
0.2
137
47
32,464
35
80,000
White
Hispanic
Asian
60,000
Native American
40,000
20,000
36
2014
2013
2012
2011
2010
2009
2008
2007
2006
2005
2011-2012
Enrollment
2012-2013
Enrollment
2013-2014
Enrollment
664
834
1,543
2,103
81
264
281
487
429
1,052
1,190
1,231
1,174
2,150
3,014
3,821
New enrollment
in MNPS
%
Withdrawal
TN public
Number
Year
Number
Number
Number
2013-2014
79,680
8,226
10.5
3,552
4.5
2,727
2012-2013
78,103
8,166
10.7
3,363
4.4
2011-2012
76,046
8,003
10.7
3,321
4.4
2010-2011
74,683
7,734
10.5
3,207
2009-2010
73,329
8,067
11.2
3,550
2008-2009
71,995
8,598
12.0
2007-2008
71,600
8,315
10.4
Withdrawal
TN private
Number
3.5
892
1.1
2,972
3.9
1,089
1.4
3,115
4.2
765
1.0
4.4
3,052
4.2
711
1.0
4.9
3,200
4.4
762
1.1
3,930
5.5
3,152
4.4
811
1.1
3,850
4.8
2,652
3.3
911
1.1
37
Type
iZone School
Target
Target
Satisfactory
iZone School
Satisfactory
Target
Satisfactory
Gra-Mar MS
iZone School
Satisfactory
Satisfactory
Review
iZone School
Satisfactory
Target
Satisfactory
iZone School
Satisfactory
Target
Satisfactory
iZone School
Satisfactory
Target
Satisfactory
Cameron MS
Transformation Partnership
Review
Target
Excelling
Brick Church MS
Transformation Partnership
Review
Target
Satisfactory
Margaret Allen MS
Satisfactory
Achieving
Satisfactory
Jere Baxter MS
Satisfactory
Review
Review
3-8 Math
2014
2013
3-8 Reading/
3-8 Reading/
Language
3-8 Math
Language
3-8 Math
Language
11.4
17.3
11.8
17.1
19.9
16.2
19.3
18.1
15.0
7.5
19.3
15.1
Gra-Mar MS
25.5
20.8
31.5
25.6
32.5
23.7
29.8
28.0
26.0
24.2
26.9
23.8
13.7
14.5
16.1
16.1
24.0
17.3
20.8
20.5
19.2
18.6
24.5
21.9
Cameron MS*
29.9
20.9
31.8
25.8
50.0
30.1
15.3
16.8
8.7
20.0
8.7
8.7
Margaret Allen MS
30.0
33.3
45.9
37.9
43.9
36.9
Jere Baxter MS
24.7
24.0
26.1
17.7
25.5
15.8
*Brick Church and Cameron are being converted to charter schools one grade at a time. Camerons conversion is through an
MNPS partnership with LEAD Public Schools. Brick Churchs conversion is through an Achievement School District
partnership, also with LEAD Public Schools. Only the non-converted grades are represented in this table.
38
ACT scores
Another achievement measure reported by the state is the ACT test. An ACT composite score equal to or greater than 21 is
the minimum necessary to qualify for a lottery-funded HOPE scholarship. A minimum score of 19 is the entrance requirement
for four-year state colleges and universities. This graph shows the percentages of MNPS students attaining a 21 or higher
composite score on the ACT.
100%
98%
94%
2010
2014
80%
60%
44%
44% 44%
40%
13%
12%
7%
Whites Creek
Stratford
East Nashville
6%
5%
Total
13%
Pearl-Cohn
16%
n/a
18%
n/a
LEAD Academy
McGavock
John Overton
Hillwood
NSA
Middle College
Hillsboro
MLK
Hume-Fogg
0%
Big Picture
n/a
20%
27% 29%
Maplewood
23%
Hunters Lane
24%
Glencliff
25%
Cane Ridge
27%
Antioch
29% 28%
39
Percent of MNPS Students Scoring Above ACT Composite Benchmark 21+: Classes of 2010 and 2014
School
Antioch
40
Class of 2010
Class of 2014
18%
18%
Cane Ridge
N/A
16%
Big Picture
N/A
28%
East Nashville
23%
23%
Glencliff
10%
13%
Hillsboro
39%
44%
Hillwood
21%
29%
Hume-Fogg
94%
98%
Hunters Lane
10%
13%
John Overton
27%
27%
LEAD Academy
N/A
24%
Maplewood
7%
6%
95%
94%
McGavock
22%
25%
Middle College
48%
44%
40%
44%
Pearl-Cohn
3%
5%
Stratford
6%
12%
Whites Creek
10%
7%
Total
27%
29%
Accountability Data
Tennessee uses accountability data to determine a school or districts accountability status under the states waiver from the
Elementary and Secondary Education Act (ESEA). Accountability data include gains on student assessments, gap closure
between groups of students and graduation rate. In Tennessee, students are classified as below basic, basic, proficient or advanced. In grades 3-8 TCAP tests, students are measured based on their scores in reading/language arts and
math. Included on subsequent pages are the percentages of students scoring proficient or advanced in grades 4 and 8, which
represent the culminating years for most MNPS elementary and middle schools. High school students are measured based on
their end-of-course exams (English II, English III, algebra I and algebra II) and for meeting a specific on-time graduation rate
(77.7 percent in 2011-2012). English III and algebra II were added to the states accountability model beginning with the
2012-2013 school year.
3rd-Grade
7th-Grade
Math
Achievement
Math
3rd-Grade
7th-Grade
Reading/
Reading/
3-8
Reading/
Language
Language
Math
Language
3-8
Grad
Algebra I
Algebra II
English II
English III
Rate
Goal met
no
yes
no
yes
yes
yes
no
yes
yes
yes
no
Improvement
declined
improved
declined
improved
improved
improved
declined
improved
improved
declined
declined
Gap Closure Measures: The district is closing the achievement gap for economically disadvantaged students, though not doing nearly as well for its LEP students.
All Students v.
African Am.,
Hispanic, Native Am.
Economically
Disadvantaged (ED)
v. Non-ED
Limited English
Proficient (LEP)
v. Non-LEP
Math (3-8)
yes
yes
no
no
Reading/language (3-8)
no
yes
no
no
yes
yes
yes
no
yes
yes
no
no
Subgroup
Hawaiian Pacific
Islander
Hispanic
declined
improved
improved
declined
improved
improved
declined
declined
---
improved
improved
---
English II (9-12)
improved
improved
declined
declined
Improvement
African
American
Asian
Math (3-8)
improved
Reading/language (3-8)
improved
Algebra I (9-12)
Algebra II (9-12)
Native
American
White
ED
LEP
SWD
improved
improved
improved
improved
declined
declined
improved
improved
improved
improved
declined
---
declined
declined
improved
declined
declined
---
improved
improved
improved
improved
---
improved
---
improved
improved
improved
improved
---
declined
---
declined
declined
improved
declined
41
Students w/
Limited English
White
Disadvantaged
Disabilities
Proficiency
33
58
31
30
17
27
53
29
30
13
28
32
56
30
28
15
24
27
51
26
26
14
Year
All
Asian
Black
2014
41
56
31
2013
38
57
28
2012
39
58
2011
34
48
Hispanic
Students w/
Limited English
White
Disadvantaged
Disabilities
Proficiency
32
53
29
30
23
28
29
51
29
32
20
20
25
46
23
25
16
21
23
45
23
29
16
Year
All
Asian
Black
2014
38
63
28
2013
37
56
2012
31
51
2011
31
51
Hispanic
Percent of MNPS Students in Grade 8 Scoring Proficient or Advanced in Reading/Language Arts by Subgroup
Economically
Students w/
Limited English
White
Disadvantaged
Disabilities
Proficiency
27
54
27
29
28
48
27
26
28
29
55
29
28
25
29
52
26
23
Year
All
Asian
Black
2014
36
47
47
2013
35
52
27
2012
38
54
2011
35
50
Hispanic
42
Economically
Students w/
Limited English
White
Disadvantaged
Disabilities
Proficiency
27
37
21
19
19
32
36
52
34
22
19
25
33
52
29
22
19
10
14
25
11
17
Year
All
Asian
Black
2014
42
50
21
2013
41
69
2012
37
60
2011
16
31
Hispanic
Grades 9-12: English II, English III, Algebra I and Algebra II Proficiency
Percent of MNPS Students in Grades 9-12 Scoring Proficient or Advanced in English II by Subgroup
Hispanic
White
Economically
Students w/
Limited English
Disadvantaged
Disabilities
Proficiency
Year
All
Asian
Black
2014
55
63
46
50
71
46
27
16
2013
47
52
37
42
66
38
19
13
2012
49
53
40
37
67
39
28
16
2011
47
59
36
37
67
37
26
13
Percent of MNPS Students in Grades 9-12 Scoring Proficient or Advanced in English III by Subgroup
Economically
Students w/
Limited English
Proficiency
Year
All
Asian
Black
Hispanic
White
Disadvantaged
Disabilities
2014
23
29
29
19
39
17
2013
26
36
17
20
42
18
2012
22
35
13
14
39
14
Percent of MNPS Students in Grades 9-12 Scoring Proficient or Advanced in Algebra I by Subgroup
Economically
Students w/
Limited English
Proficiency
Year
All
Asian
Black
Hispanic
White
Disadvantaged
Disabilities
2014
48
53
43
47
57
45
25
35
2013
52
61
43
53
64
47
25
35
2012
42
49
36
41
52
38
22
28
2011
38
42
34
33
47
33
22
26
Percent of MNPS Students in Grades 9-12 Scoring Proficient or Advanced in Algebra II by Subgroup
Economically
Students w/
Limited English
Proficiency
Year
All
Asian
Black
Hispanic
White
Disadvantaged
Disabilities
2014
29
53
19
21
43
22
16
2013
24
50
13
22
38
16
10
2012
17
34
10
11
29
11
43
Graduation Rates
In Tennessees accountability system under the ESEA waiver, there is a one-year lag between when a school districts high
school graduation rate is reported and when that rate is applied towards district accountability. This delay allows for the
inclusion of summer graduates in the graduation rate calculation. MNPS did not meet its graduation rate target of 79.8 percent in 2013, which was applied to 2014 accountability. However, the districts graduation rate of 78.7 percent in 2014 did
exceed the target of 78.1 percent, so MNPS has already met one of its state accountability targets for next year.
70.0%
2006
2007
72.6%
73.1%
2008
2009
76.2%
78.4%
76.6%**
78.7%
2012
2013
2014
61.9%
60%
40%
20%
0%
2005
2010
2011
* Prior to 2010-2011, ELL and special education students were given a fifth year to complete a regular diploma.
**Policy changes in 2013 required more detailed documentation for students leaving the district, making the 2013
graduation rate less comparable to previous years.
44
2014 target
(for 2015
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
accountability)
66.5
66.9
75.3
71.5
74.7
82.2
72.2
69.8
75.2
75.2
76.7
---
---
---
---
---
---
81.6
82.1
79.0
82.5
80.4
East Literature
97.3
97.8
99.2
99.3
97.3
98.4
94.1
96.1
100.0
100.0
100.0
Glencliff
53.3
63.4
68.4
66.6
73.3
81.1
69.7
71.6
70.7
76.3
72.5
Hillsboro
63.6
74.4
70.9
81.0
81.6
82.7
79.8
80.3
84.2
82.4
85.2
Hillwood
63.3
68.7
75.8
75.8
67.7
86.0
82.4
84.0
84.4
82.8
85.4
High School
Antioch
Cane Ridge
Hume-Fogg
99.0
98.5
99.5
98.5
100.0
99.5
100.0
99.6
98.7
100.0
98.7
Hunters Lane
69.4
72.7
78.3
77.7
76.5
80.7
71.1
77.8
77.6
77.2
79.0
John Overton
72.0
75.1
79.6
79.1
77.9
87.3
77.9
78.8
72.7
81.6
74.4
---
---
---
---
---
---
---
---
---
93.5
N/A
Lead Academy
Maplewood
41.2
42.6
58.2
69.3
69.5
87.4
68.2
68.4
74.9
82.4
76.5
99.4
98
99.3
99.4
99.3
99.4
100.0
99.4
100.0
100.0
100.0
McGavock
56.1
68.5
74.3
76.3
75.8
81.6
72.3
77.6
73.7
76.9
75.3
Middle College
---
---
---
---
97.0
95.3
97.3
94.1
95.7
97.4
96.0
---
---
---
---
---
---
95.7
94.6
94.7
89.7
95.1
89.7
90.9
95.2
96.5
98.1
95.1
91.8
94.5
95.2
97.9
95.5
Pearl-Cohn
46.2
65.1
67.7
66.1
68.0
80.5
77.7
69.3
73.8
69.4
75.4
Stratford
50.5
54.5
73
64.6
67.6
79.6
64.9
64.4
59.9
75.0
62.4
Whites Creek
53.7
65.8
64.5
64.7
67.5
78.5
68.2
71.0
68.3
73.4
70.3
61.9
68.8
70.0
72.6
73.1
82.9
76.2
78.4
76.6
78.7
78.1
45
K-8
2014
95.5
92.1
2013
95.4
92.3
2012
95.5
91.9
2011
95.2
91.3
2010
95.2
91.8
2009
95.4
91.4
2008
94.1
87.4
2007
94.9
90.2
9 - 12
Attendance
attendance target.
Suspensions*
The percentage of students suspended remained flat for the third consecutive year. African American students continue to be
significantly overrepresented compared to other demographic groups.
Discipline
rate
2014
14.1
2013
2012
% Asian
% Black
% Hispanic
% White
4.2
21.6
8.8
8.1
14.1
4.1
21.5
8.4
8.2
14.0
4.6
17.7
9.0
7.6
2011
12.8
4.0
18.6
8.8
8.0
2010
12.9
4.4
18.7
8.6
7.6
* Suspension = Student who is not allowed to attend school for a period of time not greater than 10 days and remains on the school rolls.
46
Davidson County
Shelby County
Knox County
Hamilton County
Accountability status
In Need of Subgroup
In Need of Subgroup
In Need of Subgroup
In Need of Subgroup
Improvement (Asian)
Improvement (White,
Improvement
Improvement
Native American,
(White, Hispanic,
(students with
Hawaiian/Pacific
students with
disabilities, English
Islander)
disabilities, English
Language Learners)
Language Learners)
Achievement measures
Miss - In Need of
Miss - In Need of
Miss - In Need of
Miss - In Need of
Subgroup Improvement
Subgroup Improvement
Subgroup Improvement
Subgroup Improvement
15 out of 85 (18% of
50 out of 85 (59% of
4 out of 85 (5% of
5 out of 85 (6% of
2014-2015)
2014-2015)
78.70%
74.60%
88.70%
82.60%
Student enrollment
82,806
149,928
59,232
43,531
BCCC
BCCB
AAAA
ABBB
ACBB
N/A
ACBA
ACBB
29.30%
25.40%
45.90%
36.30%
72.70%
68.90%
49.50%
58.70%
12.40%
13.30%
14.20%
13.20%
15.30%
6.60%
3.70%
4.50%
Per-pupil expenditure
$11,452.70
$10,333.20
$9,341.50
$9,752.30
47
48
APPENDIX D
Per f orman ce of Mid d le Tenne sse e a n d Urb a n S yste m D i stri c ts
System
Language
English II
Percent scoring 21
or higher on ACT
Davidson County
40.7
44.6
55.1
47.8
29.3
Cannon County
40.9
45.7
58.0
35.3
26.5
Cheatham County
47.7
51.9
71.3
53.0
40.2
Dickson County
57.6
59.2
71.9
69.2
35.4
Hickman County
44.6
49.6
48.2
44.7
26.8
Macon County
43.3
44.7
57.5
72.3
32.8
Maury County
46.0
39.3
62.4
65.4
33.5
Montgomery County
53.5
51.1
68.1
63.9
39.8
Robertson County
47.8
53.0
63.3
72.9
32.6
Rutherford County
60.8
63.0
74.4
67.6
43.8
53.3
64.3
N/A
N/A
N/A
Smith County
53.2
54.5
64.3
67.3
37.6
Sumner County
57.8
57.3
69.5
66.1
44.2
Trousdale County
56.7
72.0
75.7
90.1
36.5
Williamson County
83.5
80.8
89.3
84.4
72.6
68.9
71.6
N/A
N/A
N/A
61.2
60.2
74.8
72.1
41.7
Lebanon SSD
51.0
54.0
N/A
N/A
N/A
Hamilton County
46.9
54.4
58.1
51.3
36.3
Knox County
53.5
53.5
70.3
60.9
45.9
Shelby County
41.0
41.7
52.4
53.9
25.4
Tennessee
49.5
51.3
63.4
62.4
36.9
Murfreesboro
Franklin SSD
Wilson County
TN Urban
Systems
Grade 9-12
49
APPENDIX E
Acade mic Performan ce Fram e w o rk S c h o o l s
Tier
HS
Glendale ES
K-8
Granbery ES
K-8
Crieve Hall ES
K-8
K-8
Tier
% Econ. Dis.
K-8
96.4%
Cameron MS
K-8
91.9%
KIPP Academy
K-8
Harpeth Valley ES
K-8
Hume-Fogg Magnet
HS
Lockeland ES
K-8
LEAD Academy
HS
MLK Magnet
K-8
Meigs MS Magnet
K-8
Rose Park MS
K-8
LEAD Academy
MLK Magnet
HS
HS
K-8
K-8
Old Center ES
K-8
Percy Priest ES
K-8
Stanford ES
K-8
K-8
K-8
93.4%
K-8
91.3%
K-8
84.4%
Knowledge Academy
K-8
82.4%
HS
82.7%
LEAD Prep
K-8
93.4%
K-8
80.4%
K-8
81.8%
Old Center ES
K-8
85.8%
Rosebank ES
K-8
Dan Mills ES
K-8
87.6%
Head MS
K-8
K-8
84.3%
West End MS
K-8
Mobility
Rate
K-8
43
94.4%
Cameron MS
K-8
42
94.1%
Cockrill ES
K-8
35
Tier
% B/H/NA
KIPP Academy
K-8
97.2%
K-8
HS
LEAD Academy
Cockrill ES
KIPP Academy
Tier
50
LEAD Prep
K-8
86.4%
Intrepid Prep
K-8
73
K-8
83.9%
Old Center ES
K-8
36
K-8
91.3%
Rosebank ES
K-8
41
K-8
92.4%
K-8
81.5%
Tier
Tier
% ELL
Tier
SWD
Andrew Jackson ES
K-8
K-8
38.4%
Cockrill ES
K-8
16.3%
K-8
Cameron MS
K-8
34.1%
Dupont Hadley MS
K-8
15.4%
Cameron MS
K-8
Cockrill ES
K-8
20.2%
Eakin ES
K-8
17.0%
Cockrill ES
K-8
Crieve Hall ES
K-8
24.8%
Hermitage ES
K-8
17.3%
Dupont Hadley MS
K-8
Intrepid Prep
K-8
26.5%
J.T. Moore MS
K-8
15.8%
K-8
26.0%
Eakin ES
K-8
Hermitage ES
K-8
KIPP Academy
K-8
14.2%
K-8
20.0%
Intrepid Prep
K-8
LEAD Prep
K-8
16.4%
J.T. Moore MS
K-8
K-8
15.3%
West End MS
K-8
17.5%
K-8
Knowledge Academy
K-8
LEAD Prep
K-8
Rosebank ES
K-8
Review
Satisfactory
Achieving
Excelling
0.0-19.99
20.0-27.99
28.0-54.99
55.0-64.99
65.0-100
<5.0%
5.0-29.9%
30.0-59.9%
60.0-74.9%
75.0% or greater
<-2.0
-2.0-0.99
1.0-4.99
5.0-7.49
7.5 or greater
HS TVAAS SS gain*
<-5.0
-5.0-1.01
-1.0-3.99
4.0-7.99
8.0 or greater
% Proficient/advanced*
<20.0%
20.0-29.9%
30.0-59.9%
60.0-74.9%
75.0-100%
(weighted 30%)
0.0-4.9%
5.0-9.9%
10.0-39.9%
40.0-59.9%
60.0-100%
HS % ACT 21+
0.0-9.9%
10.0-19.9%
20.0-49.9%
50.0-69.9%
70.0-100%
HS graduation rate
<65.0%
65.0-69.9%
70.0-79.9%
80.0-89.9%
90.0-100%
Achievement gap*
>20.0%
12.1-20%
4.1-12%
0.1-4%
0% or less
<60.0%
60.0-69.9%
70.0-79.9%
80.0-89.9%
90.0-100%
55.0-64.9%
65.0-100%
Measures
Composite (total points)
Academic progress (weighted 50%)
Key indicators
increase % of points*
Achievement gap
(weighted 5%)
School culture (weighted 15%)
Parent perceptions
Tripod (student) survey % of points
<25.0%
25.0-39.9%
40.0-54.9%
51
APPENDIX F
St at us of Education R ep ort C a rd C o mmi tte e R e c o mme n d a ti o n s fro m 2 0 1 3 R e p o r t
in order to identify bilingual candidates. It has participated in job fairs at various Hispanic-serving institutions and
52
recommendation.
teachers gain a better understanding of the districts implementation of Tennessee State Standards. Additionally,
53
54
APPENDIX G
Experts Interview ed
The Education Report Card Committee is grateful to the students, teachers, administrators, elected officials and community
representatives who made time to talk with us. The following individuals shared their candid opinions and insights, providing
the information necessary for us to complete this report. We offer our sincere thanks and appreciation.
MNPS Teachers
Higher Education
55
56
Members of John Overton High Schools orchestra perform during an academy VIP tour in fall 2014.
57
APPENDIX H
G los sary
Academies of Nashville
www.corestandards.org
www.myacademyblog.com
Charter School
ACT American College Testing
PLORE test, taken in the eighth grade, and PLAN test, taken
sees accountability system. Tennessees accountability system has two overall objectives: growth for all students every
EOCs are given in specific high school subjects that are used
ports and resource allocation for schools, as well as evaluations of school leaders performance.
ESEA Flexibility
The U.S. Department of Education offers states the option of
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Focus Schools
see has been granted a waiver from NCLB and is now mea-
Formative Assessment
redesign. www.innovation.mnps.org
Reward Schools
schools.
students who are fewer than two years removed from exiting
the ELL program.
www.mnps.org
Summative Assessment
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John Overton High School academy ambassadors host guided tours for community visitors and prospective families.
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ACKNOWLEDGEMENTS
bers give their time, energy and talents toward the successful
and STEM Preparatory Academy faculty and students for allowing us to tour their schools, providing a firsthand look at
Those who serve for three consecutive years rotate off the
the hard work taking place every day at the school level. The
lyson Young, for their commitment to this work over the past
three years.
Finally, we would like to thank the Chamber staff who proWe would also like to thank the many presenters who took
ipate in a half-day poverty simulation with Pearl-Cohn Entertainment Magnet High School faculty early in the committee
process. This interactive cultural competency training helped
provide better understanding around the many challenges
MNPS families face. These people, all from MNPS, were
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Photography provided by
Emanuel O. Roland
nashvillechamber.com