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2 014 E D U C AT I O N

REPORT CARD
Submitted by the Chamber Education Report Card Committee
Co-Chairs Jackson Miller and Brian Shaw
Metropolitan Nashville Public Schools

2013- 2014 School Year

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

2014 COMMITTEE ROSTER


Co-Chair Jackson Miller
CEO, L2M, LLC
East Literature Cluster and
magnet school parent
(third year)

Jarod DeLozier
Co-founder and owner,
Ugly Mugs Coffee & Tea
Stratford Cluster parent
(second year)

Co-Chair Brian R. Shaw, Jr.


Owner/developer, Workout Anytime
(third year)
Whites Creek High School alumnus

Rob Elliott
Chief operating and financial officer,
Stansell Electric Company
(second year)

Daryl Buck
General manager, Murray Guard, Inc.
Hillwood Cluster parent

Kate Read Ezell


Principal, Ezell Education Consulting
(second year)

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)

Isaac Litton Middle Prep ambassadors host guided tours


for community visitors and prospective families.

EXECUTIVE SUMMARY

Since 1992, the Nashville Area Chamber of Commerce has

glish, academic growth, reduction of achievement gap between

organized a diverse and committed group of Nashvillians to

demographic groups, and school culture. It is important to

assess the progress of Metro Schools. The 21 members of the

note that the APF categorizes the performance of all public

Education Report Card Committee began their work in July

schools in the county regardless of school type, reflecting the

2014 and conducted interviews with city and school system

success of both district-run schools and charter schools.

leaders, community stakeholders, principals, teachers and stu-

Just how much MNPS improved in one year using the APF is

dents. The committee also collected data and visited schools

open to interpretation, due to the serious misalignment be-

before developing findings and recommendations. This report

tween Tennessees use of Common Core State Standards over

represents our consensus view of the 2013-2014 school year.

the past three years and the outdated standardized tests that
are supposed to measure student mastery. In response to this

K-12 public education has no shortage of measurements.

misalignment, MNPS applied a statistical adjustment based

In fact, to the average parent, educator and taxpayer, the

on statewide trends when it calculated the APF scores for the

amount of data can be overwhelming and often contradictory.

2013-2014 school year.

Over the past 22 years, this Education Report Card has con-

sidered overall achievement, progress within a year, gradu-

Without the statistical adjustment, there were 30 excelling

ation rates, attendance, discipline incidences, ACT scores,

or achieving schools in 2014, representing a net increase of

and shifts in public opinion. While all these measures are

six schools over the previous year. With the statistical adjust-

important and continue to be included in our report, at the

ment, the number of excelling and achieving schools increased

end of the day, families choose schools not statistics

to 34. The number of target schools, the lowest-performing

and Nashvillians want to know whether Metropolitan Nash-

category on the APF, dropped from 29 to 25 using the unad-

ville Public Schools (MNPS) is making progress toward the

justed framework. With the statistical adjustment, the number

goal of all their schools becoming great.

of target schools dropped dramatically to 13.

We are pleased to report that MNPS made progress during

While we commend MNPS for making progress in increasing

the 2013-2014 school year. The district increased the num-

the number of effective schools in the city, there remain

ber of effective schools and reduced the number of students

areas of real concern. The percentage of students making

struggling in its lowest-performing schools. This conclusion

at least a 21 on the ACT ticked up to 29 percent, but that

is based on the districts Academic Performance Framework

improvement is glacial given the districts goal of at least

(APF): a composite of student proficiency in math and En-

50 percent of its graduates attaining that college- and ca-

reer-ready benchmark. In addition, eighth-grade math and

at Vanderbilt. There is now an expectation that assistant

English proficiency has been flat the past three years and

principals will progress to become future school leaders,

elementary students missed their state accountability goals,

and monthly professional development is tailored to their

prompting yet another reassignment of roles within the dis-

needs. Executive principals are being coached and supported

trict central office. Perhaps most embarrassing for the city,

by lead principals, exemplary school leaders who spend

the Tennessee Department of Education announced in August

time outside their building working with a network of other

that the number of MNPS schools in the bottom 5 percent

schools. This support is important as MNPS continues to roll

statewide had more than doubledin part, because Memphis

out more autonomy over school budgeting, ultimately to all

had moved more aggressively to address many of their failing

its school leaders by 2016.

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

Schools is essential to the district making the kind of prog-

challenges for the board of education. The school board has

ress our city expects and our students deserve. Encouraging-

struggled to find a way to air different viewpoints without un-

ly, five years after the education report card committee last

dermining its leader. As current Director of Schools Dr. Jesse

examined leadership, there is now a clearer pathway for

Register nears the end of his contract on June 30, 2015, the

leadership in Metro Schools. The Teacher Leadership Insti-

board must create a search process and timeline that draws

tute, a program that seeks to develop and retain high-per-

the interest of the best possible candidates from around the

forming, early-career MNPS educators, is now in its fourth

country. In order to do that, the board will need to come to

cohort. There is now a myriad of leadership opportunities for

consensus around the type of candidate they are looking for,

teachers, from team leader to department chair. However,

as well as develop a working understanding of how the school

the inconsistent approach toward compensating teachers for

board should function in its policy governance role. That test

these roles sends a mixed message about leaderships place

of leadership is likely to determine whether the 2014 prog-

as a strategic driver for the district.

ress can be sustained or even accelerated in the coming year,


or whether the district devolves into dysfunction.

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

monitor the implementation of MNPS strategic plan through 2018. page 15

teachers who assume leadership roles at their schools. page 22

school-level autonomy in order to identify potential policy or statute changes. page 25

engaging in ongoing professional development. page 26

take place after the election of Nashvilles mayor in 2015. page 26

SCHOOL SYSTEM PERFORMANCE

The Education Report Card Committee examines the over-

In response to this misalignment, MNPS applied a statisti-

all performance of Metropolitan Nashville Public Schools

cal adjustment based on statewide trends when it calculated

(MNPS) during the most recently completed school year.

the APF scores for the 2013-2014 school year, resulting in

We are pleased to report that Metro Schools made progress

some schools receiving three to four additional points on a

during the 2013-2014 school year. We reach this conclusion

100-point scale (see Appendix F). The committee believes

primarily through an analysis of the 2014 Academic Perfor-

this adjustment is appropriate, given that districts and

mance Framework (APF), a district-created tool that sorts

schools fully implementing Common Core State Standards

Nashvilles public schools into five performance categories

are, in effect, being penalized on an outdated assessment

using a variety of data points. The APF is a composite mea-

that measures mastery of Tennessees old standards. The

sure that takes into account academic attainment, academic

statistical adjustment also makes sense given the APFs role

growth, achievement gap closure, and school culture. This

as a framework from which to make internal district deci-

allows for a more nuanced approach to determine the number

sions. We include both the adjusted and unadjusted 2014

of excelling and achieving schools. Using the APF, we

numbers in this report in order to allow a full comparison to

also look to see if the district reduced the number of stu-

the previous year.

dents enrolled in target schools, the lowest performance


category. In 2014, Metro Schools reduced the number of

With the statistical adjustment, there were 34 excelling and

students in its lowest-performing schools and increased the

achieving schools, a net increase of 10 schools and 1,641

number of effective schools.

students over 2013. Even more significant is the reduction


of schools and students in target status. The 2014 adjust-

Just how much MNPS improved this year is open to inter-

ed APF classifies 13 schools as target, a 55 percent reduc-

pretation, due in part to the serious misalignment between

tion from the 29 target schools in 2013, with 6,627 fewer

Tennessees use of Common Core State Standards over the

students in these lowest-performing schools.

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.

Excelling and Achieving Schools: MNPS Academic Performance Framework (APF)

10

Type

School

2013

2014

HS

MNPS Middle College

Excelling

Excelling

K-8

Lockeland

Excelling

Excelling

K-8

Liberty Collegiate Acad

Excelling

Excelling

K-8

Glendale

Excelling

Excelling

K-8

Nashville Prep School

Excelling

Excelling

K-8

STEM Prep Academy

Excelling

Excelling

K-8

Stanford

Excelling

Excelling

K-8

Old Center

Excelling

Excelling

K-8

Percy Priest

Satisfactory

Excelling

K-8

New Vision Academy

Satisfactory

Excelling

K-8

Cameron

Target

Excelling

K-8

LEAD Prep

N/A

Excelling

K-8

Cameron College Prep

Review

Excelling

HS

MLK Magnet

Excelling

Excelling

K-8

Granbery

Excelling

Excelling

K-8

Intrepid Prep

N/A

Excelling

K-8

KIPP College Prep

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

Academy at Old Cockrill

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

Target Schools: MNPS Academic Performance Framework (APF)

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

Drexel Prep School

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

Number of students, excluding schools


missing program capacity data*
2013

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

*Calculations exclude schools that are missing program capacity data.

The APF guides this Report Cards overall assessment of

While we believe Metro Schools made progress in 2014, more

district progress over the past year, but its main purpose is

urgency is needed in turning around the districts lowest-per-

to inform the decisions of district administrators. Schools

forming schools. In our 2013 Report Card, our committee

that struggle on certain measurements included in the APF

called for decisive action toward discontinuing persistent-

receive additional federal funds for such interventions as

ly low-performing and under-enrolled schools, and MNPS

Reading Recovery, Lipscomb Universitys Literacy Partner-

is to be commended for transforming two such elementary

ships or reading specialists. In addition, the APF informs the

schools to model pre-K centers this year. But clearly, with

grouping of schools into networks mentored by a lead prin-

between 13 and 25 self-identified target schools, the pace

cipal. These lead principals are, in turn, selected through a

of intervention must pick up. There was a justifiable outcry

competitive process that includes their schools APF ranking.

from the community and school board when the Tennessee

And it is APF trend data, usually in three-year increments,

Department of Education announced in August that the

that helps inform decisions about a principals continued

number of state-identified priority schools in MNPS more

leadership at a school or potential reassignment to another

than doubled to 15. There was not as much focus on the fact

role. While much of the districts attention is focused on its

that several of our schools likely dropped into the bottom 5

lowest-performing schools, MNPS must push its average per-

percent of all schools in Tennessee because Memphis City

formers into the excelling category. Schools should be incen-

Schools successfully reduced its priority schools, closing

tivized with additional resources designed to expand learning

nine and transferring 17 to the state-run Achievement School

opportunities for proficient and advanced students.

District. The willingness to take dramatic action toward this


districts lowest-performing schools in the coming year will
be a true test of leadership for the school board and director
of schools.

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%

than doubling the states rate of improvement on those

4,515

100.0%

93.7%

96.0%

measures. Sixty-two percent of Metros ninth-grade

51,705

48,150

93.5%

90.9%

90.7%

students were proficient or advanced on the English

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%

the English I and English II end-of-course exams, more

I assessment, up from 56 percent in 2013. On the


English II test, 55 percent of MNPS sophomores were
proficient or advanced in 2014, up from 47 percent
in 2013. While only 29 percent of MNPS high school
students were proficient or advanced on the algebra
II exam in 2014, that number is up five percentage
points from 2013 and 12 percentage points since the
introduction of the test in 2012 (see Appendix C).

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%

High school algebra I


4th-grade math
8th-grade math

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%

4th-grade reading/language arts

20%
10%
0%

2010

14

8th-grade reading/language arts

2011

2012

2013

2014

High school algebra I and English III end-of-course exams

earning at least a 21 inched up from 28 in 2013 to 29 in

declined in 2014. It should be noted that on both of these

2014. At this rate of improvement, the district will need an

measures, the districts most advanced students do not take

additional two decades to reach its goal of having at least 50

these tests. These include students completing algebra I in

percent of its graduates score a 21 or higher on this import-

middle school or high school juniors taking Advanced Place-

ant measure.

ment or International Baccalaureate English. It is unfortunate that the states accountability system, in effect, penal-

Overall progress for middle and elementary school students

izes high schools with students who advance beyond these

continues to lag. Eighth-grade proficiency rates in math and

assessments.

English showed a one-percentage-point improvement between


2013 and 2014. When only 36 percent of MNPS eighth-

While the districts graduation ratethe percentage of all

grade students leave middle school proficient or advanced in

ninth-grade students who graduate from high school within

English and 42 percent are proficient or advanced in math,

four years and a summerincreased slightly from 76.6 per-

it puts tremendous pressure on the districts high schools to

cent in 2013 to 78.7 percent this year, there has been little

remediate. But too many students are also entering middle

improvement on this measure over the past four years since

school below proficiency. Fourth-graders scoring proficient or

the Tennessee Department of Education changed the calcula-

advanced in reading grew to 41 percent, up from 37 per-

tion for English Language Learners (ELL) and special educa-

cent in 2013, while math proficiency stayed relatively flat

tion students in 2011. Prior to that year, ELL students were

at 38 percent. To its credit, the district is holding central

given a fifth year to graduate high school successfully and

office administrators accountable for this lack of improve-

still count in a districts graduation rate. Given the signifi-

ment, reassigning leadership for middle schools in 2013 and

cant numbers of ELL students in Metro Schools 19 percent

changing elementary school leadership in 2014. But substan-

of MNPS graduates last year had an ELL designation at some

tial improvement is more likely to come from district-wide,

point in their academic history there appears to be little

dramatic intervention at the school building level.

room for the district to improve its four-year graduation rate.


There is an increased expectation on the part of our comThis committee still regards ACT performance as a critical

mittee to see more marked improvement in the coming years

achievement measure for students. The significance of a

through the districts implementation of its new strate-

student scoring at least a 21 on this measure, particularly

gic plan, Education 2018. The plan calls for personalized

for a district in which 73 percent of the students qualify for

learning for each student as a lever of change, with quality

free or reduced lunch, is that it qualifies that student for

teaching, transformational leadership and equitable/excel-

the lottery-funded HOPE Scholarship. Hume-Fogg and MLK,

lent resources as the districts key strategies. Ultimately, the

both academic magnet schools, saw 98 and 94 percent of

goals of Education 2018 are: grow all students academically,

their students achieve this benchmark. The next highest

socially, and emotionally each year; help them achieve high

percentage 44 percent was achieved by students at Nash-

academic standards; and empower students to have owner-

ville School of the Arts, Middle College and Hillsboro High

ship over their learning. As a reflection of our increased ex-

School. However, in three of the districts high schools, less

pectations, the committee will begin monitoring the districts

than 10 percent of juniors achieved at least a 21 composite

progress toward reaching the Education 2018 goals in future

score. Districtwide, the percentage of 11th-grade students

report cards.

To read more abo u t E d u c a ti o n 2 0 1 8 , th e d i stri c ts stra te g i c p l a n , v i s i t


h ttp : //w w w. mn p s.o rg / p a g e s/ mn p s/ A b o u t_ Us/ D i stri c t_ S tra te g ic _ P l a n .
15

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

than 80 percent of teachers said they felt more com-

pre-K centers

fortable using technology in their classrooms to educate

In January 2014, the school board made the diffi-

students.

cult but appropriate decision to close two persistently


low-performing and under-enrolled schools, transforming

Metro Schools Academies of Nashville hailed as a na-

them into the Bordeaux and Ross Early Learning Cen-

tional model

ters. In addition to receiving a quality pre-K experience,

In their fifth year of full implementation, the Academies

students at these centers benefit from wrap-around

of Nashville continue to receive national recognition

services and resources to help their families continue

for engaging this citys business and higher education

to promote learning at home. The purpose of the model

community to support high school graduates who are

centers is to ensure that an additional 245 4-year-olds

college- and career-ready. The nearly 300 business and

will be ready to learn and succeed on their first day of

community partners working closely with 42 academies

kindergarten in fall 2015. These transformations are a

in 12 high schools demonstrate Nashvilles commitment

model strategy for taking action on low-performing, un-

to supporting the education of students through expe-

der-enrolled schoolsone that can be embraced by stu-

riential learning opportunities like the My Future, My

dents and families, as well as the surrounding neighbor-

Way career exploration fair, career-focused field trips,

hood and community. Casa Azafrn is the site of a third

job shadows, and internships. Sixteen academies, or 38

new community-based model pre-K center that opened

percent of the total, are now accredited by the National

in fall 2014, serving 80 children and their families.

Career Academy Coalition, with five academies achieving


this designation in 2013-2014. MNPS has now hosted

Nearly all teachers are accessing new technology

more than 1,000 visitors from across the country, who

In 2014, 98 percent of the districts teachers success-

have made a three-day trip to Nashville to learn about

fully completed the districts new All Star training, an

the academies through the Ford Next Generation Learn-

online professional development module that allows

ing Community study visit program. National recognition

MNPS to communicate its new expectations for class-

for MNPS academies reached a new peak in January

room instruction. The training provides information on

2014, when President Barack Obama visited McGavock

Common Core State Standards, online assessments, and

High School to speak about the work in Nashville as a

instructional technology. The training also informed

model for the rest of the country.

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

English Language Learner students eventually

2014 MNPS TCAP Achievement Level by ELL Background (grades 3-8)

outperform their peers


The district has taken one of its greatest
challenges the high number and incredible diversity of ELL students and shown
it can help these students find a path to

Reading/Language Arts

60%

50%

50%

43%

success that raises overall achievement. By


definition, the districts ELL population is

50%

39%

40%

in a state of constant transition. Every year,


numerous students with limited English

30%

27%

proficiency are added to this accountability


subgroup, while students who reach English
proficiency exit the program. As one might
expect, students who are starting to learn
English have a difficult time demonstrat-

20%

12%
8%

10%

ing English proficiency on the states TCAP


No ELL
background

NELB*

Former ELL

system in 2014. But once students exit the

2nd year
transition

the expectations of the states accountability

1st year
transition

3-8 MNPS ELL students were able to meet

Active ELL

0%

Declined
ELL service

assessmentin fact, only 8 percent of grades

formal ELL program, they tend to outpace


their peers in the school system. Students
in their first year of transition out of the
ELL program are 27 percent proficient or

Mathematics

60%

advanced in reading/language arts, while second-year transition students are 39 percent

52%

51%

50%

44%

proficient. After the second transition year,


50 percent of former ELL students reach

56%

42%

40%

proficiency in reading/language arts, which is


seven percentage points higher than the districts students who have never experienced
the challenge of learning English. In math,
former ELL students outperform the districts

30%

23%
20%

21%

other students by even greater margins.


Forty-four percent of students one year out

10%

of ELL programs are proficient or advanced,


No ELL
background

NELB*

Former ELL

2nd year
transition

no ELL background.

1st year
transition

percentage points higher than students with

0%

Active ELL

percent in the same category. This is nine

Declined
ELL service

and second-year transition students are 51

* Non-English language background

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

State-identified priority schools more than double

After months of contentious debate during the 2014 leg-

The number of MNPS schools designated as priority

islative session, the Tennessee General Assembly allowed

schools, meaning their students perform in the bottom

the states adoption of the Common Core State Standards to

five percent of schools in Tennessee, rose to 15, up from

remain in place for a third school year. However, legislators

six in 2012. In addition to failing to improve performance

delayed implementation of a new state assessment designed

at four of the originally identified priority schools, eleven

to measure student mastery of Tennessees more rigorous ac-

new MNPS schools fell into the bottom 5 percent statewide.

ademic standards. Tennessee had planned to adopt the state

Only John Early Museum Magnet Middle and Gra-Mar Middle

consortium-produced PARCC assessment in 2015, but was

made sufficient improvement to move off the list. This very

forced to issue a request for proposals for the administration

public embarrassment can, in part, be traced back to Nash-

of a new test in 2016. The states delay of the implemen-

villes relative reluctance to take dramatic action toward

tation of a Tennessee State Standards-aligned assessment

its lowest-performing schools. In contrast, Memphis City

is bad for students, educators and our community. For the

Schools, which had 69 priority schools identified in 2012,

past three years, MNPS has invested heavily to ensure more

closed nine of those schools and ceded 17 others to the

rigorous academic standards for English language arts and

states Achievement School District. We are pleased to see

mathematics are taught in grades K-12. There remains,

the administration now focusing on the needs of their bot-

however, a continued misalignment between what the state

tom 25 percent of schools with greater urgency, but wonder

requires teachers to teach and how the state assesses stu-

what might have been accomplished had this urgency been

dents learning. This results in an inaccurate understanding

in place two years earlier.

of students mastery of material because they spend a year


learning one thing but are tested on another.

Priority Schools
Identified by the Tennessee Department of Education, these schools are performing in the bottom 5 percent statewide.
Bailey STEM Magnet Middle School

Napier Elementary Enhanced Option School

Brick Church Middle School (converting to ASD charter)

Neelys Bend Middle School

Buena Vista Elementary Enhanced Option School

Pearl-Cohn Entertainment Magnet High School

Inglewood Elementary School

Ross Elementary School (now a pre-K center)

Jere Baxter Middle School

Robert Churchwell Museum Magnet Elementary School

Joelton Middle School

Madison Middle School

John B. Whitsitt Elementary School

The Cohn School (alternative learning center)

Kirkpatrick Elementary Enhanced Option School

20

Common-sense graduation requirement for ELL students

broadening the scope of work and adding tangible incentives

Research indicates it takes five to seven years for English

for charter applicants would be a welcome opportunity to

Language Learners to develop academic English proficiency.

move beyond a debate that continues to be a blemish for the

Coupling this fact with district data that students exiting its

school board, right at a time when MNPS needs to be attrac-

ELL program go on to outperform their peers, we believe the

tive to potential director of schools candidates.

Tennessee Department of Education unfairly penalizes high


schools with a large ELL population with the calculation of

Must address student mobility

its graduation rate. All high school students, even students

Tennessees accountability system is based on the assump-

who arrive in this country not knowing English, are expect-

tion that schools have their students for a full academic year

ed to graduate within four years and a summer school to be

and that these students should show a certain amount of ac-

included in a schools graduation rate. ELL students who

ademic growth. Thats a reasonable expectation for students

graduate within five years are a success story, and should be

who do not move around, but in Nashville, that is often not

included in the graduation rate.

the reality. There are a significant number of students in


MNPS who move from school to school within the year, high-

Charter school discussion remains a challenge

ly correlated with poverty and the cost of housing. A schools

Our report card once again notes another school year filled

mobility rate is the number of student entrances and

with divisiveness over the issue of charter schools. The

exits after the second week of the school year, divided by a

school board continues to spend a disproportionate amount

schools overall enrollment. Districtwide, the mobility rate

of time discussing the charter school policies, retention

is 33 percent, which involved more than 24,065 students

rates, educational philosophies and fiscal impact, given they

changing schools. Aside from school programs that have

only enrolled 4 percent of the districts students in 2014.

rolling enrollments by design, there were 12 MNPS schools

The observation is shared by the general public. According

and three charter schools that had mobility rates above 50

to results from the Chambers annual public opinion survey

percent. At Buena Vista Enhanced Option Elementary, the

on education, 54 percent of Nashvillians feel the media and

district school with the highest mobility rate, there were

elected officials pay too much attention to charter schools

153 student entries and 132 student exits during the 2013-

at the expense of other issues (see Appendix A).

2014 school year. For a school with an enrollment of 375


students, that translates into a 76 percent mobility rate. If

Our committee continues to support a more strategic view

Buena Vista is to get off the states priority school list, it

of charter schools, including the creation of a request

will likely need to be a completely different approach from

for proposals approach to the charter application cycle.

the usual school turnaround strategies. Access to transpor-

The school boards articulated priorities for new charter

tation and learning technology may be more transformational

applicants during the 2014 application cycle was a well-in-

than changing the principal or teachers.

tentioned first effort. Improving the process in 2015 by

21

E D U C AT I O N A L L E A D E R S H I P

In addition to analyzing overall school system performance,

Team lead teachers might earn a flat $250 for a years work,

the committee selects a further area of study that is crit-

while basketball coaches earn 12 percent of their base pay.

ical to academic success. The committee believes educa-

Using the districts average teacher salary, a 12 percent

tional leadership is an issue central to the districts ability

stipend is equal to $7,200. Given the inconsistency between

to achieve its ambitious goals for student achievement, as

stipends for leadership versus student-activity-related re-

evidenced by transformational leadership being one of

sponsibilities, the committee recommends the district reform

three key tenets of Education 2018, MNPS strategic plan. A

the pay supplement system to compensate and incentivize

clearer pathway for district leadership development has been

teachers who assume leadership roles at their schools. We

established since this topic was examined in the 2010 Re-

believe the district should fund these leadership stipends

port Card, including executive principal training and ongoing

instead of forcing schools to divert funds from other needs.

professional development for teachers interested in becoming

Teachers serve students through athletics, school activities,

administrators.

and in their capacity as leaders among their peers and should


be compensated through an equitable supplemental pay sys-

Te a c her leader sh ip

tem that mirrors the values of the school district.

The district employs nearly 5,500 teachers, many of whom

In addition to taking on responsibility within their schools,

serve in leadership positions beyond their own classrooms

third- through fifth-year teacher leaders can participate in

in such positions as department chair, team lead, mentor, or

the Teacher Leadership Institute (TLI). In this competitively

multi-classroom leader. In many schools, these positions are

selected program, participants build leadership skills that

supported with monetary stipends that range from $100 to

can be applied in the classroom, in teacher leader roles, or

$250 per year. Other schools have structured their budgets

in administrative positions. The TLI is designed to develop

to allow for more significant stipends for teacher leaders.

and ultimately retain talented early-career classroom teach-

Inconsistently rewarding the teachers who take on addition-

ers. Many TLI graduates, while remaining in their classrooms,

al responsibility calls into question how much the district

take on increased school leadership responsibilities as

really values transformational leadership. Equally concerning

grade-level chairs or as members of their school improve-

is how this impacts MNPS ability to implement one of the

ment team or data team. Eighty-six percent of TLI graduates

strategic plans three strategic drivers.

remain in the district, and of that group, 89 percent have


continued on as classroom teachers. Because of the success

In contrast to the $255,000 estimated to have been spent

of TLI, in 2015-2016, MNPS will start a similar program for

by schools on teacher leadership last year, the district paid

teachers with six years or more years of classroom experience

nearly $3.8 million in supplements to middle and high

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

Pri n cipals execu tive an d ass is tan t

districts executive team are twofold. They cover common

An effective school leader a principal is accountable for

mobility, as well as provide differentiated sessions based on

developing and maintaining teacher talent, creating a safe

assistant principals level of experience, needs and profes-

learning environment for students, establishing a schools

sional interests. Assistant principals have the opportunity

culture of high expectation and performance, and effectively

to receive mentoring from executive lead principals, as well

communicating with parents and other community stake-

as request personalized career coaching. Their professional

holders. Within the district, there are 130 principals 72

development, improvement and growth as leaders are also the

in elementary schools, 38 in middle schools and 20 in high

responsibility of their executive principal and part of their

schools.

annual performance expectation.

issues facing every school, such as family engagement and

Assistant principals who have been in

In the previous three years, the district has developed several programs

Excellent schools require

to support the development of these

transformational leaders.

key leaders. One example is SAIL

Transformational leaders must set

(Supporting Aspiring Instructional


Leaders), a selective opportunity for
teacher leaders interested in becoming administrators. The curriculum
examines Education 2018, the dis-

clear and compelling direction,


shape a culture for learning, lead
and manage change, transform
teaching and learning and manage

their roles for at least five years may


choose to participate in PLAN (Principals Leadership Academy of Nashville), a professional development
opportunity offered by the district in
conjunction with Vanderbilt Universitys Peabody College. It is a leadership theory-oriented program, and

accountability for results. To do this

like SAIL for teachers interested

effectively, school leaders require

in becoming assistant principals is

and leading. Of 131 total participants

the ability to make decisions, based

an opportunity, not a prerequisite for

in SAILs three-year history, 94 per-

on their knowledge, expertise and

becoming a principal.

cent are still employed by the dis-

professional discretion, particularly

trict. Nearly half 42 percent have

with respect to staffing, budgeting,

MNPS administration believes that

assumed leadership roles including

program coherence and professional

because of SAIL, PLAN and a delib-

assistant principals, deans of stu-

development.

tricts strategic plan. It also develops


expertise in student-centered teaching

dents, academy coaches and community school coordinators.

erate focus on professional development, the quality of assistant prin-

- Education 2018 executive summary

cipals has improved. Thirteen of the


districts last 16 principal hires were

Assistant principals are assigned to

internal candidates. Out of 24 current

schools primarily based on a staffing formula informed by

high school principals, eight are former assistant principals.

the number of students in a building. Other considerations

In the 12 zoned high schools, there has been no principal

include programmatic needs, student demographics, and

turnover for the previous three years. Missing, however, is a

academic performance. There are 163 assistant principals

way for the district to evaluate the effectiveness of its train-

in the district. Sixty-three serve in high schools, and an

ing from the perspective of new administrators. MNPS should

additional 57 and 43 are in elementary and middle schools,

consider having a third party perhaps a higher-education

respectively. Monthly meetings for all assistant principals

partner administer an anonymous survey to first-year assis-

are an important part of their ongoing professional devel-

tant principals and first-year executive principals who have

opment. These meetings often led by members of the

participated in the districts leadership training so they can


provide feedback on how it might be improved.

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

In recognition of the importance of having an excellent

schools and middle schools, as well as select elementary

school leader in every building, the district is two years into

schools. Next year will see this autonomy extended to every

using a new, more rigorous hiring process for both assistant

principal in the district. Under this model, principals are

principals and principals. It begins with an assessment of

responsible for developing their budgets and creating unique

what applicants believe about the potential for achievement

school improvement plans that meet the needs of their

of all children, regardless of race, ethnicity or socioeconom-

students and are informed by the districts strategic plan.

ic status. Next come evaluations of leadership skill and the

They can also eliminate or add positions without first seeking

completion of case studies that demonstrate ability to use

district-level approval, with the requirement that all state

data when setting student and staff expectations. Finally,

and federal staffing policies are still met. Last year several

there are multiple interview phases involving school leaders

principals exercised this aspect of autonomy by eliminating

and district administrators. Last year, 300 internal candi-

in-school suspension monitor positions. Money was reallo-

dates for assistant principal positions were winnowed down

cated, in one instance, to fund an additional instructional

to a pool of 20 finalists.

position and, in another, to a position focused on reducing


students chronic absenteeism.

The committee heard two philosophies of talent attraction


from our interview with district administrators grow your

This committee commends the district for empowering those

own or seek outside talent. Certainly there has been substan-

leaders closest to students to make important budgetary and

tial investment in the internal talent pipeline. The district

staffing decisions. In preparation for the full implementation

must make sure that, as it aggressively seeks to turn around

of school-level autonomy, we recommend the district catalog

its lowest-performing schools, it remains open to actively

those issues most commonly identified as impeding princi-

recruiting talented leaders away from districts facing similar

pals autonomy in order to identify potential policy or statute

issues to our own. Metro Schools must also better ensure

changes. There may be laws, policies or statutes that could

that its employees reflect the diversity of the students in

be changed through legislation once identified. The district

their schools. The district still lacks a specific strategy to

should continue to identify and share best practices among

recruit educators from diverse ethnic and cultural back-

principals and ensure these leaders receive relevant, ongoing

groundsa 2013 Report Card Committee recommendation

professional development, as they assume more responsibility

and this includes its corps of school leaders.

than ever before.

Leadership opportunities continue after one becomes a prin-

G o ve rn a n c e

cipal. MNPS has lead principals who serve as peer leaders


for a network of five other schools and their leaders. These

Leadership at the top sets the tone for the rest of the or-

principals, who spend time outside their own buildings men-

ganization. For Metro Schools, ultimate responsibility for

toring the principals in their network, are selected after a

student success lies with the nine-member elected board of

rigorous application process that looks at school performance


trends, among other things. They receive a $12,000 annual
stipend as well as a district-funded additional position at
their schools. After several years of successfully piloting this
model, next year, every school will belong to a five-school
network overseen by a lead principal.

education and its director of schools. Although each school


board member represents a district of constituents, policy is
only decided through a majority vote of the entire board. In
addition, under state law, school boards only have authority
over one school district employee the director of schools.
These limitations can be challenging for many school board

School-level autonomy, originally implemented in iZone

members, who might have run for office with the promise to

schools three years ago, is now the standard at all high

prioritize the interests of their part of the city. It can also be

25

tempting for school board members to respond to constituent

Dr. Jesse Registers September 2014 announcement that

issues by using their position of authority to influence the

he would not seek an extension of his contract creates the

decisions of other school district employees.

potential scenario that he will retire on June 30, 2015, after


serving five and a half years as MNPSs director of schools.

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

ant progress under Dr. Registers leadership and has in place


a foundation that can lead to greater academic gains in the
near future. To realize that potential, the school board must
be able to attract the best possible director candidates from
across the country. Whether they are able to do so will depend on their ability to come together as a board and speak
with one voice on the strategic challenges facing the district.
The school boards success is also likely to be affected by
how they structure the search process. If the best candidates are the ones who must be recruited away from successful careers here or in another community, the school
board would do well to try and mitigate potential doubts and

expected to support the boards action.

unknowns from a candidates thinking. One huge unknown

Over the past year, it is clear that the Metro school board

schools position reports only to the school board, the mayors

has struggled to articulate a common vision for the school


system. This may be due, in part, to significant turnover on
the board. As of August 2014, five of the nine members had
served fewer than two years. Even more disruptively, some
board members routinely criticize their director of schools
through social media and news media articles between official board meetings, creating a perception of dysfunction
and lack of leadership. Given these dynamics, we believe
the board would be wise to invest more time and resources
toward becoming a more cohesive governing body. We recommend that the school board recommit its adherence to policy
governance by engaging in ongoing professional development.
Engaging an outside trainer on a regular basis to work with
the board on updating its policy governance model would ensure all members, regardless of length of tenure, have a thorough understanding of the model. In addition, these ongoing
sessions could be designed to help the board accomplish
necessary tasks, such as coming to consensus on expectations for their next director of schools.

26

Our committee believes that Metro Schools has made import-

is who Nashvilles next mayor will be. While the director of


considerable influence over the school systems operating
and capital budgets makes the new mayor a make-or-break
relationship for any director. Because of this, the committee recommends the hiring of a new director of schools take
place after the election of Nashvilles mayor in 2015. Doing
so would remove a major risk factor from the minds of potential candidates and allow the next leader of our city to forge
a relationship with the new leader of Metro Schools from the
very beginning.

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%

Roads, sidewalks: 4.2%

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%

Crime/public safety: 9.9%

Health and wellness: 2.2%

Economic development/jobs: 13.5%

Dont know: 7.6%

Parks and recreation: 0.3%

Transportation/traffic: 11.4%

Growth: 7.1%

Other: 10.5%

Taxes/government spending: 6.5%

Thinking about public schools in Nashville, do you think the Nashville


school system is heading in the right direction or the wrong direction?
45%

45%

44%
37%

35%

33%

Right

22%

19%

Wrong

20%

Dont know/no opinion


2012

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%

About the same


Dont know

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%

Student achievement: 10.4%

Teacher effectiveness: 14.6%

No opinion/Dont know: 6.4%

Discipline: 12.0%

Effectiveness of principals: 3.6%

2014

Overall performance of Nashvilles public school


system, rated on a scale of 1 to 5, with 1 being
poor, 3 being average and 5 being excellent:

4
2.82

2.78

2.85

2.86

2.87

1
2010 2011 2012 2013 2014

How would you rate public middle schools, on a


scale of 1 to 5, with 1 being poor, 3 being average
and 5 being excellent?

4
2.82

2.80

2.79

2.77

2.80

2010 2011 2012 2013 2014

3.30

3.08

3.11

3.23

2010 2011 2012 2013 2014

How would you rate public high schools, on a


scale of 1 to 5, with 1 being poor, 3 being average
and 5 being excellent?

30

3.30
3

2011

How would you rate public elementary schools on a


scale of 1 to 5, with 1 being poor, 3 being average
and 5 being excellent?

2012

2013

2.58

2.54

2.47

2.60

2.61

2010 2011 2012 2013 2014

How important is it to you personally for Metro to


improve public education?
2014

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%

Not very important

1.6%

2.0%

1.0%

1.5%

1.4%

Not important at all

1.2%

3.0%

1.0%

1.0%

0.4%

Dont know

0.8%

1.0%

1.0%

1.2%

1.2%

Charter schools are public schools that are run


independently from the school district. Which of the
following statements most closely matches your opinion of
charter schools in Nashville?
11.1%
30.4%

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

Colleges should raise their entrance requirements for


students planning to enter the teaching profession in
order to attract more qualified students, even if that
discourages some people from becoming teachers.

42.1%

39.0%

16.4%

19.0%

2014

2013

Strongly agree: 29.6%


Somewhat agree: 23.6%
Strongly disagree: 17.8%
Somewhat disagree: 18.0%
Dont know: 11.0%

The news media and elected officials pay too much


attention to charter schools at the expense of other
issues.
Strongly agree: 32.4%
Somewhat agree: 22.1%
Strongly disagree: 13.4%
Somewhat disagree: 15.3%
Dont know: 16.8%

Every student should have access to a computer with an


Internet connection at school and at home.

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

$620.7 $620.7 $633.3

$674.0

$720.4

$746.4 $773.9

MNPS operating budget is


approximately 41 percent of Metro
Governments total budget.

500
400
300
200
100
0
2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

MNPS Capital Budget


1.2

$114
$100

Millions of dollars

1.0

$105

0.8

Capital dollars fund new school


$62.9

$62.3

2010

2011

construction, deferred maintanence and


purchases of technology and school buses.

0.6
0.4
0.2
0.0

32

$0
2012

2013

2014

2015

State Share of BEP Funding


State funds as a percentage of the MNPS operating budget, 2005 - 2015

40%
35%
30%

31% 30% 30% 31% 30% 31%

32% 33%

34% 34% 35%

MNPS receives state and local education

25%

funding based on the Basic Education Program

20%

(BEP) formula. This formula determines the

15%

funding level required for each school system


in order to provide a common, basic level of

10%

service for all students.

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.

Metro Schools Enrollment 2005-2014 Demographic Trends


With 82,806 students, enrollment continued a seven-year growth trajec-

All

tory. This is up from an all-time district low of 63,178 students in 1985,

Economically disadvantaged

but still well below the all-time high of 95,500 students in 1970.

Students with disabilities


Limited English proficient

100,000

80,000

60,000

40,000

20,000

34

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

Demographic Subgroup Data


Students with
disabilities

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

Racial Subgroup Data


Black

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

Subgroup Enrollment 2005-2014


100,000
Total
Black

80,000

White
Hispanic
Asian

60,000

Native American

40,000

20,000

36

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

Charter Enrollment History


These numbers provide a year-to-year comparison of number of students enrolled in charter schools, as well as what type of
schools those students were enrolled in on the last day of the previous academic year. Numbers provide an end-of-year to
end-of-year comparison.
2010-2011
Enrollment

2011-2012
Enrollment

2012-2013
Enrollment

2013-2014
Enrollment

Previous end-of-year at charter

664

834

1,543

2,103

Not in MNPS at end of previous year

81

264

281

487

Previous end-of-year at MNPS non-charter

429

1,052

1,190

1,231

End-of-year charter enrollment

1,174

2,150

3,014

3,821

New Transfers and Withdrawals


The following table reflects the number and rate of students withdrawing from MNPS and enrolling in another Tennessee
public school system, a Tennessee private school, or a public or private school outside the state, as well as the number and
rate of students transferring their enrollment to MNPS from any of these sources. These numbers reflect the districts final
enrollments and withdrawals for any given year. They do not include pre-K enrollment.

Enrollments and Withdrawals


End-of-year
enrollment

New enrollment
in MNPS
%

Withdrawal
TN public
Number

Withdrawal out of state


(public or private)

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

MNPS Innovation Cluster Schools


MNPS placed 10 schools in an Innovation Cluster starting in the 2011-2012 school year, giving new principals greater autonomy for hiring staff, as well as budgetary independence. The objective was to turn around the lowest-performing schools in
the district. Since that time, some schools have moved out of the iZone, and others have moved in. In many of these schools,
leadership changes have taken place across multiple years. Schools that have been in the iZone since its creation are in bold.

MNPS Innovation Cluster Schools APF Status


School

Type

2012 APF Status

2013 APF Status

2014 APF Status

Bailey STEM Magnet MS

iZone School

Target

Target

Satisfactory

Buena Vista Enhanced Option ES

iZone School

Satisfactory

Target

Satisfactory

Gra-Mar MS

iZone School

Satisfactory

Satisfactory

Review

John Early Museum Magnet MS

iZone School

Satisfactory

Target

Satisfactory

Napier Elementary Enhanced Option ES

iZone School

Satisfactory

Target

Satisfactory

Robert Churchwell Museum Magnet ES

iZone School

Satisfactory

Target

Satisfactory

Cameron MS

Transformation Partnership

Review

Target

Excelling

Brick Church MS

Transformation Partnership

Review

Target

Satisfactory

Margaret Allen MS

Innovation Design School

Satisfactory

Achieving

Satisfactory

Jere Baxter MS

Innovation Design School

Satisfactory

Review

Review

Innovation Cluster Percentage of Proficient or Advanced in 3-8 Reading/Language and Math*


2012
3-8 Reading/
School

3-8 Math

Bailey STEM Magnet MS


Buena Vista Enhanced Option ES

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

John Early Museum Magnet Middle

29.8

28.0

26.0

24.2

26.9

23.8

Napier Elementary Enhanced Option

13.7

14.5

16.1

16.1

24.0

17.3

Robert Churchwell Museum Magnet ES

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

Brick Church MS*

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.

Percent of MNPS Classes of 2010 and 2014 Scoring 21+ on 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%

Martin Luther King, Jr.

95%

94%

McGavock

22%

25%

Middle College

48%

44%

Nashville School of the Arts

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.

Achievement Measures: MNPS met the majority of its achievement goals.


MNPS met slightly more than half of its achievement goals. In particular, results in third-grade math and reading declined.
The reduction in algebra I is explained, in part, because an increasing number of eighth-grade students are taking this
course, and their test results are not counted by the state towards the districts total score.

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.

Gap Closure Goal Met

All Students v.
African Am.,
Hispanic, Native Am.

Economically
Disadvantaged (ED)
v. Non-ED

Limited English
Proficient (LEP)
v. Non-LEP

Students with Disabilities (SWD)


v. Non-SWD

Math (3-8)

yes

yes

no

no

Reading/language (3-8)

no

yes

no

no

Algebra I & algebra II (9-12)

yes

yes

yes

no

English II & English III (9-12)

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

English III (9-12)

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

Grades 4 and 8 Reading/Language Arts and Math Proficiency


Percent of MNPS Students in Grade 4 Scoring Proficient or Advanced in Reading/Language Arts by Subgroup
Economically

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

Percent of MNPS Students in Grade 4 Scoring Proficient or Advanced in Math by Subgroup


Economically

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

Percent of MNPS Students in Grade 8 Scoring Proficient or Advanced in Math by Subgroup*

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.

MNPS Graduation Rates*


100%
82.9%
80%
68.8%

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

Graduation Rate (%) by High School

(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

Martin Luther King Jr .

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

Nashville Big Picture

---

---

---

---

---

---

95.7

94.6

94.7

89.7

95.1

Nashville School of the Arts

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

Davidson County District

61.9

68.8

70.0

72.6

73.1

82.9

76.2

78.4

76.6

78.7

78.1

2014 target met


2014 target not met

45

Attendance (%) by Grade Tier


Year

K-8

2014

95.5

92.1

K - 8 attendance has remained steady for the past

2013

95.4

92.3

six years, and high school attendance has remained

2012

95.5

91.9

steady for the past two year. The new accountability

2011

95.2

91.3

system under the ESEA waiver no longer includes an

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.

Suspensions as a Percentage of the Number of Students in Each Subgroup


Year

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 Compared to Peer Systems in Tennessee


All four large urban school systems are in need of achievement target improvements in at least one student subgroup. MNPS
(Davidson County) ranks third out of the four districts in graduation rate, state achievement letter grades and ACT scores.
MNPS also has a larger percentage of students who are economically disadvantaged than the other three counties, as well as
an ELL population more than twice the size of the next closest district.

Comparison of the Four Large Urban School Systems in Tennessee


Year

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

Achieve - Not Exemplary

Achieve - Not Exemplary

Achieve - Not Exemplary

Achieve - Not Exemplary

Gap closure 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

18 out of 168 (11% of

42 out of 168 (25% of

5 out of 168 (3% of

6 out of 168 (4% of

Reward Schools (2014)

states Reward Schools)

states Reward Schools)

states Reward Schools)

states Reward Schools)

Priority Schools (2012-2013 through

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)

states Priority Schools)

states Priority Schools)

states Priority Schools)

states Priority Schools)

Focus Schools (2012-2013 through

9 out of 144 (6% of

13 out of 144 (9% of

9 out of 144 (6% of

3 out of 144 (2% of

2014-2015)

states Focus Schools)

states Focus Schools)

states Focus Schools)

states Focus Schools)

2014 graduation rate

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%

Students with disabilities

12.40%

13.30%

14.20%

13.20%

English Language Learners

15.30%

6.60%

3.70%

4.50%

Per-pupil expenditure

$11,452.70

$10,333.20

$9,341.50

$9,752.30

Grades 3-8 TCAP criterionreferenced academic achievement


letter grades (math, reading,
science, social studies)
Grades 4-8 value-added growth
standard letter grades (math,
reading, science, social studies)
Percent scoring 21 or above on 2014
ACT
Economically disadvantaged
students

47

Brian Shaw, co-chair of the 2014 Education Report Card


Committee, talks with a fourth-grader during a committee
tour of Eakin Elementary.

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

Performance Among Middle Tennessee and TN Urban School Systems (2013-2014)


Grade 3-8 Reading/

Middle Tennessee (Nashville MSA + Montgomery)

System

Language

Grade 3-8 Math

English II

Grade 9-12 Algebra I

Percent scoring 21

Prof. + Adv. (%)

Prof. + Adv. (%)

Prof. + Adv. (%)

Prof. + Adv. (%)

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

Additional Schools Excelling or


Achieving for Both 1 Year and 3 Years

Schools Excelling for Both 1


Year and 3 Years
Tier

Tier
HS

Glendale ES

K-8

Academy at Old Cockrill

Granbery ES

K-8

Crieve Hall ES

K-8
K-8

Tier

% Econ. Dis.

Cameron College Prep

K-8

96.4%

Cameron MS

K-8

91.9%

KIPP Academy

K-8

Harpeth Valley ES

Liberty Collegiate Acad

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

MNPS Middle College

HS

Nashville Prep School

K-8

New Vision Academy

K-8

Old Center ES

K-8

Percy Priest ES

K-8

Stanford ES

K-8

STEM Prep Academy

K-8

Additional Schools Achieving


for 3 Years

K-8

93.4%

K-8

91.3%

KIPP College Prep

K-8

84.4%

Knowledge Academy

K-8

82.4%

HS

82.7%

LEAD Prep

K-8

93.4%

Nashville Prep School

K-8

80.4%

New Vision Academy

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

STEM Prep Academy

K-8

84.3%

West End MS

K-8

High Performing and High Mobility Rate


Tier

Mobility
Rate

Cameron College Prep

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%

KIPP College Prep

K-8
HS

LEAD Academy

Cockrill ES
KIPP Academy

Tier

High Performing and High Percentage


Black, Hispanic or Native American

50

High Performing and High Percentage


Economic Disadvantage

LEAD Prep

K-8

86.4%

Intrepid Prep

K-8

73

Liberty Collegiate Acad

K-8

83.9%

Old Center ES

K-8

36

Nashville Prep School

K-8

91.3%

Rosebank ES

K-8

41

New Vision Academy

K-8

92.4%

STEM Prep Academy

K-8

81.5%

Additional Schools Excelling or


Achieving for 1 Year

High Performing and High Percentage


English Language Learners

Tier

Tier

High Performing and High Percentage


Students with Disabilities

% ELL

Tier

SWD

Andrew Jackson ES

K-8

Cameron College Prep

K-8

38.4%

Cockrill ES

K-8

16.3%

Cameron College Prep

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%

STEM Prep Academy

K-8

26.0%

Eakin ES

K-8

Hermitage ES

K-8

KIPP Academy

K-8

14.2%

KIPP College Prep

K-8

20.0%

Intrepid Prep

K-8

LEAD Prep

K-8

16.4%

J.T. Moore MS

K-8

Nashville Prep School

K-8

15.3%

West End MS

K-8

17.5%

KIPP College Prep

K-8

Knowledge Academy

K-8

LEAD Prep

K-8

Rosebank ES

K-8

MNPS Academic Performance Framework Measures, Score Ranges and Weights


Target

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

K-8 TVAAS NCE gain*

<-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

Attainment & college readiness

% Proficient/advanced*

<20.0%

20.0-29.9%

30.0-59.9%

60.0-74.9%

75.0-100%

(weighted 30%)

K-8 projected % ACT 21+

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

TELL TN (teacher) survey favorability

<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%)

Adjusted achievement level

Key indicators

increase % of points*

Achievement gap
(weighted 5%)
School culture (weighted 15%)

Not yet available

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

1. Metro Schools should take decisive action toward

ed the human capital office from implementing a differen-

discontinuing their persistently lowest-performing,

tiated recruitment strategy for specific types of teachers,

under-enrolled school programs under the new district

including ones who speak more than a single language. And,

Academic Performance Framework.

while the ELL population of MNPS continues to grow, it isnt


clear that bilingual teachers are the districts highest hiring

Implemented. In May 2013, Ross Elementary and Bordeaux

priority. Other types of specialized teachers in high need are

Elementary were transitioned into early learning centers.

those with experience teaching in low-poverty, highly diverse

These neighborhood-based centers now provide a pre-K

districts, teachers with experience working in turnaround

opportunity for an additional 300 4-year-olds in Davidson

school environments, and career and technical education

County. Well before the school year ended, MNPS staff

teachers in high-demand fields.

began working with families to transition to new schools the


200 students from Ross and the 300 students from Bor-

The district has updated the teacher application to ask

deaux affected by the closing of these persistently low-per-

candidates to indicate what languages they speak fluently

forming, under-enrolled schools.

in order to identify bilingual candidates. It has participated in job fairs at various Hispanic-serving institutions and

The district continues to use the APF as an evaluation tool

at large, diverse universities. It is also considering several

for gauging the effectiveness of schools in educating stu-

additional options for the recruitment of bilingual teachers,

dents, for evaluating principals, and for allocating need-spe-

including targeting graduates from universities in states with

cific resources such as additional staff or programs. At the

diverse populations as well as a grow-our-own strategy

individual school level, principals use APF data to monitor

aligned with MNPSs two teaching academies, located at

and improve upon the performance of their student sub-

Whites Creek and Antioch High Schools.

groups and take measure of their schools climates based on


family and teacher satisfaction rates.

MNPS responds: For the 2015-2016 school year, the district


will participate in local and national bilingual teacher recruit-

2. Metro Schools should implement an aggressive strategy to

ment fairs and actively recruit in cities with large bilingual

recruit and retain high-performing bilingual teachers.

teacher workforces, including Miami, Orlando, Houston and


Los Angeles. The district is also scheduled to participate in

52

Not implemented. MNPS has not yet developed a strategy

the National Association of Bilingual Education and the Cali-

to recruit and retain high-performing bilingual teachers.

fornia Association of Bilingual Education conferences. Addi-

On average, the district hires 700 new teaching positions

tionally, MNPS recruiters will be traveling to Puerto Rico to

annually. It is possible that a lack of resources has prevent-

actively recruit experienced teachers.

3. Metro Government should allow enrolled K-12 students to

That same legislation, however, delayed implementation of a

ride Metropolitan Transit Authority buses at no cost to the

new assessment to measure student mastery of the current

student, making school choice a real possibility for Nash-

standards until the 2015-2016 school year. Since 2010,

villes students and families.

Tennessee has made substantial investments including


teacher trainings and technology upgrades to support the

Implemented. This recommendation has seen a substantial

implementation of more robust academic standards. It is a

degree of implementation. During his 2014 State of Metro

disservice to Tennessees students and teachers to require

address, Mayor Karl Dean announced the citys commitment

the teaching and learning of a rigorous set of standards

to allow MNPS high schoolers to ride MTA buses at no cost

while the success of both is measured by an unaligned

to students. Shortly after school began in August 2014,

assessment. Until the state guarantees the administration

the district issued coded identification cards to 21,000

of an assessment designed to evaluate what is being taught,

students, allowing them access to bus rides any time. At

there is no accurate way to gauge student learning. There

the end of the first nine weeks of school, MTA showed a 15

also is genuine concern about evaluating teacher perfor-

percent increase in student ridership.

mance using a misaligned state assessment.

The availability of free-to-students public transportation is

5. Metro Schools should implement a strategy to communi-

a critical step in allowing more extensive school choice to

cate with parents, teachers, students and the broader public

students and increasing city-wide access to cultural and

about the increased rigor and higher expectations that corre-

entertainment activities, as well as employment opportuni-

spond with Common Core State Standards.

ties. The committee lauds the Mayors Office, Metro Council,


MNPS and Metro Transit Authority for this groundbreaking

Implemented. Last year, MNPS convened more than 30

initiative. We look forward to the future expansion of this

school-based community meetings to help families and

recommendation.

teachers gain a better understanding of the districts implementation of Tennessee State Standards. Additionally,

4. The Tennessee General Assembly should stay the course

the district met its ambitious goal of putting nearly 6,000

in implementing Common Core State Standards and the

teachers through All Stars Training specialized profes-

corresponding PARCC assessments.

sional development training on the topics of instructional


delivery, using technology in the classroom, and differentiat-

Partially implemented. During the 2014 legislative session,

ed instruction, all key components to successfully teaching

the Tennessee General Assembly took action supporting the

Tennessee State Standards.

continued implementation of Common Core State Standards.

53

Dr. Jewell Winn, Education


Report Card Committee member,
shares a smile with students
during a school tour.

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.

Metropolitan Government of Nashville and Davidson County

Susan Thompson, chief human capital officer

The Honorable Karl Dean, mayor

Dr. Michelle Wilcox, executive officer for high schools

The Honorable Steve Glover,


Metropolitan Council member, District 12

Dr. Antoinette Williams, executive officer for middle schools

Metropolitan Board of Public Education


The Honorable Sharon Gentry (chair), District 1
The Honorable Elissa Kim (vice chair), District 5
The Honorable Amy Frogge, District 9

Ronnie Wilson, MNPS bus driver


MNPS Principals and School Leaders
Kellee Akers, principal, Hermitage Elementary School
Jon T. Hubble, principal, Apollo Middle Prep School
Dr. Adrienne Koger, executive principal,
Antioch High School

MNPS Central Administration and Staff

Chris Reynolds, CEO of LEAD Public Schools

Dr. Jesse Register, director of schools

Dr. Ron Woodard, executive principal,


Maplewood High School

Fred Carr, chief operating officer


Dr. Paul Changas, executive director of research,
assessment and evaluation

MNPS Teachers

Katie Cour, executive director of talent strategy

Paige Taylor, Glendale Elementary School

Dr. Alan Coverstone, executive director, office of innovation

Alecia Ford, J.T. Moore Middle Prep

Dr. Vanessa Garcia, executive officer for elementary schools

Leticia Skae, Hillsboro High School

Dr. Kelly Henderson, executive director of instruction


Chris Henson, chief financial officer

Higher Education

Dr. Julie McCargar, executive director of federal


programs and grant management

Dr. Jason A. Grissom, assistant professor of public


policy and education, Vanderbilt University

Dr. Kecia Ray, executive director of learning technology


and library services

Dr. Hank Staggs, director for educational leadership and


off-campus cohorts; associate professor of education,
Lipscomb University

Derek Richey, director of operational innovation


Dr. Jay Steele, chief academic officer
Dr. Tina Stenson, research coordinator for research,
assessment and evaluation

55

Community and Advocacy Groups


Frank Daniels III, columnist, The Tennessean
Bill DeLoach, chair of the board, Tennessee Charter
School Center
David Fox, MNPS school board (2006-2010)
Shannon Hunt, president, Nashville Public Education
Foundation
Erica Lanier, president, Directors Parents Advisory Council
Kathy Nevill, CFO/COO, EFTSource, MNPS school board
(2000-2006)
Consultants and Topic Experts
Barbara Gray, president, Tennessee National
Education Association
Stephen Henry, president, Metropolitan Nashville
Education Association
Roger Shirley, editorial director, McNeely Pigott &
Fox Public Relations
Dan Ryan, principal, Ryan Search and Consulting
Schools Visited by Committee Members
School visits are an integral part of the work of this
committee. We are especially appreciative to these schools
and their leaders for affording us the opportunity to talk with
administrators, teachers, parents and students.
Buena Vista Enhanced Option Elementary School Michelle
McVicker, principal
Eakin Elementary School Dr. Timothy Drinkwine, principal
Isaac Litton Middle Prep Tracy Bruno, executive principal
J.F. Kennedy Middle Prep Dr. Sam Braden III,
executive principal
John Overton High School - Dr. Andrew Shuler Pelham,
executive principal
Pearl-Cohn Entertainment Magnet High School Sonia
Stewart, executive principal
STEM Preparatory Academy - Dr. Kristin McGraner, founder
and executive director
MNPS Liaison to the Committee
Fred Carr, chief operating officer

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

CCSS Common Core State Standards

MNPS high school transformation strategy initiated in 2006,

K-12 academic standards in English language arts and

in which the districts 12 zoned high schools have been re-

mathematics that were developed to ensure every student

organized into freshman academies for ninth-grade students

graduates from high school prepared for college and career.

and career and thematic academies for grades 10-12.

www.corestandards.org

www.myacademyblog.com
Charter School
ACT American College Testing

A public school governed and operated independently of the

A standardized test, typically taken in 11th grade, to mea-

local school board, often with a curriculum and educational

sure high school achievement and college readiness. The EX-

philosophy different from other schools in the district. Char-

PLORE test, taken in the eighth grade, and PLAN test, taken

ter schools have a contract, or charter, with their local school

in the 10th grade, provide students with a projection of how

board to operate within that district.

they will score on the ACT. www.act.org


Education 2018: Excellence for Every Student
AMOs Annual Measurable Objectives

MNPS 2013-2018 strategic plan, which was approved by the

State performance targets that serve as the basis for Tennes-

MNPS Board of Education on Sept. 10, 2013.

sees accountability system. Tennessees accountability system has two overall objectives: growth for all students every

ELA English Language Arts

year, and closing achievement gaps by ensuring faster growth


for students who are furthest behind.

ELL English Language Learners


Students who have been assessed and identified as needing

APF Academic Performance Framework

ELL instruction, and are actively receiving ELL services.

Standardized accountability metrics developed by MNPS to


complement increased school level autonomy and provide a

EOCs End-of-Course Exams

transparent set of indicators to assess school performance.

EOCs are given in specific high school subjects that are used

The APF is used to inform decisions regarding rewards, sup-

for accountability purposes and value-added analysis.

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

BEP Basic Education Program

requesting flexibility in the form of a waiver regarding spe-

The funding formula through which state education dollars

cific requirements of No Child Left Behind in exchange for

are generated and distributed to Tennessee school systems.

rigorous and comprehensive state-developed plans designed


to improve educational outcomes for all students, close
achievement gaps, increase equity and improve the quality of
instruction. www.ed.gov/esea/flexibility

58

Focus Schools

NCLB No Child Left Behind Act

Under Tennessees accountability system, focus schools are

The 2001 reauthorization of the federal Elementary and

the 10 percent of schools across the state with the largest

Secondary Education Act, meant to hold primary and sec-

achievement gaps, subgroup performance below a 5 percent

ondary schools measurably accountable to higher standards.

proficiency threshold, or high schools with graduation rates

Requires 100 percent of students within a school or school

less than 60 percent that are not already identified as prior-

system to make adequate yearly progress and reach the same

ity schools. This designation does not indicate low achieve-

set of state standards in math and reading by 2014. Tennes-

ment levels. Schools identified as focus schools retain the

see has been granted a waiver from NCLB and is now mea-

designation and varied support for three years.

sured by a separate accountability system.

Formative Assessment

NELB Non-English language background

An assessment to monitor student learning and provide on-

Students who do not speak English as their first language. An

going feedback used by instructors to recognize and address

NELB student is not neccessarily an ELL student.

areas where students are struggling.


Priority Schools
iZone

Under Tennessees accountability system, priority schools

MNPS created the Innovation Zone (iZone) in 2011 to turn

are schools in the bottom 5 percent of overall performance

around its lowest-performing schools by engaging in strategic

across tested grades and subjects. Schools identified as pri-

redesign. www.innovation.mnps.org

ority schools retain the designation and varied support


for three years.

Lead Principal Network


An MNPS initiative in which certain principals receive more

Reward Schools

autonomy and decision-making power in return for supervis-

Under Tennessees accountability system, reward schools are

ing and sharing effective practices with small networks of

schools in the top 5 percent for performance, as measured

schools.

by overall student achievement levels, and the top 5 percent


for year-over-year progress, as measured by gains in student

LEP Limited English Proficient

achievement a total of 10 percent of schools in all. This

Students who are actively receiving ELL services, as well as

designation is determined annually.

students who are fewer than two years removed from exiting
the ELL program.

SPIs State Performance Indicators


Evidence of a students knowledge and skills measured in the

MNPS Metropolitan Nashville Public Schools

state assessment. Common Core State Standards will replace

www.mnps.org

SPIs in English language arts and mathematics.

NAEP National Assessment of Educational Progress

STEM Science, Technology, Engineering and Math

Also known as the nations report card, this assessment is


given to a sample of students across the country, allowing for

Summative Assessment

comparisons across states in fourth- and eighth-grade read-

An assessment to evaluate student learning at the end of an

ing and math. www.nces.ed.gov/nationsreportcard

instructional unit by comparing it against some standard or


benchmark.

59

60

During a fall 2014 tour, Education Report Card Committee member


Freddie OConnell chats with students about their favorite school day activites.

TCAP Tennessee Comprehensive Assessment Program


The annual assessment in Tennessee given to grades 3-8 in
math, reading, social studies and science.
TFA Teach For America
A national program implemented in Nashville in 2009 that
selectively recruits college graduates from around the country
to teach for at least two years in high-poverty, high-need
K-12 public schools. www.teachforamerica.org
Title I
Federal funds aimed to bridge the gap between low-income
students and other students. The U.S. Department of Education provides supplemental funding to local school districts
through states to meet the needs of at-risk and low-income
students.
TVAAS - Tennessee Value-Added Assessment System
A statistical analysis performed by Dr. William Sanders at
SAS Institute, Inc., estimating the academic progress or
growth of individual students. TVAAS summary data are reported at the school and school system levels.

61

John Overton High School academy ambassadors host guided tours for community visitors and prospective families.

62

ACKNOWLEDGEMENTS

The purpose of the Nashville Area Chamber of Commerce

invaluable in their willingness to answer our multitude of

is to facilitate community leadership to create economic

follow-up questions, often with very little notice Paul Chan-

prosperity. As we work toward our No. 1 priority of improving

gas, Katie Cour, Chris Henson, John Kuster, Matthew Nelson,

public education, we rely greatly on our dedicated volun-

Chaney Mosley, Derek Richey, Jay Steele, Michelle Wilcox

teers, including the 21 business and community leaders who

and Earl Wiman. Special thanks go to Buena Vista Enhanced

serve on the Report Card Committee. Meeting nearly every

Option Elementary School, Eakin Elementary School, Isaac

Friday morning from August through December, these mem-

Litton Middle Prep, J.F. Kennedy Middle Prep, John Overton

bers give their time, energy and talents toward the successful

High School, Pearl-Cohn Entertainment Magnet High School,

completion of this report.

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

committee so others have a chance to serve. We would espe-

committee also thanks Stansell Electric, which hosted our

cially like to thank Co-Chairs Jackson Miller and Brian Shaw,

weekly meetings. Jimmy Stansell, Raymond Matthews, Barba-

as well as Dawn Cole, Derrick Hines, Sara Longhini and Al-

ra Smith, Larry Tibbs and committee member Rob Elliott are

lyson Young, for their commitment to this work over the past

to be commended for their unparalleled hospitality.

three years.
Finally, we would like to thank the Chamber staff who proWe would also like to thank the many presenters who took

vided support for the committees work. Courtney Cotton and

time to share their expertise and viewpoints with us. Their

Lindsay Chambers ensured this document was visually

candor and insights allow us to more accurately report the

stunning as well as grammatically correct. We appreciate

successes and challenges of our educational system, and to

Marc Hill, chief policy officer, whose knowledge of Nash-

propose creative solutions for improvement.

villes education landscape provided context and guidance.


We also appreciate Whitney Weeks, vice president of policy,

We would not be able to produce this report without the full

whose charm, wit and efficient manner helped ensure our

support and cooperation of Metropolitan Nashville Public

meetings were both lively and productive.

Schools, especially the MNPS liaison to the committee, Chief


Operations Officer Fred Carr, who attends every meeting and

This report is the collective work of many. We hope it will

offers valuable information and feedback throughout the

spur ongoing interest and dialogue around the progress of our

process. We are also grateful to Alison Buzard in Family and

public schools, while serving as an important resource for

Community Partnerships for allowing the committee to partic-

education stakeholders and the broader community.

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

63

Photography provided by
Emanuel O. Roland

nashvillechamber.com

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