2016-17 State of Education in Tennessee - Page 22

Similarly , results from Metro Nashville Public Schools ( MNPS ) included high levels of growth in literacy across the district , while overall achievement of students fell below comparison districts and state averages . For both math and reading , MNPS students trailed the state average for On-Track and Mastered by approximately 13 percentage points . 6 Like Shelby County Schools , MNPS had Level 1 growth in numeracy , according to data from the Tennessee Value-Added Assessment System ( TVAAS ). As in other areas of the state , more students from suburban districts neighboring Shelby County Schools and MNPS achieved at On-Track or Mastered levels compared to their urban district peers . Across Tennessee , zip codes continue to be a strong indicator of the likelihood students will achieve mastery of course content that prepares them for success after high school .
FIGURE 17 . HIGH SCHOOL TNREADY ASSESSMENT PERFORMANCE , 2016
100 %
80 %
60 %
40 %
8 % 22 %
43 %
4 % 17 %
26 %
10 % 20 %
34 %
Mastered
On Track
Approaching
Below
20 %
0 %
27 %
English *
53 %
Math **
36 %
US History
Source : Tennessee Department of Education , 2016
* English EOC includes English I , II , and II ** Math EOC includes Algebra I , Algebra II , Geometry , and Integrated Math
FIGURE 18 . HIGH SCHOOL TNREADY SCIENCE ASSESSMENT PERFORMANCE , 2016 *
100 %
80 %
60 %
16 %
33 %
Advanced Proficient Basic Below Basic to target supports that are needed to better and more equitably meet the needs of all Tennessee students . The 2016-17 school year is a critical one to fully implement TNReady and increase proficiency rates for all students , with particular focus on underserved students and underresourced schools .
40 %
20 %
0 %
27 %
24 %
* Science EOCs include chemistry and biology examinations and reflect former proficiency levels and labels .
Source : Tennessee Department of Education , 2016
TNReady results from high schools showed significant percentages of students are performing below the gradelevel expectations .
Consistent , annual assessments across schools and districts statewide make it possible to identify where gaps in achievement between student populations are narrowing or persisting . Results from those assessments are necessary
ACCESS TO HIGHLY EFFECTIVE TEACHERS
Increasing the number of highly effective teachers and , in turn , assigning students in most need of support to highly effective teachers can help narrow achievement gaps . In March 2016 , TDOE released a report including data that showed the distribution of highly effective teachers in Tennessee favors the highest-achieving , rather than the lowest-achieving students . 7 TDOE defines a highly effective teacher as earning a TVAAS Level 4 or 5 . TDOE data indicate significant differences in historically underserved students ’ access to effective teaching both across districts and within schools . Some of these differences reflect the supply of effective teachers available in a given school or district , and some result from how these teachers are assigned to schools , grades , subjects , and students .
PG . 21