Measure student achievement as a result of the impact of educational practices, classroom curricula, instructional methods, and professional development. Make informed, data-driven decisions about where to focus resources to help students make greater progress and perform at higher levels. Align professional development efforts to the areas of greatest need.
Student expectations are not built on a single score but on a multi-year, multi-subject measure so high or low performers are expected to perform in line with their own history of performance. When teachers are effective, their students will not lose ground, even if their students are initially high-performing. The converse of this can be true as well. Search for:. These results point to the ability for all students to grow.
However, these results also underscore the urgent and important work we have in front of us as we transition to more rigorous standards that ultimately ensure postsecondary and workforce readiness. In particular, while we see some bright spots in growth in both the Achievement School District and iZones in Shelby and Knox Counties, we did not meet expected growth in the vast majority of our Priority schools being served through both state and district interventions.
The department is engaged in further analysis of these results as we collectively take critical next steps. Both sites provide detail on value-added methodology, descriptions of each report, and instructions on how to compare the performance of different schools and systems. For example, a student who is behind academically may show significant academic growth but not be proficient on the end of year test.
Another student may also not be proficient on the end of year test, but not show any growth. Just as children grow in height each year, they also grow in academic ability. If a second grader is tall in relation to her peers, she will need to continue to grow each year to be tall relative to her peers in fifth grade.
A tall second grader who does not continue to grow will soon be a short fifth grader. Likewise, our highest performing students still have room to grow academically and their teachers can still earn high TVAAS scores. Even students who consistently earn advanced scores can demonstrate growth. For example, Ravenwood High School in Williamson County had among the highest entering achievement in the state among their Chemistry I students.
They also had strong growth, and made substantially more progress than the state average in Chemistry in
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