Score Card: 2013 District Data
2012-2013 District Data
The state data presented in the previous section clearly show that Tennessee students have been improving on both state and national assessments. However, it is also important to look at district-specific data to better understand how gains in student achievement may differ
across the state. The maps below illustrate the difference between student achievement growth in math and reading/language arts. Eightyfive percent of districts had a TV
AAS Numeracy score of four or five, meaning that their students made more progress in math than what
had been predicted. On the other hand, 48 percent of districts had a TV
AAS Literacy score of one or two, meaning that their students were
making less progress in reading/language arts.
SCORE Card Indicators
The district data for each of the following indicators
were obtained from the Tennessee Department of Education and apply to the 2012-2013 school year.
Level 1: Least effective – schools whose students
are making substantially less progress than the
Standards for Academic Growth
District Characteristics
Number of Schools – The number of schools operating
in each district for the 2012-13 school year
Enrollment – The total count of students enrolled in
each individual school district as of October 1, 2012
Percent White – The percent of enrolled students identified as White
Gains in Math Achievement
Percent Black – The percent of enrolled students identified as Black or African American
Percent ED – The percent of enrolled students identified
as economically disadvantaged or eligible for free and
reduced price lunch
Per Pupil Spending – The total current operating expenditures on a per pupil basis in each district from state,
local, and federal sources
Percent Local Funding – The percent of district per pupil
expenditures that comes from local revenue sources
Tennessee Assessments
Percent Prof/Adv 3-8 Math – The percent of students
in grades 3-8 who scored proficient or advanced on the
state’s 2013 TCAP math assessments
Gains in Literacy Achievement
Percent Prof/Adv 3-8 Reading – The percent of students
in grades 3-8 who scored proficient or advanced on the
state’s 2013 TCAP reading/language arts assessments
TVAAS – The scores based on growth for one year from
the previous academic year. The Standard for Academic Growth is met when the student group makes one
year’s growth and maintains their relative achievement
from one year to the next. Scores are provided on the
following 1-5 scale:
Level 5: Most effective – schools whose students
are making substantially more progress than the
Standards for Academic Growth
Most Effective
Above Average Effectiveness
Average Effectiveness
Approaching Average Effectiveness
Least Effective
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Level 2: Approaching average effectiveness –
schools whose students are making less progress
than the Standards for Academic Growth
Level 4: Above average effectiveness – schools
whose students are making more progress than
the Standards for Academic Growth
Level 3: Average effectiveness – schools whose students are making the same amount of progress as
the Standards for Academic Growth
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Composite – The TV
AAS Composite score shows growth
at the district level based on student performance on
statewide assessments across all available subjects and
grades, and includes grades K-2 for districts that opted
to test those students.
Numeracy – The TV
AAS Numeracy score is based on all
available data in math
Literacy – The TV
AAS Literacy score is based on all
available data in reading/language arts
High School Success
ACT Composite – The average ACT composite score for
the 2013 graduating class for all test-takers
Graduation Rate – The percent of students in each district who graduated from high school within four years
and a summer out of those students that entered the
ninth grade four years prior
ACT College I