SES Misses Reward School Status In Spite of Scores

by K. G. Beavers, Messenger Staff Writer

Sewanee Elementary School officials recently received a letter from Kevin Huffman, the Tennessee Commissioner of Education, describing why SES was not designated as a “reward school” based on performance in 2011–12.

Under the state’s new accountability system, schools must perform well in achievement measures and close achievement gaps between subgroups to be designated as a reward school. A reward school can be in the top 5 percent of overall performance in proficient and advanced achievement goals. A reward school can also be in the top 5 percent of schools where progress is achieved the quickest based on value-added scores, and growth in TCAP reading/language arts, math and science.

“We believe it is important to let directors and principals know if schools are close to achieving a high level of recognition,” the letter states. “Sewanee Elementary was on the cusp of being identified as a Reward School based on performance. In fact, your school performance was within the threshold of those schools identified as Reward but was excluded under our federal waiver rules because of achievement gaps larger than the state median in any subgroup area and achievement gaps that widened between 2010–11 and 2011–12.”

In 2012, Sewanee Elementary School had the highest scores in the county in achievement for grades 3–5 in math, reading/language arts, social studies, science and the fifth-grade writing assessment.

In 2012, SES had the highest TCAP scores in the county for all students scoring proficient and advanced in math, science and reading/language arts. Broadview Elementary had the highest TCAP score for all students in social studies. 

Between subgroups, SES had the highest percentage of proficient and advanced students, except for economically disadvantaged students. For African-American students in math and reading/language arts, Cowan Elementary had the highest percentage. Decherd Elementary had the highest percentage for Hispanic students in math and reading/language arts. 

“Even if you have a high score but decline in any area, that counts against you,” said Rebecca Sharber, director of schools for Franklin County. 

SES had a decline in two subgroup scores between 2011 and 2012 in reading/language arts. In 2011, 60.5 percent of economically disadvantaged students were proficient and advanced. In 2012, 55.3 percent were proficient and advanced. The state average was 37.5 percent; the county average, 40.10 percent. In 2011, 81.8 percent of SES students with disabilities scored proficient and advanced in reading/language arts. In 2012, 78.5 percent scored proficient and advanced in reading/language arts. The state average was 32.8 percent; the county average, 32.7 percent.