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CMCSS posts improved state report card: 90% of schools earn A–C; four schools receive D, no F's
Summary
District officials presented Tennessee state report card results showing district-wide improvement, including more schools earning A or B and a marked decline in D ratings; state metrics include subject-level achievement, bottom-25% growth and college-and-career readiness benchmarks.
Dr. Kimmy Sajorski, a district accountability official, told the Clarksville-Montgomery County School System (CMCSS) board that the state report card released before Christmas shows districtwide improvement, with 90% of CMCSS schools earning an A, B or C and four schools receiving a D; none received an F.
The presentation explained how the state compiles report-card grades: the district provides validated data on achievement across all tested subjects, the growth of the district's lowest-performing 25% of students, and college- and career-readiness measures at the high school level. Sajorski said English/language arts and math are weighted slightly more heavily than science and social studies. For college- and career-readiness, the state counts students who meet or exceed an ACT benchmark (an ACT score of 21 was identified in the presentation) and other measures such as Advanced Placement participation, industry certifications and qualifying ASVAB scores (the presentation listed a qualifying ASVAB score of 31).
Sajorski summarized the district totals: nearly half of CMCSS schools earned an A or a B; the share of schools earning a D decreased by 64% compared with the prior cycle; and the district has not had any F-rated schools during the period Sajorski described. The district-level improvement was framed as an increase from 73% of schools earning A–C in the prior round to about 90% in the current round.
Board members had no substantive disagreements in the recorded exchange. Sajorski noted that the report-card grade methodology differs from the district's AMO (annual measurable objective) metrics because the state report card uses all-subject achievement and specific subgroup growth calculations. She also reviewed how ACT and other college-and-career indicators are incorporated for high schools.
The presentation concluded with an invitation for board questions; the board did not record any formal motion or vote on the report card during the meeting.
