Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessment topic
No spam. Unsubscribe anytime.
Coffee County shows mixed TVS/TCAP growth; some schools post notable gains
Summary
District assessment staff presented 2024–25 TVS growth results and TCAP performance, reporting a district composite growth score of 5 with variation by subject and school; board members discussed using root-cause analysis and targeted supports.
District assessment staff presented growth and performance data for the 2024–25 school year at the Sept. 23 Coffee County work session, showing a mix of outcomes across subjects and schools and prompting discussion about targeted supports and school visits.
Doctor Blessing, who led the presentation of the Tennessee Value-Added (TVS) growth model and TCAP/end-of-course results, said the district composite growth score for spring 2025 was a 5. Subject-level growth varied: literacy was a 3, numeracy a 4, science a 5 and social studies a 5 on the growth scale used by the district and state.
Why it matters: Growth and performance are distinct measures; strong growth does not automatically translate to high performance, and vice versa. "You really have to see both the growth and the performance to get a whole picture because you can have high growth and low performance," Blessing said. The board discussed both measures and local strategies to move more students into the "meets" and "exceeds" categories.
Highlights and school-level notes: Blessing pointed to two local improvements as illustrative: one middle school that had been scoring 1 on growth in earlier releases moved to a 4 this year, and the Virtual Academy increased from a 1 to a 3. He also noted that some strong numeracy growth was visible at elementary campuses. He urged the board that growth statistics be paired with performance data for a full picture.
Data access and next steps: Blessing reminded members that the state report card and standards-analysis tools are publicly available; he described district uses of Pearson standard-analysis reports and federal/state guidance to drive teacher professional development. Board members asked that principals and instructional leadership continue root-cause analysis at the school level and report actions taken to raise proficiency for groups identified as approaching or below expectations.
Ending: The board agreed to continue reviewing both growth and performance data, to examine school-level root-cause analyses and to prioritize supports such as tutoring or targeted interventions where the data show broad pools of students at the "approaching" level.
