MNPS reports highest TCAP scores in district history; Overton cluster highlights zoo, Vanderbilt and Cambridge partnerships

Metro Nashville Public Schools Director of Schools Dr. Adrienne Battle told the board that the district is entering the 2025–26 school year with what she described as historic academic gains: the highest TCAP and ELC scores in MNPS history, three consecutive years of Level 5 growth, and double-digit gains in many tested areas since 2021.

Key numbers and operational updates

Dr. Battle said the district opened the year with fewer teacher vacancies than in prior years, reporting 80 openings for classroom teachers as of the day before the meeting. She also noted broad operational activity over the summer: roughly 8,300 planning days completed by about 3,000 teachers and classroom associates, 1,250 teachers trained on a new science curriculum, and enrollment teams processing more than 1,300 K–12 and 130 pre-K applications in one week.

Facilities work was highlighted: Paragon Mills Elementary was reopened after reconstruction, and two other fully renovated elementary schools (Percy Priest and Lakeview) began the year. The district launched an accelerated tutoring program earlier than in prior years, designed to provide added learning time for students.

Student achievement data

Dr. Tina Stinson, executive officer of research, assessment and evaluation, summarized grade-level TCAP gains from 2023–24 to 2024–25 and described a ‘‘stair step’’ pattern of improvement across grades and subjects. She drew attention to particularly large gains in fifth and sixth grade ELA and in middle-grade math and science. Stinson said many grade-level results now exceed pre-pandemic performance and that the district outpaced statewide growth in most tested areas.

Board members asked technical and cohort-tracking questions during an extended discussion. Staff explained that some middle-school students take high-school credit courses (for example, Integrated Math I), which shifts cohort and end-of-course accounting and can affect middle-grade proficiency percentages; staff said exams for Cambridge ACE classes replace certain state end-of-course exams.

Advanced academics and pathways

Dr. David Williams described the Cambridge program, which MNPS offers to prepare students for rigorous high-school coursework and potential college credit. Cambridge courses and the Cambridge ACE diploma are internationally recognized; Williams said students who complete Cambridge coursework and pass the Cambridge exams can earn college credit and that students who pursue the full ACE diploma can finish with multiple early postsecondary credits — ‘‘several students will leave with 12 to 15 credits’’ depending on how many ACE courses they complete.

Metro Schools Reimagined and Overton cluster presentation

Chief Anita Perry introduced a series of cluster-focused presentations. The board heard a cluster spotlight from principals and leaders in the Overton ‘‘Zoo’’ cluster, which the presenters described as a pre-K–12 pathway where ‘‘global knowledge meets scientific exploration.’’ That pathway includes:

- Elementary guaranteed experiences called Wildlife Research Scholars, developed with the Nashville Zoo and Vanderbilt University, involving animal ambassador visits, zoo expeditions, expert interviews, and field trips aligned to elementary science units. - Middle-school personalized experiences emphasizing project-based learning, partnerships with the zoo and Vanderbilt, and STEAM showcases. - High-school applied experiences at John Overton High School with applied research and career pathways in interdisciplinary science and research, information technology, health sciences, and engineering; John Overton also offers Cambridge ACE coursework and opportunities aligned with the Academies of Nashville.

Principals from the Overton cluster listed partner organizations (Nashville Zoo, Vanderbilt University) and said the cluster will offer coordinated pre-K–12 experiences intended to prepare students for college and careers.

Board questions and next steps

Board members praised the data and asked for further disaggregations and cohort-level growth reporting. Staff said more granular growth data (cohort-based growth and subgroup analysis) would be available within weeks and that teams would continue deep dives to understand pockets of slower growth (for example, some middle-grade ELA cohorts). Members asked for follow-up on strategies for seventh- and eighth-grade dips, supports for exceptional education and EL students, and how Cambridge and early postsecondary credits are counted for accountability.

Ending

The presentation closed with board appreciation for cluster leaders and a pledge by staff to continue sharing cohort and subgroup growth data as embargoed results become available. The district framed recent investments — higher pay for educators, added nurses, paid family leave, early-childhood expansion and no-cost meals — as contributing factors to the sustained growth reported by district staff.