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Clinton Elementary posts stronger TCAP and I-Ready results; district flags chronic absenteeism
Summary
Clinton Elementary reported year-over-year gains on 2025 TCAP tests and strong K–2 I-Ready growth; staff and the board credited targeted interventions and PLCs while noting chronic absenteeism (11.5%) remains a federally weighted accountability concern.
Clinton Elementary presented improved 2025 assessment results to the Clinton City Schools board, reporting overall proficiency gains in core subjects and strong growth metrics that school leaders attributed to targeted interventions and professional learning communities.
Miss Sharp, presenting the school’s highlight, said, "Our overall proficiency in ELA in all grades was 59.3," and noted math proficiency at 56.8% and science at 56.3%. She added that sixth-grade social-studies proficiency was 81.3%.
The school also reported top-level growth in the Tennessee Value-Added Observation System (TVOS)—with fives across multiple indicators—and I-Ready results for younger students. Miss Sharp said the K–2 I-Ready snapshot showed 72% of students K–6 on or above grade level in reading in the data set she referenced and "147% growth," exceeding the district’s 100% growth target; math was reported at 70% on or above grade level with "124 growth." These figures were presented as the evidence of year-over-year gains and stronger teacher collaboration through PLC work.
The discussion also addressed chronic absenteeism. Miss Sharp reported a chronic-absenteeism rate of 11.5% and explained the metric counts a student who misses 17 of 177 school days. She noted the district has raised concerns with the state commissioner about the indicator’s treatment of medically fragile students; Miss Sharp said the state proposed a change but "the feds kicked it back and denied it for federal accountability," so the indicator remains in federal accountability calculations.
Board members and staff emphasized that schoolwide gains reflect sustained instructional work. Miss Sharp pointed to a strong sixth-grade cohort, naming Lauren King and Morgan Lane as instructional contributors, and said the district’s response-intervention blocks (45 minutes per student per day) are in place to close learning gaps.
Looking ahead, the district plans to continue monitoring attendance interventions and to use the forthcoming five-year strategic plan—'Accelerate 2030'—to align resources and facilities work with instructional goals. The board did not take formal action at the meeting on the assessment data; the presentation was offered for information and discussion.
The board adjourned after the director’s updates and logistics items; no vote was required on the assessment report itself.
