High Schools

Covington High School, Tipton County

School Characteristics:

• Principal: Marcus Heaston
• Grades Served: 9-12
• Enrollment: 770
• Economically Disadvantaged Rate: 74%

Overview:

Covington High School, located in rural Tipton County, is a diverse high school that, as its vision outlines, strives to “provide a safe and productive learning environment in which students can communicate effectively, think critically, and solve problems successfully in order to make valuable contributions to society.” Covington serves over 750 students in grades 9-12 in Covington, a small town north of Memphis. Seventy-four percent of their students are economically disadvantaged. The school posted strong three-year marks on TVAAS growth: 49.3 in Algebra I, 8.7 in English II, and 5.5 in Biology I. Covington has among the highest Algebra I TVAAS growth scores in the state. Strong leaders and dedicated teachers are the key to Covington’s success. Covington has an expectation that all students will go on to college or a meaningful career and has many programs in place that help students to achieve these goals.

Three-Year TVAAS Growth Estimate (2011/2013):

• Algebra I: 49.3
• English II: 8.7
• Biology I: 5.5

Three-Year EOC Proficient/Advanced Rates (2011-2013):

• Algebra I: 75%
• English II: 54%
• Biology I: 50%

College-Readiness:

• ACT Composite: 19
• Graduation rate: 96%

Maryville High School, Maryville City Schools

School Characteristics:

• Principal: Greg Roach
• Grades Served: 10-12
• Enrollment: 1,087
• Economically Disadvantaged Rate: 26%

Overview:

Maryville High School has a tradition of excellence that stems from a long history of high community expectations. It serves over 1,050 students in grades 10-12 in Maryville. Twenty-six percent of students are economically disadvantaged. The school posted strong three-year marks on TVAAS growth: 2.1 in Algebra I, 3.6 in English II, and 5.8 in Biology I. Maryville has a high ACT average of 24 and an AP exam pass rate of 77 percent. Maryville’s data show above-average performance on nearly every measure. Despite being a high-performing school, Maryville is always seeking opportunities to improve and finds innovative, teacher-led solutions to challenges.

Three-Year TVAAS Growth Estimate (2011-2013):

• Algebra I: 2.1
• English II: 3.6
• Biology I: 5.8

Three-Year EOC Proficient/Advanced Rates (2011-2013):

• Algebra I: 63%
• English II: 83%
• Biology I: 77%

College-Readiness:

• ACT Composite: 24
• Pass rate on AP exams: 77%
• Graduation rate: 95%

Oak Ridge High School, Oak Ridge Schools

School Characteristics:

• Principal: David Bryant
• Grades Served: 9-12
• Enrollment: 1,346
• Economically Disadvantaged Rate: 26%

Overview:

Oak Ridge is a school that has a high level of rigor and expects all students to engage with challenging coursework. It serves approximately 1,350 students in grades 9-12 in Oak Ridge. Twenty-six percent of students are economically disadvantaged. The school posted strong three-year marks on TVAAS growth: 6.9 in Algebra I, 1.3 in English II, and 7.6 in Biology I. Oak Ridge has a high ACT average of 23 and an AP exam pass rate of 81 percent. The school has strong math and science based courses and an extremely robust CTE program – one that allows students to obtain industry certifications while still in high school. Teachers have implemented PLCs which have increased collaboration in the school.

Three-Year TVAAS Growth Estimate (2011-2013):

• Algebra I: 6.9
• English II: 1.3
• Biology I: 7.6

Three-Year EOC Proficient/Advanced Rates (2011-2013):

• Algebra I: 63%
• English II: 78%
• Biology I: 79%

College-Readiness:

• ACT Composite: 23
• Pass rate on AP exams: 81%
• High school graduation rate: 83%

Covington High School, Tipton County

School Characteristics:

• Principal: Peggy Murdock
• Grades Served: 9-12
• Enrollment: 790
• Economically Disadvantaged Rate: 72%

Overview:

Covington High School has a simple educational priority: student success without exception. Covington, located in rural Tipton County, prepares its students with both an academic and vocational foundation, including col- lege-prep honors courses and career-centered techni- cal programs. Teachers and administrators are commit- ted to their students and to each other, working closely together to help all students succeed at the school. They communicate regularly and frequently to share infor- mation, including grades and instructional strategies. They fervently believe that each student is like one of their own children, and will accept only the best. “I won’t accept failure as an option,” Covington High School Prin- cipal Peggy Murdock said.

Attendance Rate: 94%

TVAAS Growth Estimate (2012):

• Algebra I: 50.7
• English II: 5.3

EOC Proficient/Advanced:

• Algebra I: 73%
• English II: 51%

College-Readiness:

• ACT Composite: 18
• AP enrollments as percentage of all course enrollments: N/A
• Pass rate on AP exams: N/A

Attendance rates and TCAP/EOC proficient and advanced rates are three-year averages.
ACT composites are two-year averages. All other data in the index are 2011 data, with the exception of college-going rates.

Fayette-Ware Comprehensive High School, Fayette County

School Characteristics:

• Principal: Jennifer Donald
• Grades Served: 9-12
• Enrollment: 879
• Economically Disadvantaged Rate: 83%

Overview:

Fayette-Ware Comprehensive High School’s motto is “Proud, Passionate, Prepared.” Located in rural Somerville, Fayette-Ware demonstrated strong overall TVAAS growth and significant achievement gap closures. The gap for economically disadvantaged students narrowed by 23 percentage points in English II and 21.3 percentage points in Algebra I. The achievement gap for black students in Algebra I also narrowed by 28 points. Student “scholars” and teacher “performance coaches” form strong bonds at Fayette-Ware. Building on structures put in place by former Principal Sonny Hicks, high expectations for teachers translate into similarly high expectations for students. Through professional learning communities that build on practices such as relationship building and response to intervention, teachers at Fayette-Ware built “Hicks’s House.” The caring faculty and staff instill in students a desire to learn, and data enables them to push those students and maximize the impact of their programs and activities. In doing so, they are “Protecting the House,” and also building foundations for their students’ futures.

Attendance Rate: 92%

TVAAS Growth Estimate (2012):

• Algebra I: 30.2
• English II: 5.5

TCAP Proficient/Advanced:

• Algebra I: 49%
• English II: 46%

College-Readiness:

• ACT Composite: 16
• AP enrollments as percentage of all course enrollments: 6%
• Pass rate on AP exams: 5%
• Graduation rate: 79%
• College-going rate (2010): 50%

Attendance rates and TCAP/EOC proficient and advanced rates are three-year averages.
ACT composites are two-year averages. All other data in the index are 2011 data, with the exception of college-going rates.

Ravenwood High School, Williamson County

School Characteristics:

• Principal: Dr. Pamela Vaden
• Grades Served: 9-12
• Enrollment: 1,852
• Economically Disadvantaged Rate: 4%

Overview:

Ravenwood High School, located in Williamson County, is driven by a mission to “develop a community of learners that cultivates the intellect, ability and character of each person within it.” A relatively young school that has experienced large population growth in recent years, Ravenwood’s administrators, led by principal Dr. Pamela Vaden, ensure that every one of their 1,852 students feels supported by the faculty of 113. Ravenwood teachers and staff encourage all students to take rigorous courses, and have developed a variety of options for support at all hours of the school day. The school is possibly best known in the state for its “Power Mondays,” where teachers work together weekly to plan curriculum, review data, and design common assessments. Collaboration seems to be the hallmark of the Ravenwood community; teachers, administrators, students, parents, and other community stakeholders all work together to ensure a positive educational experience for everyone.

Attendance Rate: 96%

TVAAS Growth Estimate (2012):

• Algebra I: 24.2
• English II: 3.6

TCAP Proficient/Advanced:

• Algebra I: 77%
• English II: 91%

College-Readiness:

• ACT Composite: 24
• AP enrollments as percentage of all course enrollments: 66%
• Pass rate on AP exams: 73%
• High school graduation rate: 93%
• College-going rate (2010): 86%

Attendance rates and TCAP/EOC proficient and advanced rates are three-year averages.
ACT composites are two-year averages. All other data in the index are 2011 data, with the exception of college-going rates.

Mt. Juliet High School, Wilson County

School Characteristics:

• Principal: Mel Brown
• Grades Served: 9-12
• Enrollment: 1,775
• Economically Disadvantaged Rate: 17.9%

Overview:

Despite its size, Mt. Juliet takes steps to reach every student. They have an aggressive and proactive approach to identifying students who might be off-track to graduation before they have entered their doors and immediately providing them with supports they need, such as teacher mentors and home visits. Additionally, the school works to provide enriching opportunities for all students through advanced coursework, a robust selection of career and technical education courses, and internship experiences, to connect students with postsecondary pathways. The school’s teachers collaborate across disciplines in creative ways—such as connecting art students with the anatomy course to create medical illustrations—that keep classes engaging.

Attendance Rates:

• 2009: 93.9%
• 2010: 93.2%

TVAAS 3-Year Growth Standard T-Statistics (2011):

• Algebra I: 8.38
• English II: 5.72

End of Course Deciles (2010-2011) :

• Algebra I: 60th
• English II: 80th to 70th
• Between 2010 and 2011, Mt. Juliet narrowed its black-white achievement gap by 6.07 points on the English II exam and by 9.48 points on the Algebra I exam.
• Over the same time period, the school narrowed its achievement gap between economically disadvantaged and non-economically disadvantaged students by 6.19 points on the English II exam.

College-readiness:

• ACT Composite (3 Year Average): 21.0
• Percent of students taking AP exams: 10.99%
• Pass rate on AP exams: 38.42%
• Graduation rate: 88.8%
• College-going rate (2009): 64.8%
• The school’s 2011 TVAAS status was “above” in Algebra I, Biology I, English I, English II, and U.S. History.

Maryville High School, Maryville City Schools

School Characteristics:

• Principal: Greg Roach
• Grades Served: 9-12
• Enrollment: 1,521
• Economically Disadvantaged Rate: 24.7%

Overview:

As its economically disadvantaged population has increased in recent years, Maryville High School has been able to maintain a tradition of academic excellence and high expectations for its students by providing students with a “bookend” experience that places a special focus of acclimating students into the 9th grade and helping students connect with postsecondary pathways in the 12th grade. The school uses data to encourage students—and their families—to take the most challenging courses they can, including beginning AP courses in the 9th grade. Teachers have a strong sense of ownership over their work and engage in an ongoing analysis, both individually and with their peers, to determine where their practices need to be refined.

Attendance Rates:

• 2009: 96.0%
• 2010: 95.5%

TVAAS 3-Year Growth Standard T-Statistics (2011):

• Algebra I: 4.25
• English II: 4.43

End of Course Deciles (2010-2011) :

• Algebra I: 60th
• English II: 80th
• Between 2010 and 2011, Maryville High School narrowed its achievement gap between economically disadvantaged students and non-economically disadvantaged students by 4.29 points on the Algebra I exam.

College-readiness:

• ACT Composite (3 Year Average): 23.8
• Percent of students taking AP exams: 11.31%
• Pass rate on AP exams: 88.28%

Fred J. Page High School, Williamson County

School Characteristics:

• Principal: Andrea Anthony
• Grades Served: 9-12
• Enrollment: 868
• Economically Disadvantaged Rate: 9.9%

Overview:

Under the guidance of Principal Andrea Anthony, Page High School has cultivated a strong college-going culture by encouraging students to take honors and AP classes and providing students with the supports they need to improve their ACT scores. Similarly, as the area around Page has developed, Anthony has worked hard to prepare her students for a life in which postsecondary education is necessary, even if you’re working in fields that have not traditionally required additional education after high school, such as agriculture and manufacturing. Relationships—among teachers, between teachers and their students, and the school and the community—undergird and enhance the work the school engages in.

Attendance Rates:

• 2009: 95.1%
• 2010: 94.7%

TVAAS 3-Year Growth Standard T-Statistics (2011):

• Algebra I: 16.31
• English II: 8.45

End of Course Deciles (2010-2011) :

• Algebra I: 90th
• English II: 90th
• Between 2010 and 2011, Page High School narrowed its achievement gap between economically disadvantaged and non-economically disadvantaged students by 6.81 points on the Algebra I end of course exam.

College-readiness:

• ACT Composite (3 Year Average): 21.7
• Percent of students taking an AP exam: 8.29%
• Pass rate on AP exams: 71.43%
• Graduation rate: 91.6%
• College-going rate (2009): 78.3%
• The school’s 2011 TVAAS status was “above” in all five end of course exams: Algebra I, Biology I, English I, English II, and U.S. History.