2013 Pathways to the Prize - District Winners | Page 6
Pathways to the Prize
Lessons from the 2011 SCORE Prize District Winner
Pathways to the Prize
Lessons from the 2011 SCORE Prize District Winner
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11 S
CO
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S
OL
HO
ER
WINN
IZE
PR
CT
RI
ST
DI
RYVILLE CITY
MA
SC
AT A GLANCE
Director of Schools — Stephanie Thompson
Website — www.maryvillecityschools.k12.tn.us
Grades served — PK-12
Number of schools — 7
Enrollment — 4,890
Economically disadvantaged students — 33.1%
White — 91%
African American — 4%
Asian — 3%
TVAAS three-year growth standard t-statistics
(2011)
Math: 14.32
Reading Language Arts: 3.84
Algebra I: 5.04
English II: 4.03
Overall district TCAP and EOC deciles (2010-11)
Math: 60th to 70th
Reading: 80th to 70th
Between 2010 and 2011, Maryville City Schools narrowed
its achievement gap between economically disadvantaged and non-economically disadvantaged students by
1.01 points on reading and 3.34 points on math.
Attendance rates (2010) K-8: 95.5% K-12: 95.5%
College readiness data
ACT Composite (3-Year Average): 23.8
Graduation rate 2010: 90.5%
College-going rate 2009: 76.5%
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Maryville City Schools and its surrounding community hold high expectations for all stakeholders—
public officials, administrators, teachers, parents,
and students—to ensure students are successful
after they leave high school
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In addition to attracting the best talent, Maryville
cultivates its own leaders, drawing on individuals
with expertise gained from years of teaching and
serving in other positions in the district
•
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The district’s director of schools initiated an
18-month process to develop the district’s strategic
plan that gathered input from all internal and external stakeholders and analyzed patterns of student
performance data. The plan was designed to capitalize on strengths, address challenges, and prepare
students for success in college, career, and life
The district focuses on core content and supports
its teachers by providing in-depth workshops on
using data to guide instruction and implementing
proven, effective strategies in literacy, mathematics, and science
•
Reading has received special attention in the district since data indicated need, particularly in the
middle and high schools. Reading levels are determined for all students and individualized assignments are made to accelerate progress. In addition,
every 10th-grade student receives a double block of
reading instruction
•
The district provides multiple services for parents
and families to help create the conditions for educational success for all students
Hispanic — 2%
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2011 SCORE Prize District Winner: Maryville City Schools
While Maryville City Schools uses the strategic plan
as a guiding framework, the district engages in continuous improvement by calling on district advisory
groups and national experts to provide guidance on
how to effectively meet district goals
Maryville administers community surveys three
times a year to ensure that two-way communication
is robust and the district is serving the community
in the best ways possible
2011 SCORE Prize District Winner: Maryville City Schools
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