• Big victory: Austin-East no longer eligible for state takeover
    Austin-East Magnet High School is no longer facing a takeover by the state. After increasing its graduation rates, making Adequate Yearly Progress in English and language arts, and producing a National Merit Scholar, the East Knoxville school has been removed from the state’s Achievement School District, which was created to turn around the lowest achieving schools across the state.
  • Lottery chooses Chattanooga magnet school students
    amilton County Schools officials held their first-ever live lottery to select students for the Chattanooga School for the Arts and Sciences and the Chattanooga School for the Liberal Arts.
  • Latest charter school shot down by Knox Co. BOE
    Knox County’s Board of Education voted unanimously Monday to deny the latest application to form a new charter school. The New Consortium of Law and Business was proposed for 6th through 12th grade charter school. Organizers said it would emphasize developing students legal and business skills. However, out of a possible 100 points, a review committee awarded the application just over 50. Board members cited concerns over what the review committee called an “inadequate lack of vision and school education plan.”
  • How to Rescue Education Reform
    We agree, though, on what the federal government can do well. It should not micromanage schools, but should focus on the four functions it alone can perform.
  • Strategic plan for schools discussed: Board work session focuses on middle school turnaround
    Superintendent Buddy White and his administrative team are proposing staggered implementation of a middle school turnaround initiative instead of beginning all five middle schools simultaneously.
  • Schools’ scoring remains the same
    The Cleveland City Schools system maintained status quo on this year’s state achievement report card, but Director of Schools Dr. Martin Ringstaff was quick to add, “We will get better.” Report cards were released Friday and the Cleveland system scored about the same as it did a year ago, with three Bs and a C.
  • Oak Ridge schools score A’s; B’s and C’s on academic growth
    The Oak Ridge school system made straight A’s on academic achievement, but earned a B and three C’s on academic growth — showing some improvement over last year’s scores, according to the annual state Report Card.
  • Five schools in Hawkins County placed on ‘targeted’ list
    Despite the addition of five new Hawkins County schools to the state’s targeted list on the 2011 state Report Card released Friday, there are several achievements for the district to celebrate including improved Tennessee Comprehensive Assessment Program (TCAP) scores in every subject district-wide.
  • The Global Search for Education: Block Building
    Ten years after BASIS Schools opened its first campus in Tucson, Arizona, the school topped the national rankings, earning the #1 spot on Newsweek’s list of America’s Best High Schools, and was named a gold medal school by U.S. News & World Report. What can the rest of the world learn from the BASIS Schools model? The bigger issue might be ‘what is there to learn from the BASIS model?’ There are three points I think can be transferred in some manner.
  • Collierville High principal Setterlund tapped to become assistant superintendent
    After 20 years leading Collierville High as its principal, Tim Setterlund is leaving to help consolidate Memphis City Schools with suburban Shelby County Schools.
  • Follow-Up Study of Kindergarten Literacy Program Examines Impacts at the End of First Grade
    A study conducted by REL Southeast has found that the positive impacts of a kindergarten vocabulary intervention (PAVEd for Success (K-PAVE)) were not sustained through first grade. This follow-up study tracked students who were part of the 2010 study’s sample of kindergarten children from the Mississippi Delta to determine whether there were sustained effects on student vocabulary and early reading skills one year later when students were in first grade. The first grade teachers had not participated in the original study and were not using the K-PAVE intervention in their classrooms. The follow-up study found no statistically significant impacts of K-PAVE at the end of first grade on any of three outcomes examined—expressive vocabulary, academic knowledge, and passage comprehension. The follow-up study also explored whether the kindergarten impacts of K-PAVE varied by student characteristics, such as achievement at the beginning of kindergarten, or the characteristics of schools the students attended. There was a positive and statistically significant impact of K-PAVE on academic knowledge in schools that were not receiving Reading First funding relative to schools with Reading First funding, but there were no other statistically significant differences in kindergarten impacts between subgroups of students or schools.

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