Public Chapter No. 322 Legislative Report of Study Findings
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| Title: | Public Chapter No. 322 Legislative Report of Study Findings |
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| Language: | English |
| Authors: | Tennessee Department of Education |
| Source: | Tennessee Department of Education. 2024. |
| Availability: | Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail: Education.Comments@state.tn.us; Web site: http://www.tennessee.gov/education/ |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Reports - Evaluative |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Best Practices, Grade 9, High School Students, Progress Monitoring, At Risk Students, Potential Dropouts, Graduation Rate, Dropout Prevention, Accountability, Outcome Measures, Data Use, Attendance, Student Behavior, Academic Achievement, Standardized Tests, Student Characteristics, Family Influence, Student Mobility, Educational Indicators |
| Geographic Terms: | Tennessee, United States |
| Abstract: | This report was prepared pursuant to Public Chapter 322 (hereafter referred to as the Act), now codified at T.C.A. §4-1-220; which requires the Tennessee Department of Education (department) to conduct and publish a study of best practices in other states for the use of ninth grade "on-track" indicators in state accountability systems to prevent students from dropping out of high school. In accordance with the Act, this report provides the findings from a landscape analysis of best practices in other states including a summary of how states define "on track" high school success; develop indicators to identify students at risk of dropping out of high school; develop and use statewide dropout early warning systems (EWS); utilize methods to publicly report relevant data regarding "on track" high school success indicators; set goals and monitor how many students remain "on track" in alignment with statewide graduation goals; and provide support and guidance to schools and districts to improve and increase the number of ninth grade students who are "on track." In this report, similarities between states are highlighted, and how state practices are supported by empirical evidence is discussed when applicable. Key findings from the landscape analysis are summarized in this executive summary, and a detailed report is discussed in this document. This report is to be provided to the House and Senate education committees no later than January 31, 2024, and published on the department's website. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED677588 |
| Database: | ERIC |
| Abstract: | This report was prepared pursuant to Public Chapter 322 (hereafter referred to as the Act), now codified at T.C.A. §4-1-220; which requires the Tennessee Department of Education (department) to conduct and publish a study of best practices in other states for the use of ninth grade "on-track" indicators in state accountability systems to prevent students from dropping out of high school. In accordance with the Act, this report provides the findings from a landscape analysis of best practices in other states including a summary of how states define "on track" high school success; develop indicators to identify students at risk of dropping out of high school; develop and use statewide dropout early warning systems (EWS); utilize methods to publicly report relevant data regarding "on track" high school success indicators; set goals and monitor how many students remain "on track" in alignment with statewide graduation goals; and provide support and guidance to schools and districts to improve and increase the number of ninth grade students who are "on track." In this report, similarities between states are highlighted, and how state practices are supported by empirical evidence is discussed when applicable. Key findings from the landscape analysis are summarized in this executive summary, and a detailed report is discussed in this document. This report is to be provided to the House and Senate education committees no later than January 31, 2024, and published on the department's website. |
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