Serving 371 students in grades 9-12, Mitchell High School ranks in the bottom 50% of all schools in Tennessee for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math is 3% (which is lower than the Tennessee state average of 31%). The percentage of students achieving proficiency in reading/language arts is 6-9% (which is lower than the Tennessee state average of 37%).
The student:teacher ratio of 18:1 is higher than the Tennessee state level of 15:1.
Mitchell High School ranks within the bottom 50% of all 1,761 schools in Tennessee (based off of combined math and reading proficiency testing data).
The diversity score of Mitchell High School is 0.04, which is less than the diversity score at state average of 0.60. The school's diversity has stayed relatively flat over five school years.
Mitchell High School is ranked #1740 out of 1,761 schools, which ranks it among the bottom 50% of public schools in Tennessee.
What percent of students have achieved state testing proficiency in math and reading?
3% of students have achieved math proficiency (compared to the 31% TN state average), while 6-9% of students have achieved reading proficiency (compared to the 37% TN state average).
What is the graduation rate of Mitchell High School?
The graduation rate of Mitchell High School is 70-74%, which is lower than the Tennessee state average of 90%.
How many students attend Mitchell High School?
371 students attend Mitchell High School.
What is the racial composition of the student body?
98% of Mitchell High School students are Black, and 2% of students are Two or more races.
What is the student:teacher ratio of Mitchell High School?
Mitchell High School has a student ration of 18:1, which is higher than the Tennessee state average of 15:1.
What grades does Mitchell High School offer ?
Mitchell High School offers enrollment in grades 9-12
What school district is Mitchell High School part of?
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
