This week The Tennessean‘s Andrea Williams reported that the Tennessee Department of Education’s Office for Civil Rights is investigating allegations involving the use of credit recovery in MNPS.
Wade, a former counselor at Stratford High School, has questioned whether MNPS has been following those rules.
Among the examples she has raised is a student who reportedly entered senior year with only 3.5 high school credits but managed to work through Integrated Math I, II and III, along with pre-calculus, in a single year.
Read that again.
Integrated Math I.
Integrated Math II.
Integrated Math III.
Pre-calculus.
One year.
Maybe that’s possible.
But if we’re going to tout graduation rates as evidence of academic success, somebody ought to be willing to explain how that works.
Wade alleges students were routinely pushed into credit recovery even when they weren’t eligible.
Even more troubling, she alleges administrators instructed teachers monitoring test-for-credit exams to advise students to revisit incorrect answers until they reached the required 60-percent benchmark.
Weber is careful to note these are allegations – an investigation is happening.
TC Weber takes a look at MNPS and allegations that the numbers just aren’t adding up:
For years, Metro Nashville Public Schools has increasingly relied on data to tell its story. Graduation rates. Test scores. Growth numbers. Attendance. College readiness. Career readiness. Dashboards. Strategic plans. PowerPoints.
Numbers everywhere.
And when the numbers look good, we are repeatedly told they are evidence that the strategies are working.
Fair enough.
But here’s the problem with building your success story almost entirely around numbers:
Eventually people start looking closely at the numbers.
And lately, more people seem to be looking.
By now, many Nashville education watchers have seen videos of former Teacher of the Year Samira Hardcastle accusing Metro Nashville Public Schools of forcing teachers to change grades and passing students she believes should not have passed.
In 2025-26, 87 of the nation’s 500 largest school districts (17.4%) changed superintendents, the lowest annual turnover ILO Group has recorded since before the pandemic and returning to pre-pandemic levels. At the same time, the pandemic has taken a meaningful toll on leadership in the top 500 districts: only 78 leaders who were in their seats in March of 2020 remain in their position today.
Since March 13, 2020, these 500 districts have changed superintendents 745 times and only 78 have not changed at all.
One of the 78 “remainers” is Nashville’s Adrienne Battle, who assumed her role in 2019.
The Nashville Public Education Foundation (NPEF) will hold an event on Thursday, August 27th to honor this year’s inductees into the Public Schools Hall of Fame.
Nelson C. Andrews Distinguished Service Award presented by Vanderbilt University
Rodger Dinwiddie is the Co-CEO of STARS Nashville, a nationally recognized nonprofit organization addressing substance misuse, school-based mental health supports, violence and bullying prevention training, and adolescent intensive outpatient treatment services.
MNPS Distinguished Alumni Award presented by Belmont University
Johari Matthews, graduate of Glencliff High School, is the Vice President and Executive Director of ONE Community and the Tennessee Titans Foundation, where she leads the way in philanthropy and corporate social responsibility.
Rod McDaniel, graduate ofMcGavock High School, is the CEO of S3 Recycling Solutions, a nationally lauded IT asset disposition company serving clients across North America.
Evette White, graduate of Hillwood High School (now called James Lawson High School), is the Executive Director of Leadership Nashville, an executive program that strengthens Nashville through deep connections formed among diverse leaders.
Annette Eskind Inspiring Educator Award presented by UBS
Quanita Adamsis a Computer Science and Mathematics educator at Stratford STEM Magnet High School, where she advances equitable access to high-quality STEM education.
Kevin Stevens is a 6th and 7th grade Math teacher and Instructional Leader at Head
Magnet Middle School (recently renamed Martin Luther King, Jr. Magnet Middle at Head Campus).
Ronald L. Corbin Inspiring Leader Award presented by Lipscomb University
Dr. Michael Pratt is the Executive Principal of Stratford STEM Magnet High School and the 2025 MNPS High School Principal of the Year.
Thomas J. Sherrard Inspiring Innovation Award presented by Nissan
DYMON In The Rough (Dynamic Young Minorities of Nashville) is a trusted, community model, youth development nonprofit organization that has empowered girls, equipped leaders, and elevated communities across Nashville and Middle Tennessee for 14 years.
Girls Write Nashville is a creative youth development program that empowers teen artists through songwriting, music production, mentorship, and community.
Nashville education blogger TC Weber highlights what some say are significant challenges around student discipline in MNPS.
It is one of the worst-kept secrets in MNPS that the district does not want to suspend students. Every teacher with any experience has a story about a serious discipline issue that went unresolved, was sent back to the classroom or somehow disappeared from the official narrative.
Weber also calls out a cozy political relationship between the Mayor and Director of Schools:
The hidden agenda doesn’t stop at the boardroom. Hardcastle questioned Mayor Freddie O’Connell’s loyalty to MNPS Superintendent Adrienne Battle. She wonders why he hasn’t spoken publicly about the district’s obvious problems or demanded greater accountability from its leadership. Referring to Battle’s relationship with O’Connell—and to the superintendent’s “friends” working in roles across the district—Hardcastle said it seems really “cliquey.”
It seems that way because it is.
As he heads toward reelection mode, Mayor O’Connell probably needs to follow the same advice as MNPS. A prime example would be his claims of “fixing” school start times. Don’t think for one minute the public doesn’t recognize that maneuver for what it is: a political solution designed to sound larger than the actual change.
The Nashville Public Education Foundation’s (NPEF) latest newsletter includes mention of the so-called “Thriving Schools Framework” that the organization says it wants to see adopted in MNPS.
Here’s more:
The Thriving Schools Framework is rooted in research and backed by real-world experience. Based on education research and focus groups with over 50 MNPS educators, our findings reflect what it takes to ensure all students thrive in school and the opportunities to initiate solutions that close gaps and eliminate barriers. While there’s no exclusive method for curating a thriving school, our framework aims to highlight and support the six conditions present in schools where all students thrive.
From the Nashville Public Education Foundation’s (NPEF) newsletter:
Are you or do you know someone who is an eligible educator who demonstrates excellence in leadership, instruction, or student success and opportunity? If so, submit an application. Applicants will undergo a rigorous application process, including a judging panel of public education stakeholders. Only 25 educators will be selected as winners and receive a $2,000 check, trophy, reception hosted by Vanderbilt University, and a round-trip flight courtesy of Southwest Airlines.
The application is open for eligible educators through August 17, 2026.
TC Weber talks about what makes success in schools possible:
Metro Nashville Public Schools loves to celebrate the exceptional achievements of its student body. Every district does. Test score gains get packaged into press releases. Graduation rates become hashtags. State recognitions become LinkedIn celebrations for administrators and consultants.
But I can promise you this: ninety-five percent of student success comes from two things — individual hard work and a meaningful connection with a teacher willing to work every bit as hard as the student does.
And here’s the part central office rarely highlights: the system itself often makes both the student and the teacher jump through hoops in order to excel.
That’s where good principals matter.
A truly good principal creates the conditions for success. They protect teachers from unnecessary nonsense. They give educators the freedom and support to do extraordinary things. They recognize that education isn’t produced by a spreadsheet alignment meeting or a slogan printed on a banner. It’s produced by human beings building trust with other human beings.
The newsletter of the Nashville Public Education Foundation (NPEF) notes:
The Tennessee Organization of School Superintendents has selected MNPS Superintendent Dr. Adrienne Battle as the 2026 Mid-Cumberland Superintendent of the Year. The good news was announced while she was being honored during a TOSS Mid-Cumberland Superintendents’ Study Council.
TOSS Executive Director Dr. Gary Lilly remarked, “Dr. Battle is truly leading the region in the impact she is having on students in Nashville…This award is a recognition from her peer superintendents in Mid-Cumberland of years’ worth of innovation and service.”
Dr. Battle is the first MNPS graduate to lead the district, and the first woman in the role. In addition to the Superintendent of the Year award, she has recently received the following recognitions:
Excellence in Family Engagement Award from AASA and National PTA.
A distinguished alumni honor from Missouri State University.
A new University of Tennessee, Knoxville partnership providing full-tuition scholarships to MNPS students.
