The top reported proficiency rate is 25% in Science. The lowest is 17% in Math.
Original Research by School Decision on Mcgavock Elementary
McGavock Elementary is a regular public school serving pre-kindergarten through fifth grade in Nashville, part of the Davidson County district. It occupies a strip of the city east of the Cumberland River, in a mixed residential and commercial corridor. The school draws its students from that immediate neighborhood, and its setting is thoroughly urban—Nashville is a fast-growing state capital with a consolidated city-county government, a large metro population, and a built environment that spreads across a wide land area, making car travel the norm outside the downtown core. The economy centers on healthcare, music, publishing, banking, and technology, anchored by major corporate headquarters and multiple universities.
The school is on the smaller side for a K-5 campus, with an enrollment that produces modest class sections. The student body reflects the area’s diversity: a Hispanic majority is the largest group, followed by a substantial share of Black students and a smaller but still notable White population. A handful of students identify as two or more races or as American Indian or Alaska Native. Data on how many students qualify for free or reduced-price meals was not available, nor were figures on students with disabilities or English learners, so a parent would need to ask the school directly about those support structures.
On state assessments, which Tennessee administers through the TNReady program, McGavock Elementary’s proficiency rates land below what many families would hope for. In math, about one in six students scored at the proficient or above level; in English language arts, roughly one in five; in science, about one in four. Social studies was last tested several years ago under a different assessment format, so those results are not directly comparable. The school’s participation rate on the tests was high, meaning the results capture nearly all students. When placed against the small number of other schools within Davidson County districts that had comparable data, McGavock’s overall proficiency index sits above the midpoint of that group, though that group includes a wide spread from very low to moderate scores. The numbers themselves are what they are—a parent looking for strong academic outcomes on state tests would want to investigate further with the school about how instruction and intervention are structured, especially at the early grade levels where foundational skills are built.
The school does not serve high school grades, so there is no graduation rate to report. Information on discipline incidents, chronic absenteeism, staffing ratios, and course access (such as art, music, or physical education) was absent from the available data. That leaves real gaps for a parent trying to gauge the daily environment and support for students beyond the core academic results.
Housing in the area around McGavock Elementary reflects Nashville’s overall market. Home values and rents are in line with the metropolitan area, and the city has seen rapid growth and development, though the school’s immediate zip code experienced a slight dip in values in the most recent year. Mortgage rates nationally have been hovering above six percent, which matters for any family weighing a home purchase near the school. The combination of a large, sprawling city and a consolidated county government means that school attendance zones and transportation are handled through Metro Nashville Public Schools, and the district’s parent-relevant changes were not detailed in the available research.
For a family considering McGavock Elementary, the picture is one of a modest-sized neighborhood school in a diverse, urban context, where state test results are below average but not at the bottom of the county’s range. The missing data on poverty, special education, English learner support, and school climate means that much of what determines a good fit—how the school wraps around its students, how it addresses learning gaps, how safe and orderly it feels—would need to be learned through a visit, a conversation with the principal, or talking to current parents. The school’s core academic challenge is evident; whether it meets a particular child’s needs depends on details that are not in the public record here.
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