Best Practices for Using This Template

#TNBestforAll

© 2021 Tennessee Department of Education

SPRING 2021 TCAP RELEASEAugust 2021

S T U D E N T R E A D I N E S S

TENNESSEE PUBLIC SCHOOLS WILL BE EQUIPPED TO SERVE THE ACADEMIC AND NON-ACADEMIC NEEDS OF ALL

STUDENTS IN THEIR CAREER PATHWAYS

A C A D E M I C S

ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION,

NO MATTER WHERE THEY LIVE

E D U C AT O R S

TENNESSEE WILL SET A NEW PATH FOR THE EDUCATION PROFESSION AND BE

THE TOP STATE TO BECOME AND REMAINA TEACHER AND LEADER FOR ALL

We will set all students on a path to success.

Special Recognition Thank you to Governor Bill Lee, state legislators, districts,schools, teachers, partners, families and communities for being proactive in making education a priority in Tennessee.

Tennessee has led the nation and already put strategic measures in motion to combat predicted negative impacts resulting from the COVID-19 pandemic.

Together, educators and families have made tremendous efforts to support children and keep on pace. While it will take time to see the full payoffs of these efforts, Tennesseans have demonstrated their commitment to accelerating student achievement.

Now is the time for all Tennesseans to keep focused on doing what it takes to support our students and set them on a path to success.

Table of Contents

PART I: TCAP Administration and State Data

PART II: Academic Impact

PART III: Response, Recovery and the Path Forward


PART ITCAP Administration and State Data

Districts and schools across Tennessee worked incredibly hard during the pandemic to provide services to our students.

Both schools and families demonstrated a shared commitment to finding out how our students are performing by achieving a 95% student participation rate on the statewide Spring 2021 TCAP.

Disruptions to education as a result of the pandemic have led to expected declines in academic proficiency in the state, across all subjects and grade bands. These declines were mitigated as a direct result of the hard work of our educators and families.

While declines in proficiency were expected, families, school systems, and the public need access to information that will help drive strategic decision-making to support accelerating student achievement in the years to come.

TCAP Results Demonstrate Urgent Need

Tennessee is well-prepared and will continue to focus on doing what’s best for our kids.

The Tennessee Department of Education will operate with a forward-looking, proactive, and optimistic lens, based on what is possible for students. The state response is firmly rooted in our strategic plan for education, Best for All.

State Framework for Response

A C A D E M I C SA strong focus on early literacy

and math, with additional learning time delivered through high-dosage tutoring and summer

programming.

S T U D E N T R E A D I N E S SProviding students with the pathways and supports they

need through innovative high schools and access to advanced courses and non-

academic supports.

E D U C AT O R SEliminate teacher vacancies

and support strong professional growth and

learning through Grow Your Own programs and

opportunities.

TCAP Administration Successes

SPRING 2019

Successful paper-based EOC

administration with new

assessment vendor.

FALL 2019

Successful high school EOC administration, despite COVID

challenges.

Spring 2020 testing was

suspended for all grades.

FALL 2020

SPRING 2021

Smooth full TCAP administration.

Smooth online administration

of high school End of Course (EOC)

and science exams.

Successful full TCAP administration.

Strong 95% statewide student participation rate

due to testing flexibilities and the efforts of schools

and districts.

• The models “In person”, “Hybrid”, and “Remote” represent the primary district operating models for the 2020-21 school year, as reported to the Tennessee Department of Education via the COVID-19 District Information Dashboard.

• Not all districts had proportionate representation of student groups participating in assessments.

• These analyses do not include the results of TCAP-Alt assessments (for students with the most significant learning disabilities.)

Context for 2020-21 Spring TCAP

Efforts to Maximize Student Participation in TCAP Offered flexibility in test administration as a result of the disruptions due to COVID-19

• Expanded available use of off-site testing locations • Increased flexibility for local testing schedules• Provided guidance to support a larger number of assessment proctors• Enhanced guidance on Medical Exemptions for COVID-impacted students

Dramatically increased choice within expanded test administration windows• Expanded TCAP window options, with three times more calendar days to work with than any prior year• Provided for student make-ups across testing windows, for greater flexibility and access• Allowed extensions and provided additional testing options for all state tests, including WIDA and ACT

Maintained robust customer service, including guides and resources to support districts• Supported maximizing participation through toolkits and checklists documents • Provided peer support and highlighted profiles of real-time district solutions• Developed sample communications and social media tools• Hosted daily webinars, office hours, weekly updates, virtual trainings to support districts

Worked with many districts to set and meet clear participation rate goals• Increased communications with parents• Set clear goals and tactics, customized by school and community• Co-created ways to incorporate positivity, joy, and celebrations surrounding testing activities

100% of DISTRICTSMET THE 80%

“hold harmless” target

*Breakdown of data in Appendix

Student Participation

95%

State TCAP PARTICIPATION RATE

SOURCE: Tennessee Department of Education, 2021

OVERVIEW: ALL STUDENTS, GRADES & SUBJECTS

COMBINED PROFICIENCY

KEY TAKE-AWAYS

• 2020-21 TCAP data shows decreases in students scoring Mastered and On Track and increases in students scoring Approaching and Below.

• While this year’s results track with state projections, Tennessee prevented the severe proficiency drops that some states have experienced due to the pandemic due to the extraordinary efforts of our school systems and families.

• Students whose scores were most negatively impacted were economically disadvantaged students, urban/suburbanstudents, English learners, and students of color.

• Proactive State Solutions:2021 Special Legislative Session legislation; Strategic investments in summer programming; Reading 360 initiative; TN ALL Corps; Innovative High Schools; Student Support Grants; Grow Your Own; Family Resources

25% 24% 26% 30%

36% 37% 37%39%

30% 30% 28%26%

9% 9% 8% 5%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2020 2021

Below Approaching On Track Mastered

NOTESTINGSPRING

2020

COMBINED PROFICIENCYRESULTS BY STUDENT GROUP

BLACK or AFRICAN AMERICANASIAN WHITEHISPANIC

12 10 11 12

40 38 41 4937 35 39 45 44 37 41 46

32 30 33 37

61 57 63 60

19 19 20 22

24 25 25 28

38 41 3938

39 42 4040 37 42 39

40

39 41 4041

28 3229 31

35 36 37 39

38 40 3941

19 18 17 1321 20 18 14 17 18 17 13

24 23 23 199 9 7 7

35 35 33 3226 25 26 18

1 1 1 3 3 3 1 2 1 1 1 5 5 5 3 2 2 1 212 11 10 7

0%

20%

40%

60%

80%

100%

2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21


STUDENTSWITH DISABILITIES

ENGLISH LEARNERS

Declining proficiency rates over the past five years have been a challenge across most student groups. Because children across the state experienced the pandemic differently,

learning supports should be tailored and targeted to individual student needs.

ECONOMICALLY DISADVANTAGED

Students learning in person were more likely to score On Track or Mastered. Tennessee districts did exceptional work to keep school buildings open; however, even students attending in person

may have missed classroom learning time due to quarantine, demonstrating the widespread impact of the pandemic.


2020-21 PROFICENCY BY OPERATING MODEL

ELEMENTARY MIDDLE HIGH

19% 25%

43%

19% 24%38%

29% 33%43%

36%38%

35%

40%42%

40%

36%39%

36%

34%30%

18%

35%29%

20%

28%24%

18%11% 8% 4% 7% 5% 2% 6% 4% 3%

0%

20%

40%

60%

80%

100%

In Person Hybrid Remote In Person Hybrid Remote In Person Hybrid Remote


KEY TAKE-AWAYS

3 in 10 Tennessee students are meeting grade level expectationsin English Language Arts (ELA).

Overall proficiency in ELA dropped 5 points from 2019.

Proactive State Solutions:Summer Programming; TN Literacy Success Act and Reading360; TN ALL Corps; personalized reading supports with district networks

ALL STUDENTS OVERVIEW

ELA


26%20% 19% 19% 21%

43%46% 48% 46%

50%

23% 28% 28% 29%26%

8% 6% 5% 6% 3%

0%

20%

40%

60%

80%

100%

2016 2017 2018 2019 2021


KEY TAKE-AWAYS

• In ELA, 2nd & 3rd grades scores show large increases in students scoring Below.

• The rate of 2nd graders scoring Below increased 68%

• The rate of 3rd graders scoring Below increased 47%

• Students scoring Belowin 2nd and 3rd grades are typically those who are not able to read proficiently.

• The largest categorical drops in ELA across each test were in writing and conventions of writing.

OVERVIEW

ELA



24% 22% 23% 27%19% 19% 21% 21% 16% 15% 11% 11%

43% 43% 42%42%

47% 49% 46% 54%50% 55%

51% 56%

28% 29% 29% 27% 28% 28% 27%24%

28%27%

33%30%

6% 7% 7% 5% 6% 4% 5% 2% 6% 3% 5% 3%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021 2017 2018 2019 2021


KEY TAKE-AWAYS

1 in 7 economically

disadvantaged students is meeting grade level expectations in English

Language Arts.


ALL OTHER STUDENTS

RESULTS BY INCOME

ELA


32% 30% 31% 33%

13% 14% 14% 14%

50% 52% 50%53%

44% 46% 44% 48%

17% 17% 17% 13%

35% 34% 35%33%

2% 1% 2% 1%8% 6% 8% 4%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021


RESULTS BY STUDENT GROUPS

ELA


BLACK or AFRICAN AMERICANASIAN WHITEHISPANIC

10 9 8 8

32 31 32 35 42 37 35 3828 27 25 27

58 56 56 55

15 14 14 14

32 34 32 36

50 51 49 5146 48 49 51

49 51 50 53

36 38 37 40

45 47 44 49

40 43 4345

16 16 17 13 12 13 14 1120 20 22 19

6 6 6 5

33 34 34 32

18 15 18 112 2 2 1 2 2 3 2 3 1 1 7 6 7 4

0%

20%

40%

60%

80%

100%

2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21


STUDENTSWITH DISABILITIES

ENGLISH LEARNERS

KEY TAKE-AWAYS

ELA proficiency rates dropped 4 - 6 points across racial and ethnic lines.

Achievement gaps present before the pandemic have persisted or widened.


SPOTLIGHT: GRADE 2 ELA

*Grade 2 ELA TCAP is an optional test and datarepresents about half of all TN 2nd grade students.

25% 28%21%

35%

45% 45%47%

44%

23% 22% 25%

18%

7% 6% 7% 3%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Districts report that the youngest students

struggled the most with remote learning.

• While all grade levels’ performance in ELA decreased, the drop was most significant in 2nd grade TCAP*.

• These declines suggest that the state-required universal screening data for reading, to begin being reported in Fall 2021, will be critical for educators to screen and diagnose gaps for our youngest learners.

• Proactive State Solutions: Strong investments in summer programming; Reading 360 initiative with family resources; TN ALL Corps tutoring supports; personalized online math and reading supports for students; district support networks.


MATH


33% 36% 31%44%

34% 32%32%

30%

26% 24% 27%

19%

7% 9% 10% 6%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS

1 in 4 Tennessee studentsis meeting grade level expectations in math.

• Consistent with national trends, math saw the sharpest declines of any subject area besides science, as projected. Overall proficiency dropped 12 points from 2019.

• The greatest drops across subject areas were understanding and using mathematical notation to describe quantitative relationships and situations.

• Proactive State Solutions: Investments in math adoption and instructional resources; TN ALL Corps tutoring supports; personalized online math and reading supports for students.

OVERVIEW

MATH


KEY TAKE-AWAYS

• Overall 3rd grade proficiency declined from 44% in 2019 to 31% in 2021. Overall 4th grade proficiency declined from 46% in 2019 to 34% in 2021.

• In middle school, districts on average saw the number of students in the Below category increase by 50%. Students in remote instruction saw proficiency rates decrease at twice the rate of students in person.

• There was general stability in Approaching, but significant increases in the percent of students scoring Below.


25% 27% 21%36%

26% 29% 26%40%

50% 53% 47%57%

35% 33%33%

32%38% 36% 36%

33%28% 25%

27%26%

29% 27%31%

23% 29% 27% 30%21% 18% 17% 20%

14%11% 13% 15% 10% 6% 7% 8% 6% 4% 5% 6% 4%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021 2017 2018 2019 2021



RESULTS BY INCOME

MATH

NON-ECONOMICALLY DISADVANTAGED


KEY TAKE-AWAYS

1 in 10economically

disadvantaged studentsis meeting grade level expectations in math.

47% 49% 44%

61%

26% 29% 25%36%

35% 33%35%

27%

33% 31%31%

32%

16% 15% 18%10%

31% 28%31%

24%

2% 3% 3% 2%10% 11% 13% 9%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021


ASIAN BLACK or AFRICAN AMERICAN WHITE

14 15 12 19

52 53 46

6747 47 44

6040 42 37

5369 72 68 76

26 28 2434

24 22 2025

32 3033

24

34 32 32

27

36 3434

30

23 20 2318

34 32 32

3336 34

35

32

14 14 178 16 16 19

1020 19 23

147 6 8 5

30 29 3124

27 29 3323

2 3 4 1 3 4 5 3 4 5 6 3 1 2 1 1 9 11 12 8

0%

20%

40%

60%

80%

100%

2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21


HISPANIC


MATH


Black students were most impacted in math, with 67% scoring Below and 9% meeting grade level expectations.

White students experienced an 11-percentage point

decline overall from 2019.

Hispanic and Asian students had 12 and 13 percentage point

declines, respectively, from 2019.

KEYTAKE-AWAYS

ENGLISH LEARNERS

STUDENTS WITH DISABILITIES



SCIENCE

*There were no operational science tests administered in 2019.

KEY TAKE-AWAYS

• Proficiency rates dropped by a third in science, with 38% of TN students demonstrating proficiency.

• Drops in science were larger for students receiving remote instruction.

• Proactive State Solutions: Ongoing partnership with TSIN to expand STEM designated schools; programming on PBS; expanded STREAM programming in Tennessee summer camps

22%17% 19% 24%

22%24% 24%

38%

40% 43% 39%

32%

16% 17% 18%6%

0%

20%

40%

60%

80%

100%

2016 2017 2018 2021


Presenter

Presentation Notes

*Tennessee science standards were updated between the 2018-19 and 2020-21 TCAP tests.


OVERVIEW

SCIENCE

KEY TAKE-AWAYS

• Proficiency rates dropped by 30% in elementary, 40% in middle and 18% in high school.

• The largest decline was in middle school, which decreased from 62% to 36% of students performing at On Track or Mastered between 2017 and 2021.

• Proactive State Solutions:Ongoing partnership with TSIN to expand STEM designated schools; programming on PBS; expanded STREAM programming in Tennessee summer camps.


18% 23% 25%17% 17% 23% 17% 23% 25%

23%21%

36%

21% 23%

41%

24%27%

34%

45% 41%

32%

42% 41%

31%

42%32%

36%

13% 15%7%

20% 19%5%

18% 18%5%

0%

20%

40%

60%

80%

100%

2017 2018 2021 2017 2018 2021 2017 2018 2021



Presenter

Presentation Notes


8 8 9

31 3342

28 3038 38 37 38

24 26 30

51 55 48

11 13 1612 13

26

29 30

40

28 29

4229 28

44

26 27

43

27 26 38

19 21

3641 38

47

33 31

16

36 33

1928 29

17

38 36

24 18 16 12

47 43

4039 42

187 7 2 8 8 1 5 6 1

11 113 3 3 2

23 238

0%

20%

40%

60%

80%

100%

2017 18 21 2017 18 21 2017 18 21 2017 18 21 2017 18 21 2017 18 21 2017 18 21




SCIENCEOverall, every student group saw declines in science proficiency from 2019. Black, Hispanic, and economically disadvantaged students and

English Learners saw large proficiency declines from 2017.

ECONOMICALLYDISADVANTAGED

BLACK or AFRICAN AMERICAN WHITEHISPANICENGLISH

LEARNERSSTUDENTS WITH

DISABILITIESASIAN




SOCIAL STUDIES

34%

20%31% 28%

35%

43%31% 35%

21% 32% 29%30%

9% 6% 10% 6%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Overall social studies proficiency

has increased since 2017, from 30% to 36% in 2021.

• This data saw fewer declines (3 points) than other content areas and maintains performance from statewide increases that began in 2018, when standards were updated.

• Proactive State Solutions: Expanded resources on Best for ALL Central; the Governor's Civic Seal program.

*Social Studies standards were updated and standard-setting redone in 2018.

Presenter

Presentation Notes

*Tennessee social studies standards were updated between the 2018-19 and 2020-21 TCAP tests.


OVERVIEW

KEY TAKE-AWAYS

• Proficiency rates dropped by 4 percentage points in middle school social studies.

• Proficiency rates increased by 4 percentage points in high school.

• Proactive State Solutions:Expanded resources on Best for ALL Central; the Governor's Civic Seal program.

MIDDLE HIGH

67%

30% 29% 28% 34% 37% 35% 33%

17%

30% 30% 35%35% 35% 36% 34%

11%

30% 31%31% 21% 20% 21% 25%

6% 9% 10% 6% 9% 8% 8% 8%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021


SOCIAL STUDIES


Presenter

Presentation Notes


ECONOMICALLYDISADVANTAGED

BLACK or AFRICAN AMERICAN WHITE

28

8 13 11

54

30

47 46 50

27

45 43

76

25

48 45 43

2237 34

71

43

6659

2516

24 21

31

27 20 24

33

50

32 36 34

51

33 38

20

55

32 3835

5033 38

21

45

2431

3639

30 34

26

4736

44

11 18 18 16 13 20 19 17

4

19 17 1616 24

2524

6 11 8 9

26 37 33 37

15 1831

21

3 2 3 2 4 2 3 2 1 3 1 6 3 6 3 2 2 2 113 8 12 8

0%

20%

40%

60%

80%

100%

2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21 2017 18 19 21


HISPANICENGLISH LEARNERS

STUDENTS WITHDISABILITIES

SOCIAL STUDIESRESULTS BY STUDENT GROUPS Overall, most student group saw declines in social studies proficiency

from 2019, but generally maintained the growth that began in 2018.


ASIAN



PART IIAcademic Impact

How to Use the Data This data provides a state-level overview of student performance. Every district is different,

and trends may vary at the local level. Any interpretation of state level data should reflect a consideration for variations in local context, district participation rates, as well as other assessment data and performance indicators that will be available.*

The expected declines noted as a result of disruptions caused by the pandemic should create a sense of urgency in every district and school to consider the academic interventions necessary to support students. This data can be used to help communities reflect on strategic investments in student achievement and support necessary revisions to a district’s needs assessment for the purposes of planning federal recovery (ESSER) funding.

School systems, teachers, and families should use this and other relevant student data to develop individualized plans for every student who may require additional support to reach grade-level proficiency, or to maintain the rate of acceleration she or he would otherwise have had.

* The TDOE utilizes longitudinal, state-level data from a state level because of our strong participation rate. For some districts, these types of longitudinal comparisons may not be appropriate, given a larger difference in participation year-to-year.

Academic Projections& Recovery


• Original projections of the academic impact were provided in fall of 2020.* Those projections are generally reflected in the current data.

• 20-21 TCAP data show sharp declines in math, but typically, math proficiency results fall-- and climb--faster than ELA.**

• The effects of falling behind are most pronounced in the youngest grades, especially in ELA.***

• Economically disadvantaged students feel the effects of learning loss more acutely.****

• Recovery and acceleration will take time, but collaborative, proactive solutions are already underway.

0

5

10

15

20

25

30

35

40

45

Elem & Middle ELA Elem & Middle Math

2017 2018 2019 Projected Learning Loss Actual 2021

* Tennessee Releases Data Showing Significant Learning Loss Among K-12 Students

**Collaborative-Brief_Covid19-Slide-APR20.pdf (nwea.org); The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review on JSTOR

***The Potential Impact of COVID‐19 on Student Learning and How Schools Can Respond - Wyse -2020 - Educational Measurement: Issues and Practice - Wiley Online Library)

****Introduction (harvard.edu)

https://www.tn.gov/education/news/2020/9/23/tennessee-releases-data-showing-significant-learning-loss-among-k-12-students.html

https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf

https://www.jstor.org/stable/1170523

https://onlinelibrary.wiley.com/doi/10.1111/emip.12357

https://scholar.harvard.edu/files/jameskim/files/2000-summer_learning_loss-reading-math.pdf

Continuous Learning Plans Report

• Engaging students who learned in remote environments

• Balancing the demands of providing strong academic instruction to students learning both in-person and remotely

• Meeting the needs of our most vulnerable learners in remote environments

Districts participating in the CLP End of Year Report cited challenges that could have impacted student learning and achievement this year, including but not limited to:

Early Elementary Reading/ELA is an area of concern, especially in those grades that do not have assessments or where public data is not shared. Significant declines are likely in kindergarten, 1st and 2nd grade reading, which creates more urgency in providing these students with additional literacy supports to ensure they are on-track to reading proficiently by 3rd grade.

While math overall is a concern, middle school math is especially problematic. In 2020-21, fewer students demonstrated readiness for Algebra I (in addition to fewer students taking the Algebra I assessment), and these declines will potentially create long-term challenges with other high school courses that require a strong foundation in Algebra as well as ACT performance (therefore scholarship eligibility and post-secondary readiness).

Widening achievement gaps between student groups are clear, exacerbating a historical gap that has not significantly closed even as the state had seen performance increases. Specifically, economically disadvantaged students saw significant declines in proficiency, which has traditionally been more difficult to recover from. Students with Disabilities and English learners also reflected increased challenges as a result of the pandemic disruptions.

Priority Areas of Concern Statewide


What to Do about the Data• Provide instruction using grade-level-appropriate content, rather

than repeating material from the end of the prior grade. Build-in the pre-requisite skills and knowledge as is needed to understand the content of the school year.

• Measure learning regularly and provide feedback to students often. It is important that teachers have the tools and information to best meet the needs of their students, and the state has provided a free universal reading screener and other free diagnostic assessments to support teachers and districts.

• Use time and resources for high-impact supports for students most in need, such as high-dosage/low-ratio tutoring or extra time outside of regular class.

• Understand that the recovery period from the pandemic and prior declines in academic achievement is likely to take 3 – 5 years, and districts should maximize federal relief spending on student academic acceleration.

TENNESSEE UNIVERSAL

READING SCREENER

ENGAGING FAMILIES: TCAP FAMILY PORTAL

TCAP Family Portal is a free, online resource to help families and students understand their TCAP results. Specifically, the portal provides families with access to:

• Test history features to track progress over time

• TCAP scale scores and performance levels by subject

• Parent guides and resources• Individualized recommendations

for improvements

Families can access this resource by registering at familyreport.tnedu.gov.

https://familyreport.tnedu.gov/login

Data Timelines and Requests

DATA AVAILABILITY

Official data used for accountability reporting is subject to a district appeals process and embargo period.

ACCOUNTABILITY TIMELINE

The accountability timeline is available to districts within

the accountability application.

DATA REQUESTS PROCESS

Specific additional data requests should be submitted via the Data Request Form on the

department’s website.

https://stateoftennessee.formstack.com/forms/data_request_form


PART IIIResponse, Recovery, and the Path Forward

2020-21 TDOE Pandemic Response & Actions

PARTNERSHIP

Weekly communication with district leaders

School closure and reopening guidance documents

Statewide investments, resources & partnerships

Crisis management& response

TEACHINGTENNESSEE

The January 2021 special session addressed accountability, learning loss, literacy, and teacher pay

Tennessee Governor Bill Lee called aSpecial Legislative Session on Education

“We know that the COVID-19 pandemic has caused immense disruption for Tennessee’s students, educators, and districts, and the challenges they face must be addressed urgently.” - Governor Bill Lee

• During the special session, the Tennessee General Assembly passed the Tennessee Learning Loss Remediation and Student Acceleration Act, which set forward a path for students to receive additional instructional time and supports through summer programming opportunities beginning in summer 2021.

• During the Accelerating TN 2021 Tour, Commissioner Schwinn, department staff, state and local elected officials, and community partners connected directly with students, educators, and stakeholders this summer to learn more about how schools are accelerating student achievement and where additional supports and resources could be helpful.

Summer Programming Actions

2,600TOTAL MILES

50 DISTRICTS

15 ROUNDTABLES

43 SUMMER LEARNING SCHOOL VISITS

2 EARLY READINGTRAININGS

Historic Federal Funds for K-12 Education

Tennessee public schools will receive over $4.5 BILLION in federal relief funding for use between spring 2020 & fall 2024.

Over $150M in Coronavirus Relief Funds (CRF), including PPE

Over $45M in competitive federal grants for literacy, CCTE, and mental health resources

Over $126M in GEER (Governor’s discretionary relief funding)

Over $385M in ESSER (SEA discretionary relief funding)

...in addition to over $3.58 billion passed directly to LEAs

State ESSER Plan: Investments Aligned to DataACADEMICS: All TN students will have access to a high-quality education… by learning to read and reading to learn with high-quality materials. $120.7M for the Literacy Success Act & Reading360 $170.5M for the TN ALL Corps & summer programming* $35M to support the 2022-23 math adoption $32M for teaching & learning online resources & improvements for LEAs

STUDENT READINESS: TN schools will be equipped to serve the academic and non-academic needs of all students… by developing robust career pathway opportunities and connecting students to real-time support. $32.6M for Innovative High Schools & Advanced Courses $17.8M for Mental Health & Family Resource Centers $56.5M for K-12 open-source readiness coursework & statewide professional development

EDUCATORS: TN will set a new path for the education profession… by becoming a teacher for free. $21M in programs to support the educator pipeline, including department’s

Grow Your Own program

Received approval on ARP ESSER State Plan from U.S. Ed on 7/15/21


Investing to Address the DataACADEMICS

Strategy: TDOE will invest more than $358M in academic supports focusing on early elementary reading, middle school math, closing achievement gaps, and supporting students not on grade level.

Focus: TDOE is focused on literacy and early reading and high-dosage, low-ratio tutoring as the most research-driven ways to support students who need more individualized supports to reach grade level mastery.

To address early literacy and the needs of students not yet on grade level, strategies include providing resources to teachers and parents, professional development to school systems, targeted instruction for students, and strong partnerships with families and communities across the state.

Programs and supports include:

Reading 360 supports for our youngest readers

TN ALL Corps tutoring resources for K – 12th grade students

Best for All Central website for all students, families and educators


Investing to Address the DataSTUDENT READINESS

Strategy: TDOE will invest more than $106M to provide all students with access to the courses, programs and supports they need to achieve, by tackling achievement gaps, redesigning high schools, and preparing students for post-secondary persistence.

Focus: TDOE is focused on Innovative High Schools and student supports to help ensure all students have the opportunity they deserve to excel in the career pathways of their choice.

With more than $30M invested, 21 school districts will be launching public-private partnerships to help prepare high schoolers for jobs and careers in their local communities.

Additional programs and supports include:

• AP Access for All program to help more students earn college credit while in high school

• ACT Prep program to provide all Tennessee high school students and teachers with free virtual workshops on how to succeed on the ACT

• Best for All Central open-source coursework for students and professional development for educators


Investing to Address the Data

Additional Grow Your Own strategies include:

Expanding SPED and ESL endorsements for existing teachers

Cultivating Aspiring Assistant Principal and Diverse Leaders Networks to become an administrator for free

Pursuing innovative emerging work related to apprenticeships

EDUCATORS

Strategy: TDOE will invest more than $20M to address shortages of credentialed teachers and professional development for our educators to ensure all students can get the supports they need.

Focus: Grow Your Own programs create pathways to become a teacher for free— enabling future teachers to earn their degree, serve their home communities, maintain employment, and begin Day 1 in with real-world classroom experience.

With $6.5M invested in over 63 local partnerships, more than 1,000 future educators and leaders will all earn their credentials for free through Grow Your Own.

Upcoming Research Work

Reading 360 Research

Center

ACT Preliminary

Research

Tennessee Educator

Survey Findings

National ESSER Research Steering

Committee

District ESSER Reporting RequirementsTDOE’s School Model & Attendance Dashboard• Report Learning model (by district)• Report Learning model (by school)• Student groups identified by USDOE

Health & Safety Data• Report by student group

and grade level

Federal Relief Planning• Include meaningful engagement

with the community in plans• Utilize a Needs Assessment• Publicly report on strategic

investments of all federal relief funding

Academics Data• Report all ESSER-funded activities

by student group, grade level, input and outcome data

Student Readiness Data• Report all ESSER-funded activities


Educators Data• Report all ESSER-funded activities


Local Planning & Urgency

Understandwhat is needed for students to

access grade-level content over the

next 3 years.

Ascertainthe academic

and other needs to students and staff.

Designa multi-year

LEA recovery plan aligned to

maximizing the funds to boost

academic achievement.

Implementthe plan with a

strong focus on a few large,

high-quality initiatives with

clear processes for data collection.

Monitor, Evaluate and Adjust

based on the results of

data collection and feedback from students

and staff.

Best for All Recognition Program

What is a Best For All District (or charter school)?

Best For All Districts are those organizations that have strategically planned for and invested in ways that are likely to accelerate student achievement.

How do you qualify to become a Best For All District (or charter school)?

To qualify, districts must complete basic application assurances that the district will:

– Participate in the TN ALL Corps for at least 2 of the 3 years

– Spend 50% of the district’s ESSER 3.0 award amount on proven/research-based strategies to raise student academic achievement (inclusive of TN ALL Corps and demonstrated on the district’s public ESSER plan)

Tennessee has a once-in-a-lifetime opportunity to strategically invest in our students, and urgent academic needs to address on behalf of our children. The department understands the importance of rewarding investments in mission-critical initiatives that are most likely to benefit students.

Next Steps & Recommendations• TCAP results demonstrate an urgent need to support Tennessee’s students and

continue the incredible efforts demonstrated throughout the pandemic.

• Districts, school boards, principals, teachers, elected officials, community partners, and parents and families-- review your TCAP assessment data to identify any strategies to use at home in addition to additional supports provided at the school level.

• Tennessee is well-prepared and will continue to work hard to accelerate academic achievement and ensure the best for all our kids.


Thank You!

@TennesseeEducation

@Tnedu

@TNDeptOfEDU

@TNDeptofEducation

Tennessee Department of Education710 James Robertson ParkwayNashville, TN 37243

tn.gov/education

#TNBestforAll


Appendix: Data Slides

ELEMENTARY SCHOOL

ELA


GRADE

326% 22% 22%

32%

39%41% 41%

36%

28% 27% 28%22%

7% 10% 10% 10%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Proficiency rates in 3rd grade ELA declined

38% in 2019 to 32% in 2021.

• In 2020-21, stable trends in students scoring Mastered, with more students shifting from On-Track to Approaching.

• Data show disproportionate increases in students scoring Below.

• Data show the most negative impacts for economically disadvantaged students, urban/suburban students, English learners, and students of color.

ELEMENTARY SCHOOL

ELA


GRADE

419% 19% 20% 18%

44% 43% 46% 49%

32% 32% 29% 31%

5% 6% 5% 2%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Proficiency rates in 4th grade ELA declined

from 34% in 2019 to 33% in 2021.

• Slight declines in students scoring Mastered, however this has traditionally been a low percentage of students. These students shifted to On-Track.

• There was general stability in Approaching and Below.

• Low-income students, urban/suburban students, English learners, and students of colorwere most negatively impacted.

ELEMENTARY SCHOOL

ELA


GRADE

525% 24% 26% 30%

44% 43% 38%41%

26% 29% 30%27%

5% 4% 6% 2%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



from 36% in 2019 to 29% in 2021.

• Slight declines in students scoring Mastered, however this has traditionally been a low percentage of students. These students shifted to On-Track.

• There was general stability in Approaching and Below.

• Low-income students, urban/suburban students, English learners, and students of colorwere most negatively impacted.

MIDDLE SCHOOL

ELA


GRADE

619% 19% 20% 19%

47% 46% 46% 54%

28% 31% 28%25%

6% 4% 5% 2%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



from 33% in 2019 to 27% in 2021.

• 2% of students scored at Mastered. Declines observed in students scoring On-Track, with those students shifting to Approaching.

• There was a significant increase in students scoring at Approaching, with Belowrelatively unchanged.

• Low-income students, urban/suburbanstudents, English learners, and students of color were most negatively impacted.

MIDDLE SCHOOL

ELA


GRADE

720% 21% 23% 21%

44% 45% 41%53%

31% 29% 28%

24%

5% 5% 8%2%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



from 34 in 2019 to 26% in 2021. 2% of students scored at Mastered.

• Like 6th grade, declines observed in students scoring On-Track, with those students shifting to Approaching.

• There was also a similarly significant increase in students scoring at Approaching, with Below relatively unchanged.


MIDDLE SCHOOL

ELA


GRADE

817% 18% 20% 23%

52% 55% 52%54%

25%24% 25%

22%

6% 3% 3% 1%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Proficiency rates in 8th grade ELA declined from

28% in 2019 to 23% in 2021.

• 1% of students scored at Mastered, after consistent declines over the last 5 years. Slight declines reflected in students scoring On-Track.

• There was a slight increase in students scoring at Approaching, with further increases in students scoring at Below.


HIGH SCHOOL END OF COURSE

ELA


ENGLISH I ENGLISH II

12% 9% 6% 7%19% 21% 16% 15%

58% 66%61% 63% 41%

44%41% 48%

24%23%

28% 26%33%

32%37%

34%

6% 2% 5% 4% 7% 3% 5% 3%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021


KEY TAKE-AWAYS• English I and English II

remained relatively stable, with typical fluctuations noted between years.

• Low-income students, urban/suburban students, English learners, and students of color were most negatively impacted.


ELEMENTARY SCHOOL

GRADE

3MATH

24% 25% 21%

35%

35% 36%35%

33%

27% 24%27%

20%

14% 16% 17%11%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Proficiency rates in 3rd grade math declined

from 44% in 2019 to 31% in 2021.

• Disproportionate decreases in students scoring Mastered and On-Track.

• Disproportionate increases in students scoring Below.



ELEMENTARY SCHOOL

GRADE

4MATH

25% 28% 23%

37%

34% 32%31%

30%

32% 31%34%

27%

9% 10% 12% 7%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Proficiency rates in 4th grade math declined

from 46% in 2019 to 34% in 2021.

• There were declines in students scoring Mastered with significant declines in those scoring On-Track.




ELEMENTARY SCHOOL

GRADE

5MATH

27% 27%20%

36%

35% 33%34%

32%

28% 26%31%

20%

11% 14% 15% 11%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



from 46% in 2019 to 31% in 2021.

• There were declines in students scoring Mastered, with significant declines in those scoring On-Track.




MIDDLE SCHOOL

MATH

GRADE

625% 29% 28%

43%

36%36%

32%

31%

33% 30%34%

23%

6% 5% 6% 4%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



from 40% in 2019 to 27% in 2021.

• There were slight declines in students scoring Mastered, with significant declines in those scoring On-Track.



KEY TAKE-AWAYS• Proficiency rates in 7th grade math declined from

34% in 2019 to 24% of 7th graders in 2021, which is a significant concern related to Algebra-readiness.

• There were slight declines in students scoring Mastered, with significant declines in those scoring On-Track.

• There was no change in Approaching and significant declines in Below, which reflects that more grade-level instruction is needed.



MIDDLE SCHOOL

MATH

GRADE

724% 27% 24%

35%

44% 42%42%

42%

27% 24% 27%19%

5% 7% 7% 5%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021



MIDDLE SCHOOL

MATH

GRADE

8KEY TAKE-AWAYS

• In 8th grade math, there were significant declines in On-Track and increases in students scoring Below.

• Note: Fewer students took the Algebra I assessment, which reflects a higher concentration of historically high-performing students. Even then, there were still declines in overall proficiency.

8TH GRADERS TAKING 8TH GRADE MATH

8TH GRADERS TAKING ALGEBRA (ADVANCED MATH)

34% 36%30%

47%

12% 8% 6% 11%

35% 32%35%

29%

25%21%

18%21%

25% 25% 27%19%

39%

38%38%

36%

6% 7% 8% 5%

24%34% 38%

32%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021


HIGH SCHOOL END OF COURSE


MATH

1st HS MATH COURSE(Algebra 1/Integrated Math 1)

57% 60% 54%68%

50% 49%41% 47% 44%

50% 46%58%

27% 24%26%

21%

24% 24%27%

31% 33% 25%28%

24%

12% 12% 15%9%

20% 20% 24%17% 21% 20% 21%

15%

4% 4% 5% 2% 5% 7% 8% 5% 2% 4% 6% 3%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021 2017 2018 2019 2021 2017 2018 2019 2021


2ND HS MATH COURSE(Geometry/Integrated Math 2)

3rd HS MATH COURSE(Algebra 2/Integrated Math 3)

ELEMENTARY SCHOOL

SCIENCE


KEY TAKE-AWAYS

In elementary science, proficiency rates dropped from 56% in 2018 to 39% in 2021.

• There were declines in students scoring Mastered and On Track.

• There was an increase in students scoring Approaching and a slight increase in students scoring Below.

18% 23% 25%

23%21%

36%

45% 41%

32%

13% 15%7%

0%

20%

40%

60%

80%

100%

2017 2018 2021



MIDDLE SCHOOL

SCIENCE


KEY TAKE-AWAYS In science, the largest decline was

in middle school, which saw proficiency decreases from 60% in 2018 to 36% in 2021.

There were slight declines in students scoring Mastered and On Track.

There was an increase in students scoring Approaching and Below. 17% 17%

23%

21% 23%

41%

42% 41%

31%

20% 19%5%

0%

20%

40%

60%

80%

100%

2017 2018 2021



HIGH SCHOOL

SCIENCE


KEY TAKE-AWAYS

• In high school, proficiency rates in science declined from 50% in 2018 to 41% in 2021.

• There were slight declines in students scoring Mastered and On Track.

• There was an increase in students scoring Approaching and a slight increase in students scoring Below.

17%23% 25%

24%

27%34%

42%32%

36%

18% 18%5%

0%

20%

40%

60%

80%

100%

2017 2018 2021



MIDDLE SCHOOL


SOCIAL STUDIES

67%

30% 29% 28%

17%

30% 30% 35%

11%

30% 31%31%

6% 9% 10% 6%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Overall proficiency declined

from 41% of middle schoolers in 2019 to 37% in 2021.

• There were slight declines in students scoring Mastered.

• There was an increase in students scoring Approaching.

• Low-income students, urban/suburban students, English learners, and students of color were most negatively impacted.

HIGH SCHOOL


SOCIAL STUDIES

34% 37% 35% 33%

35% 35% 36%34%

21% 20% 21% 25%

9% 8% 8% 8%

0%

20%

40%

60%

80%

100%

2017 2018 2019 2021


KEY TAKE-AWAYS• Overall proficiency increased

from 29% of high schoolers in 2019 to 33% in 2021.

• The increases were exclusively for those students scoring On Track.

• There was a 2-point decrease in students scoring both Approaching and Below.

% A

bove

or

Belo

w S

tate

Stu

dent

Par

ticip

atio

nStudent Participation Breakdown

-5%

-4%

-3%

-2%

-1%

0%

1%

2%

3%City Rural Suburb Town

Asian

Black or African American

Hispanic/Latino

White

Economically Disadvantaged

Students with Disabilities

English Learners with Transitional 1-4

95%

State TCAP PARTICIPATION

RATE

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