This story was produced by the Tennessee Campaign for Achievement Now (TNCAN).
It is no understatement to say that the COVID-19 pandemic had an extreme impact on student learning. According to the National Assessment Governing Board, the percentage of fourth graders reading on or above grade level dropped from 35% in 2019 to 30% in 2022. Those same numbers for fourth graders in mathematics dropped from 40% to 36%. Shelby County Schools saw one of the largest drops in academic achievement: students on average lost an average of 19 weeks of learning in math and 16 weeks of learning in reading. According to a recent report from McKinsey & Company, failing our students during and after the pandemic could reduce the size of the U.S. economy by $128- to $188 billion a year once a generation of less-prepared students enters the workforce.
If anything, these outcomes must bring about the urgency and bravery required to commit to big changes.
Our needs are greater, yet schools look a lot like they did before the pandemic. What COVID has shown us is that some schools treat students as numbers to manage, not humans to flourish. When some students were forced to quarantine at home, many schools did not offer a remote option (to be clear, worksheets are not remote learning). The pandemic was a prime opportunity to increase opportunities and enthusiasm for school systems to redesign approaches for academic and non-academic supports. The needs are great and must be met with not just a restructuring of the public education system but with a revolution that will only be possible if our state does big things
The good news is that Tennessee has a long tradition of committing to bold reforms. The expected learning loss spurred tutoring reforms and a revived focus on early literacy.
Our 2022 Tennessee Policy Report Card, as in previous years, will serve as a barometer on state policy efforts that have contributed to an environment of academic success. We analyze 26 education policies we believe are the most critical levers for Tennessee to achieve strong educational progress. Each policy is categorized and organized according to TennesseeCAN’s policy “Guiding Stars” – Excellence, Equity, Choice, and Transparency. Pages 13-21 provide an overview of all 26 policies, each of which is detailed in more depth later in the report.
It is our hope that policymakers will use this report to double down on state policies that have led to impressive education gains, while examining areas in which the state can innovate to raise the bar for all children. These policy recommendations serve as a guide to model practices developed by state-based entities in conjunction with state and national research. However, policy is only as good as its implementation. This year, of the 26 policy categories, two increased and one decreased. The two increases were due to TISA, greater reporting in statute and the way charter students are calculated. The one decrease was open enrollment because the policy yields info that is not high-quality.
Our state must continue to implement policies with fidelity to ensure our most vulnerable student populations are receiving the highest quality of education and afforded every opportunity to succeed.
