Tennessee students show literacy gains with 38.9% meeting ELA expectations

In a recent workshop held by the Tennessee State Board of Education, educators and officials gathered to discuss the latest trends in student performance across various subjects, revealing a mix of progress and challenges. The meeting, which took place on December 14, 2024, highlighted the ongoing efforts to improve educational outcomes for students in grades 3 through 8.

The data presented showed a positive trajectory in English Language Arts (ELA) performance, with 38.9% of students meeting or exceeding state expectations—an increase of 1.8% from the previous year. Notably, fourth graders demonstrated the highest achievement, with 45% meeting these standards, while eighth graders lagged behind, with just under 30% meeting expectations.

Math performance mirrored this trend, with 39.7% of students meeting or exceeding expectations, marking a significant increase of nearly 6%. However, the impact of the COVID-19 pandemic was evident, particularly in math, where recovery has been slower compared to ELA. Eighth-grade math scores were particularly concerning, with only 34% of students meeting expectations.

Science and social studies also showed modest improvements. In science, 44.2% of students were proficient, while social studies saw 44.5% meeting or exceeding expectations. Both subjects experienced slight year-over-year increases, although eighth graders continued to perform the lowest in these areas as well.

The workshop also focused on subgroup performance, revealing that economically disadvantaged students are closing the achievement gap, outperforming the statewide average in growth. However, students with disabilities are not experiencing the same level of improvement, raising concerns about their educational progress.

As the meeting concluded, officials expressed optimism about the upward trends in early grades, particularly in ELA and math. They emphasized the importance of maintaining these gains as students transition into middle school, where historical declines in performance have been noted. The board plans to closely monitor these developments in the coming years, aiming to ensure that all students, regardless of background, have the opportunity to succeed.