Education Commission reviews third grade retention law and student performance data

In a recent meeting of the Tennessee Public Charter School Commission, held on August 1, 2025, members engaged in a thorough discussion about the performance of charter schools, particularly focusing on students with disabilities and the implications of the state's third-grade retention law. The atmosphere was charged with a sense of urgency as commissioners sought to understand how charter schools are serving their communities compared to traditional public schools.

One of the key topics was the performance of students with disabilities. A commissioner pointed out that while the percentages of these students in charter schools were similar to statewide averages, there was a pressing need for improvement. The discussion highlighted the importance of not only serving a representative population but also ensuring that these students are receiving better support than they would in their resident districts. This concern was echoed as members examined data showing a 6% increase in English Language Arts (ELA) proficiency among charter schools since the commission's inception, raising questions about the effectiveness of support provided to these schools.

The conversation then shifted to the third-grade retention law, which mandates that students must achieve proficiency in ELA to advance to fourth grade. The commission reviewed data indicating that about 37% of students who required tutoring met their growth targets, a slight decline from the previous year. This statistic sparked a debate about the effectiveness of tutoring programs and the need for deeper analysis into what strategies were successful for those students who did meet their targets.

As the meeting progressed, commissioners expressed a desire for more granular data. They proposed breaking down performance metrics by geographic districts, comparing charter schools authorized by the commission with those operated by local districts. This would provide a clearer picture of how different educational environments impact student outcomes.

The discussion also touched on the challenges of assessing student performance accurately, particularly in light of recent changes to testing protocols. Members raised concerns about the reliability of existing assessments and the need for schools to utilize available data banks to better prepare students for state tests.

In conclusion, the meeting underscored the commission's commitment to enhancing educational outcomes for all students, particularly those with disabilities. As they navigate the complexities of charter school performance and state regulations, the commissioners remain focused on ensuring that every child receives the support they need to succeed. The insights gained from this meeting will likely inform future strategies and initiatives aimed at improving educational equity across Tennessee.