Academic standards, which may also be referred to as instructional standards, provide a common set of expectations for what students should know and be able to do at the end of a grade or course. Standards, which establish expected learning outcomes, differ from curriculum, which is the program of instruction and related resources (e.g., lessons, activities, textbooks) that school districts use to ensure that students master the academic standards. Each individual school district establishes its own curricular programs that support student mastery of Tennessee’s academic standards.
In 2015, the General Assembly passed a law codifying a standards review process for all four core academic areas – math, English/language arts, science, and social studies – including the appointment of standards recommendation committees for each subject area.
Accountability in K-12 education typically refers to the process of holding school districts and schools responsible for student performance. Federal accountability requirements are described in the Every Student Succeeds Act (ESSA), passed by Congress in December 2015 to replace both the No Child Left Behind (NCLB) Act and states’ related NCLB waivers. The Tennessee Department of Education (TDOE) received approval of its accountability plan under ESSA from the U.S. Department of Education in August 2017. Tennessee transitioned to the new district and school accountability model in the 2017-18 school year.
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The federal education law focuses on accountability, while giving states flexibility in designing their own systems. States must continue the standards-based reform efforts begun under NCLB, including establishing standards, assessments aligned with standards, accountability systems, and systems of support for low-performing schools.
In 2016, the Tennessee General Assembly passed a law requiring an A-F grading system for all schools to be included on the annual State Report Card. In January 2021, Public Chapter 2 of the 1st Extraordinary Session stated that districts with at least 80 percent participation in 2020-21 state assessments would not be subject to accountability calculations such as letter grades or other summative ratings. All Tennessee school districts met this requirement. TDOE announced in 2022 that it will not produce school letter grades in the 2021-22 accountability cycle considering the impact COVID-related disruptions had on learning and district evaluation results.
Achievement gap refers to the disparity in academic performance between groups of students. The term is often used to refer to the performance gaps between white students and minorities, or students from higher-income and lower-income backgrounds.
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Other subgroups for which achievement gaps may be shown include male and female students, students who are learning English and native English speakers, and nondisabled students and students with disabilities.
The No Child Left Behind (NCLB) Act focused greater attention on achievement gaps by requiring schools and districts to report test scores and other performance data by subgroups of students, and holding schools and districts accountable for academic performance targets for student subgroups. The Every Student Succeeds Act, passed in December 2015, which replaces NCLB, continues the focus on achievement gaps in its provisions.
The Achievement School District (ASD) was created by Tennessee’s First to the Top Act in 2010 as one of three interventions that the Commissioner of Education may require to turn around the state’s lowest performing schools. An organizational unit of the Tennessee Department of Education, the ASD provides oversight for the operation of schools assigned to it or schools which the ASD itself authorizes. Priority schools, those schools with performance levels that place them in the bottom 5 percent in the state, are eligible to be placed in the ASD.
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The ASD selects priority schools to place in its jurisdiction based in part on community input and neighborhood advisory council processes. The ASD may either directly operate a school or recruit charter operators to convert an existing traditional public school that has been identified as a priority school.
If schools placed within the ASD do not meet or exceed growth expectations (level 4 or 5 growth, as measured by the Tennessee Value-Added Assessment System or TVAAS) by the third year, the current operator will be replaced with a new operator, a process that could repeat itself up to three times, at years three, six, and nine, if the school fails to meet growth expectations. Schools may stay within the ASD for a maximum of 10 years. Schools may begin to transition out of the ASD and back to their original district if they do not appear on the priority school list – run every three years – for two consecutive cycles. Public Chapter 777 (2020) requires TDOE to develop a transition plan for returning schools in the ASD to their original school districts no earlier than the 2024-25 school year.
The ACT is a national college admissions test created by ACT Inc., a nonprofit organization that provides assessment, research, and other services to support college and career readiness. ACT Inc. offers several assessments for students to gauge their skills and knowledge at the middle school, high school, and college levels. ACT also offers assessments for adults in the workforce to gauge their skills and knowledge.
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State law requires that all grade 11 students take an exam to assess “student readiness for postsecondary education.” Districts may use the ACT or SAT to fulfill this requirement.
The state provides funding through the Basic Education Program (BEP) for students to take either the ACT or SAT in grade 11. Additionally, economically disadvantaged students may be eligible for two fee waivers to take the ACT at no charge on a national test date.
In 2016, the General Assembly passed legislation authorizing retakes of the ACT at no cost to students meeting certain criteria, and in 2017 the state expanded the offer of free retakes to all students in the senior class.
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The ACT includes subject level tests in English, math, reading, and science. Students receive scores that range from 1 to 36 on each subject and an overall composite score (which is an average of the four subject test scores). The ACT composite score (reflecting public school students’ highest score) remained consistent for both the class of 2022 and 2021 at 19.1.
For more information, see OREA's 2018 memorandum "Review of ACT Inc. in Response to the Misadministration of Fall 2017 ACT Retakes at Bearden High School and the Alvin C. York Institute"
Tennessee state law requires all school districts in counties with a pregnancy rate exceeding 19.5 per 1, 000 females, ages 15-17, to create and implement a family life education program. Family life education programs are to be locally developed or districts may adopt the curriculum approved by the State Board of Education.
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The Tennessee Department of Health (TDOH) calculates pregnancy rates by county for several age ranges, including those for females ages 15-17. TDOH publishes updated rates online annually.
Adult education refers to educational services provided to adults (over age 17) or minors (ages 16 to 17) with justifiable circumstances who are not enrolled or required to be enrolled in secondary school. The Tennessee Department of Labor and Workforce Development administers federal and state funds to help adults prepare for the high school equivalency (HiSET) exam, the American citizenship test, employment, postsecondary opportunities, and economic self-sustainability. School districts, community colleges, or community-based organizations provide adult education programs in all 95 counties. Programs include Adult Basic Education, high school equivalency test preparation (HiSET), and English for speakers of other languages. Some additional adult education services are also provided and funded by nonprofits, businesses, and other state and local agencies.
The Advanced Placement (AP) program, which is administered by the College Board, provides high school students with rigorous, college-level courses taught by high school teachers in over 30 different subject areas. If students score a 3 or higher on the 5-point AP exams offered at the end of each course, many postsecondary institutions will award students college credit. Tennessee’s public universities and community colleges may award college credit to students with passing AP exam scores.
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Almost 29, 000 Tennessee public school students took AP exams in the 2019-20 school year, down from nearly 34, 000 in 2018-19. Due to the COVID-19 pandemic, the College Board shifted the 2020 AP tests to an abbreviated digital format that students completed individually in their own homes. Additionally, test cancellation fees were waived and test participation decreased from the previous year.
Adverse childhood experiences, commonly referred to as ACEs, are potentially traumatic events that occur in childhood. Such events may include experiencing violence, abuse, or neglect; witnessing violence in the home or community; or having a family member attempt or die by suicide. Other aspects of a child’s environment may also be a factor, such as growing up in a household with substance abuse, mental health problems, or instability due to parental separation or household members being in jail or prison. ACEs are linked to chronic health problems, mental illness, and substance abuse in adulthood, and can also negatively impact education and job opportunities. According to the Centers for Disease Control and Prevention, ACEs are common with about 61 percent of adults surveyed across 25 states reporting having experienced at least one type of ACE, and nearly one in six reporting experiencing four or more types of ACEs in their lifetimes.
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