2026 State of Education in Tennessee: Moving Every Student Forward
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Teachers & Leaders | Education Finance | K-12 Success
SCORE Institute: Leveraging Education Resources To Accelerate Student Learning
May 18, 2021
This 75-minute seminar offers recommendations for investing federal resources in a way that meets immediate needs of students while also focusing on disrupting troubling long-term trends in education.
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ESSER 3.0: From Emergency Response To Reinvention
May 3, 2021
This memo offers recommendations for investing federal resources in a way that meets immediate needs of students while also focusing on disrupting troubling long-term trends.
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High-Dosage Tutoring That Works For Students
April 1, 2021
How to start a high-dosage tutoring program in your community, with expert advice from national research and the experiences of two Tennessee districts that have used this approach to help students rebound from the learning and instructional disruptions of the pandemic.
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High-Dosage Tutoring
April 1, 2021
High-dosage tutoring is a research-based practice that can help schools and districts address learning gaps and accelerate learning. This guide highlights important implementation considerations that must be a part of any effective plan to launch highdosage tutoring in your school or district.
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Teachers & Leaders | K-12 Success
Policies Toolkit
March 10, 2021
New laws will enable our state to take on some of the biggest challenges facing K-12 education – addressing Tennessee’s literacy crisis, hastening learning recovery from pandemic disruptions, continuing statewide assessment of student learning while installing a year of accountability flexibility, and increasing teacher compensation.
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2021 State of Education in Tennessee
December 6, 2020
In 2020, our nation navigated a disruptive public health crisis and a summer of protests that increased awareness of longstanding, systemic racial, economic, and justice inequities. These crises overlapped just as Tennessee educators and students were going back to school, virtually or in person. The opening months of the COVID-19 pandemic demanded ingenuity from educators as they stood up virtual learning practically overnight, responsiveness from leaders as they navigated an evolving public health crisis, and collaboration from communities as they worked to fill in resource gaps for students. The efforts by educators and schools were wide-ranging, nimble, and necessary. The scale of need revealed by the pandemic, however, raises questions and adds urgency to efforts to address the quality of education for all students both before and after the pandemic.
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SCORE’S Education Primer
July 1, 2020
SCORE’s Education Primer: A Candidate’s Guide For Improving Education In Tennessee emphasizes the role of policymakers in setting the stage for continued student success. Policymakers lay the groundwork for K-12 and postsecondary leaders to push forward with a clear focus on student success. We hope the information in this guide spurs greater curiosity about the challenges and deeper consideration of the supports the education system must provide to help students succeed.
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COVID-19 Impact Memo 1: Teacher Preparation
May 26, 2020
There are 39 educator preparation providers (EPPs) across the state of Tennessee that produce more than 3,000 teacher candidates every year. The Tennessee State Board of Education reports on multiple performance metrics for a three-year cohort of early-career teachers who were prepared by any State Board-approved educator preparation provider in the annual Educator Preparation Report Card.
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The Science of Reading
February 7, 2020
There is a clear science to teaching reading. Due to advancements in cognitive science we know more about how kids learn to read than ever before. The science of reading dispels misconceptions and myths about reading instruction that have held students back for decades.
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2020 State of Education In Tennessee
December 6, 2019
Across the previous decade, Tennessee posted outsize progress in student achievement and equity of opportunity. Student-focused policies that raise expectations, emphasize student outcomes, and encourage innovative and research-based practices have enabled educators and schools to help more students achieve at higher levels. These policies form the foundation for student growth and success beginning in kindergarten through postsecondary completion and ensure that Tennessee’s progress is widespread and systemic, not just limited to a few bright spots.
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Advising Students Toward Opportunity
December 3, 2019
In order for students to succeed in college, career, and life, they need the opportunity and resources to obtain a postsecondary credential. Tennessee’s ambitious attainment goal recognizes that by 2025 at least 55 percent of jobs in the state will require some form of postsecondary training. Tennessee still has a long way to go in meeting this goal, as only 42.7 percent of residents currently have a degree or high-quality certificate.1 For Tennessee to increase this percentage, students need to be prepared and have equitable access to opportunities that lead to success and enable economic independence. A key support in postsecondary success is for students to receive high-quality advising in high school to begin navigating college and career opportunities.
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2018-19 State of Education in Tennessee
December 6, 2018
For the past decade, Tennessee has been among the fastest-improving states in the nation in K-12 education. Student achievement made substantial jumps forward in multiple subjects and grade levels. The state also is making progress on the five Excellence for All priorities set in 2017 by SCORE in collaboration with many educators, policymakers, and leaders of communities, business, and philanthropy. Improvements include increased focus and first steps to help more students make a successful transition from high school to college or career training, improvements in third-grade reading on statewide assessments, new initiatives to improve school leadership, and accountability ratings for schools that provide the deepest look to date at whether achievement gaps are closing for students who are traditionally underserved.
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