The Tennessee Comptroller’s Office has released a new report that explores how students in Tennessee’s public schools are impacted when they are taught by an ineffective teacher for two consecutive years.
This, according to a press release Tennessee Comptrollers released this week.
The report was prepared at the request of State Sen. Dolores Gresham, R-Somerville.
“More than 8,000 Tennessee students (1.6 percent of students included in the study) had a teacher with low evaluation scores in both the 2013-14 and 2014-15 school years in math, English, or both subjects,” according to the Tennessee Comptrollers’ press release.
“Students were less likely than their peers to be proficient or advanced on the state’s assessments when they were taught by ineffective teachers in consecutive years. Student achievement also suffered with the largest effects found for the highest and lowest performing students. These results are consistent with other research indicating that ineffective teachers have negative academic impacts on students.”
Students in certain districts, grades, subjects, and subgroups were more likely to be taught in consecutive years by ineffective teachers, the press release said.
“English language learners, students in special education, and students in high-poverty schools were over 50 percent more likely than other students to have consecutive ineffective teachers,” according to the press release.
“Students who had two ineffective teachers represented over 10 percent of the examined students in two school districts.
The report includes three policy considerations that address how to increase equitable access to effective teachers for all students, how to ensure that no student has ineffective teachers in consecutive years, and whether an annual report from the Tennessee Department of Education on this issue should be required.”
As The Tennessee Star reported in February, a report from the Tennessee Higher Education Commission said Tennessee schools are not adequately preparing college-bound students for college work.
New state data revealed about half of Tennessee students enrolled in higher education during the 2016-2017 school year needed remedial classes in math or reading, or both, during their first year of college.
According to the THEC report, 46 percent of Tennessee high school graduates enrolled in state colleges or community colleges needed math remediation; 30 percent of enrollees needed reading remediation during their first year of college. Students must take remedial classes if they score 18 (out of a top score of 36) or below on an ACT subtest in math or reading.
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Chris Butler is an investigative journalist at The Tennessee Star. Follow Chris on Facebook. Email tips to [email protected].
Photo “Dolores Gresham” by Dolores Gresham.
[…] The Tennessee Star reported last year, Gresham requested and received a report that explored how ineffective teachers affect students in […]
Just ask the school administrators – the only thing they need to correct these failings is more and more and more and more of the taxpayer dollars to fix the problem. Outrageous per student spending surely hasn’t done much good in the past 2-3 decades. I do not believe that more money is the magic bullet. But who am I to question the educrat elites.
You’re right. These people pushing this report are not talking about the students who are not cooperating in their own education either. There is a high drop out rate for Hispanic students. Black schools have out of control and violent students who refuse to do anything. They will play the race card. The administrators get a heavy bonus for giving less punishment and passing grades and so they refuse to do anything when a kid acts up, beats up their teachers, and passes all the students regardless if they earned it or not. Teachers are not teaching, they are babysitters, narcs, and social workers now. Can we get real please