Free Press Editorial

July 16, 2005
Chattanooga Times Free Press

With Hamilton County schoolchildren, their teachers, administrators, parents, a variety of supporting foundations and others making prodigious efforts to improve local educational opportunities and student achievement, there is great new proof that their efforts are succeeding.

On the basis of the latest student test scores from the Tennessee Comprehensive Assessment Program, schools Supt. Dr. Jesse Register was able to report "the best test scores we have ever had."

He noted that the results in all categories are "up without exception," with students in all groupings improving and "disadvantaged students are catching up." There is nothing like success to spur efforts for even greater gains for our young people.

What are the specifics shown by TCAP achievement scores from the testing of students in grades 3, 5 and 8?

In reading and language arts, 78.3 percent of all students tested were "proficient or advanced" in 2003 — but in 2005, 88.6 percent attained that level, a marvelous gain of 10.3 percentage points.

In mathematics, 77.7 were "proficient or advanced" in 2003. In 2005, however, 86.2 percent showed that achievement level, a wonderful gain of 8.5 points.

The scores in various categories of schools and students are also very significant.

In "suburban schools," 84.4 percent of tested students were proficient or advanced in reading and language arts in 2003. That achievement level was reached by 91.9 percent in 2005. Math achievement increased from 84.8 percent in 2003 to 90 percent in 2005.

In "Title I schools" (those with more than 50 percent of students disadvantaged), 67 percent were proficient or advanced in 2003, but in 2005 there was a gain of 15.1 percent to 82.1 percent. Math gains from 2003 to 2005 were from 64.6 percent to 78.2 percent.

In the nine schools where generous Benwood Foundation economic grants have helped provide special incentives for outstanding teaching, the reading/language arts gains were from 57.3 percent in 2003 to 77.1 in 2005 — an increase of 19.8 percentage points! Math achievement increased from 53.5 percent to 69.4 percent — a gain of 15.9 percentage points! For "exceptional education students," those having special problems, the reading/language arts gains were from 33.4 percent to 70.7 percent, while math gains were from 40.9 percent to 56.4 percent. What about the goal that all third-grade students be able to read at grade level? Only 76.3 percent achieved that standard in 2003, but 89.1 percent attained it in 2005 — an increase of 12.8 percentage points.

It is very important that achievement increased for all racial groups, with Asians leading, whites next, Hispanics and African-Americans following, but making larger gains.

Here’s the obvious question: How is such great progress being achieved, with student learning gaps being closed?

The answer is that there are many coordinated efforts for educational improvement by dedicated teachers, administrators, many students, many parents, many aiding foundations and others.

All contributing participants deserve great credit for what they are doing for our young people — but they are not ready to "rest on their laurels." There are more gains to be made.

It is important for all to consider Dr. Register’s insightful question: "If we had adequate resources, how high could we reach?"