By Lucas L. Johnson, II
NASHVILLE, TN — Black Tennessee lawmakers representing the state’s three regions say they plan to build on legislation passed during a special session on education to address learning loss caused by the COVID-19 pandemic.
For the most part, the lawmakers said they are pleased with the historic proposals that came out of the special session called by Gov. Bill Lee earlier this year. But they see room for enhancement to fully reach those students in underserved communities whose learning loss was worsened by the pandemic.
The state invested more than $160 million in academic summer camps to address learning loss and accelerate achievement for Tennessee students. As result, state education officials said they saw improvement in reading and math scores.
“This past summer, Tennessee school districts launched rich academic programs and thoughtfully prioritized student and family engagement to help their students get extra learning time and recover from a very tough school year. In doing so, they built tremendous momentum for students and staff heading into a brand new and still very tough school year,” said Education Commissioner Penny Schwinn. “There is a lot of work that lies ahead, but after seeing what Tennessee accomplished this summer for its students, I believe our public schools are proving what’s possible.”
The Tennessee Learning Loss Remediation and Student Acceleration ACT includes:
• Establishment of learning loss remediation camps over the course of two summers, to serve students entering grades 1-8.
• After the initial two years of summer programming, the state adopts a permanent bridge program for students entering 4th-8th grades. The permanent program would last four weeks each summer to cover literacy and math remediation for students who need additional learning time before the start of the next year.
• Tennessee teachers, tutors, and staff participating in this program receive stipends for their extra work.
• Establishment of a statewide Tennessee Accelerating Literacy and Learning Corps (ALL Corps) to ensure availability of qualified tutors for students, no matter where they live.
• The legislation also establishes a 3rd grade “reading gate” and provides students with additional time and academic support, such as retesting, participation in a learning loss bridge camp or a tutor through the ALL Corps for the entirety of 4th grade, before retention.
• The state will establish and administer a retention appeals process for certain students.
State Sen. Brenda Gilmore, who represents part of Davidson County in Middle Tennessee, said the legislation is a start in addressing learning loss, particularly in communities of color, that’s been exacerbated by the pandemic.
“I think the pandemic made differences even more glaring,” said Gilmore. “Students in our communities, when we went to the virtual format, didn’t have computers in their homes or have access to internet service. And then those that did, or were fortunate enough to have access to computers, laptops, internet, when the teacher sent out the lessons or homework, sometimes the parents didn’t have the wherewithal to help the students. So, I think that gap grew even larger in terms of learning loss. I was very pleased when this General Assembly passed that bill and provided the funding. And according to (Education) Commissioner Schwinn, it did make a difference, and has made up for some of the learning loss of our students.”
Rep. Antonio Parkinson represents part of Shelby County in West Tennessee. He said he is glad to see teachers, tutors, and staff participating in the program receive additional pay. But he would like to see more support for teachers overall, and more tutors for students.
“I’m looking at legislation that will provide more tutoring and support for teachers,” said Parkinson, who chairs the Tennessee Black Caucus of State Legislators. “It would provide better pay for teachers, and incentives to bring people into the teaching profession.”
Rep. Sam McKenzie, who represents part of Knox County in East Tennessee, said he’s considering legislation that would direct some of the funds from certain revenue streams to non-traditional programs that can also help students catch up, as well as assist them in finding their career paths.
For instance, he said some of the money from sports betting in Tennessee could go toward programs like one an Oak Ridge researcher has that seeks to get African American students interested in STEM (science, technology, engineering, and math).
“(The responsibility) is not just on the classroom teacher,” said McKenzie. “We can look at our communities, church-affiliated organizations, to share some of the burden. Because it really is going to take a community to come out of this.”
Editor’s Note: This is the third story in a series on the impact COVID-19 is having on K-12 education in black communities across Tennessee.
