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DRESDEN, Tenn. — In February, Jamie Gallimore, a seventh-grade math teacher, decided to experiment with a new teaching method. Inspired by district math coach Ed Baker from Tennessee’s Weakley County Schools, she recorded her lessons using an iPad, allowing her to critically review her teaching style.
After watching the footage twice and discussing it with Baker, Gallimore focused on refining her approach. Rather than posing questions to the entire class, she began calling on individual students more frequently. By prompting her class to reflect on their peers’ answers, she fostered greater student engagement and interaction.
This coaching strategy is one of the key factors attributed to the significant recovery in middle school math scores in Weakley County, which plummeted during the pandemic. According to a national academic recovery study released in February, students in third through eighth grades are scoring over half a grade higher than in 2022 and a third more than in 2019. Notably, three out of the district’s four middle schools saw an increase in the percentage of students meeting grade-level expectations on Tennessee’s standardized math test, including gains among economically disadvantaged students.
While national trends reveal a troubling downturn in middle school math performance, Tennessee stands out for its resilience. Educators in Weakley and Putnam County School Districts attribute their success to instructional coaching, increased class time devoted to math, and a systematic approach to utilizing student performance data to guide instruction and enhance learning outcomes.
The importance of middle school performance cannot be overstated, as studies indicate that proficiency in eighth-grade math correlates with better life outcomes, including higher income and lower rates of teen motherhood and incarceration. A 2022 study from Harvard reaffirmed these links, while a 2014 study emphasized that middle school grades and attendance are strong predictors of future academic success.
However, recent data from the National Assessment of Educational Progress revealed concerning trends: eighth-grade scores in January 2024 were lower than those from 2019, with significant achievement gaps persisting between high and low performers. Despite these challenges, Tennessee was highlighted as one of the few jurisdictions where the proportion of eighth graders achieving proficiency in math increased between 2022 and 2024.
Tennessee’s rise in eighth-grade math scores is noteworthy; the state progressed from being ranked 45th to 19th since 2011 in the average math performance of eighth graders. Nonetheless, identifying the key factors behind this improvement remains complex. A study conducted in June 2024 faced challenges in comparing the effectiveness of different interventions across districts.
In response to pandemic-related disruptions, Weakley County prioritized hiring educators who could help address learning losses, focusing on instructional coaches and subject-area specialists like Baker. “We decided on prioritizing people over things,” stated school system Director Jeff Cupples.
Research supports the efficacy of coaching; a 2018 study found that targeted teacher coaching can accelerate student learning by the equivalent of four to six months. Indeed, a survey of Tennessee districts revealed that 80 out of 118 utilized math coaches, reflecting widespread support for this approach.
In 2022, Martin Middle School made significant changes, doubling the time allocated for math instruction. Students now participate in two distinct 45-minute periods, designed to reinforce learning and aid retention. On a March day, teacher Becky Mullins assisted sixth graders in an encore math session, addressing specific challenges they faced during their core lessons.
When one student expressed difficulty with a problem, Mullins provided individualized support, reinforcing the effectiveness of in-class assistance over traditional homework. Similarly, seventh grader Emma Rhodes found one-on-one guidance instrumental in mastering complex concepts.
Despite the implementation of double-period math classes, research has produced mixed results regarding their overall effectiveness. While some studies show short-term gains, retaining these improvements when transitioning back to regular schedules can be difficult.
Utilizing student achievement data has been paramount for educators in both Weakley and Putnam County. Tennessee introduced a comprehensive academic data system in the 1990s, allowing teachers to identify specific skills in need of improvement. This data-driven approach facilitates targeted instruction to keep students engaged and on track.
In Putnam County, teacher Brooke Nunn reviewed problem areas flagged by student performance data, focusing on essential skills in preparation for upcoming state exams. The district’s commitment to intensive math instruction, including 90 minutes of focused learning each day, has become a hallmark of its strategy to ensure students receive the support they need.
Teachers at Prescott South Middle School motivate students by having them actively track their progress. This engagement has been crucial, especially in the wake of challenges brought on by the pandemic, as noted by district math coach Jessica Childers.
Despite the challenges presented by students’ home lives, educators are dedicated to providing tailored support in the classroom. “You never know what they’re dealing with at home,” Mullins remarked, emphasizing the importance of individualized attention.
Efforts to close achievement gaps amid economic challenges are ongoing, as Weakley County’s poverty rate exceeds the national average. Nevertheless, the concerted efforts across various initiatives have resulted in improvements, with the percentage of students meeting expectations on state exams rising higher than in 2019.
Looking ahead, both Weakley and Putnam Counties are committed to maintaining the momentum established during recovery, even as federal funding sources begin to diminish. Administrators have taken steps to ensure that advancements in instructional coaching and student support continue beyond the initial influx of pandemic relief funding.
The ongoing dedication to aiding students in their academic journey reflects the resilience of educators in both districts. Despite potential challenges from federal budget cuts, the commitment to prioritizing educational support remains firm. “One thing I’ve learned about educators is that we overcome daily,” Cupples affirmed. “It’s just what we do.”
Source
hechingerreport.org