The Class of 2032 Makes Gains - English Language Arts TCAP Scores Improve from 2nd to 3rd Grade

The Memphis-Shelby County Schools class of 2032 is making gains, according to Spring 2023 TCAP data. On the English Language Arts section of the TCAP, this cohort of students, currently in third grade, had a 7% growth in proficiency, defined as “meets expectations” and “exceeds expectations,” and a 7% reduction in nonproficiency, defined as “below expectations” and “approaching expectations.” 

The class of 2032 started kindergarten in 2019, and their first year of school was disrupted by the coronavirus pandemic in March 2020. They spent most of their first-grade year in virtual learning. Last year, in second grade, was their first full year of in-person instruction. 

“Because of their resilience and our interventions, the class of 2032 is making gains, and we’re optimistic that these gains will continue,” said Superintendent Toni Williams. “Being one of our youngest groups of students at the start of the pandemic, they will continue to need extra support to move further faster, and the District will continue to provide it.”

Click here to enlarge the ELA TCAP data chart.

Key Data Points

  • Last year, the class of 2032 had 48% of students score in the below category. This year, the class of 2032 had 42% of students score in the below category. 
  • Last year, the class of 2032 had 36% of students score in the approaching category. This year, the class of 2032 had 34% of students score in the approaching category. 
  • And last year, the class of 2032 had 16.5% of students score proficient. This year, the class of 2032 had 23.6% of students score proficient.
  • The class of 2032’s performance on the Spring 2023 TCAP was on par with last year’s third-graders, or the class of 2031. 
  • This year, statewide, 60% of third-graders scored non-proficient and 40% scored proficient. 
  • Today’s historic release of raw data by the Tennessee Department of Education does not factor in the accountability measures that make adjustments for English language learners, special education students, and students who were enrolled in MSCS less than 50% of the year. Those adjustments usually improve MSCS scores.

Interventions Working

  • Successful interventions that contributed to the academic growth of this cohort include a significant investment in Summer Learning Academy and summer programs.
  • MSCS provided continued professional development around the science of reading and instructional practices.
  • MSCS has reduced the student-to-adult ratio in K-2, and added before-, during-, and after-school tutoring. 

Communicating Early and Often

  • MSCS has approximately 8,500 third-graders in charter- and District-managed schools; approximately 7,000 of those students are in District-managed schools. 
  • Based on their diagnostic scores, this winter, MSCS alerted the parents of approximately 5,300 students in District-managed schools and auto-enrolled them in Summer Learning Academy, which runs June 20-July 19. MSCS took this proactive step months ago to prepare families in advance. 
  • On Tuesday, May 23, MSCS also hosted Part II of the series, The Results are In Now What? on Facebook and Twitter live streams. It received nearly 3,000 views within the first four hours.
  • MSCS will continue its regular communication with families to discuss Summer Learning Academy enrollment, the appeals process, and high-dosage tutoring because the District has work to do until every child is proficient.

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