National report names Johnson City Schools 'District on the Rise'

As schools nationwide struggle with post-pandemic academic recovery, a national education study backed by Harvard researchers highlighted Johnson City Schools for increased math and reading scores. Johnson City Schools was recognized nationally in the Education Recovery Scorecard for sustained gains in math and reading achievement following the COVID-19 pandemic. The Education Recovery Scorecard is in its fourth year and is a collaboration between the Center for Education Policy Research at Harvard University, The Educational Opportunity Project at Stanford University and faculty at Dartmouth College. The report analyzes district-level student growth in math and reading nationwide. Researchers combined state assessment data for approximately 35 million students in grades 3-8 with national assessment data to measure academic recovery trends through the 2024-25 school year. Johnson City Schools was among the Tennessee districts identified as "Districts on the Rise," a designation recognizing districts demonstrating exceptional academic progress compared to similar districts within their states. According to the Scorecard, Johnson City Schools has maintained a steady upward trajectory in student achievement for roughly two decades, despite changes to Tennessee academic standards and disruptions caused by the pandemic. "Johnson City Schools has maintained a high level of achievement that can be attributed to several factors that have been synchronized over time," Superintendent Erin Slater said in a statement to the Scorecard. "Our motto, 'Expect the Best!' is lived every day. It has created a long-term culture of learning with high expectations, which fosters our continuous improvement cycle." District leaders cited consistency as a key factor in the district's academic growth, emphasizing a long-term commitment to a small set of instructional strategies instead of frequently changing initiatives. Johnson City Schools has earned a Level 5 composite on the Tennessee Value-Added Assessment System, the state's highest growth rating, for four consecutive years. In addition, 10 of the district's 11 schools earned an "A" on the 2024-25 state letter grades. District officials attributed those gains to recruiting and retaining experienced educators, using instructional coaching and student data, strategically investing federal ESSER funds and maintaining high expectations for learning and attendance. The district also pointed to continuity in leadership. First-year Superintendent Erin Slater leads a senior administrative team with more than 25 years of experience within Johnson City Schools. "This accountability is shared by the Board of Education, district leadership, building leadership and our staff," Slater said. "Engaging classroom instruction delivered by our high-quality teachers and supported by building staff, combined with partnerships from a strong community, city commission, business, industry and our families, has sustained our high level of achievement." The report also showed a strong correlation nationwide between test scores and socioeconomic status, with higher earning families scoring better on tests. Johnson City Schools reported that 36% of its 7,623 students are considered economically disadvantaged. Tennessee as a whole also ranked among the nation's leaders in academic recovery. The state ranked second out of 38 states in math growth between 2022 and 2025 and fourth out of 35 states in reading recovery during the same period, according to the report. "The results highlighted in the Education Recovery Scorecard reflect the hard work of Tennessee students, teachers, schools and districts across the state," Commissioner Lizzette Reynolds said in a Tennessee Department of Education press release. "Tennessee's continued academic progress demonstrates the impact of our state's strategic investments in literacy and math, strong instructional supports and a steadfast commitment to student achievement." According to the Tennessee Department of Education, continued investment in instructional materials, professional learning networks, educator preparation requirements, summer learning camps and tutoring programs contributed to the state's progress.