The goal of this research was to determine if standardized science test scores in Tennessee show evidence of continuous improvement in student achievement. The data examined as part of this study display evidence of a performance dip in Grade 4 but show an overall increase in scores across grade levels. A discussion of Tennessee's value added evaluation system and the implications that the analysis of this data can have on funding is included. The limitations of traditional means of evaluation in assessing a student's science learning are also discussed. Data displayed in table format pertain to minimum and maximum science scale scores, mean science scale scores, five-year mean science scale scores, science scale score descriptives, and an analysis of variance summary. Contains 30 references. (DDR)