Tennessee Senate Bill SB0089

Tennessee 2023-2024 Regular Session

• Introduced: 1/9/23
• Chaptered: 5/2/23
• Passed: 5/2/23
• Enrolled: 8/30/23

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, Chapter 7, relative to developmental instruction in higher education.

Impact

The passage of SB0089 signifies a response to the needs of students who may be unprepared for college-level work. By allowing institutions to coordinate with two-year colleges, the bill facilitates a more comprehensive support system for students transitioning from high school to higher education. This approach is expected to reduce barriers for students who require additional academic assistance, thereby enhancing their chances of success in their chosen educational paths.

Summary

Senate Bill 0089, enacted to amend Tennessee Code Annotated, Title 49, Chapter 7, focuses on updating provisions related to developmental instruction in higher education. The bill permits public institutions to offer remedial or developmental courses as needed to address students' academic deficiencies. This flexibility is intended to cater to the varying educational levels of students entering higher education, particularly in a state where higher education institutions aim to improve graduation rates and educational attainment.

Sentiment

The sentiment surrounding SB0089 is predominantly positive among educators and advocates for higher education. Supporters argue that the bill aligns with progressive educational practices that seek to meet students where they are academically. However, some concerns were raised regarding the effective implementation of these developmental programs and their potential impact on resource allocation within institutions.

Contention

While the bill generally received support, there were discussions regarding its implementation and the adequacy of funding for developmental programs. Critics pondered whether institutions would have sufficient resources to effectively roll out these remedial courses without compromising the quality of regular academic programs. This tension reveals an underlying concern about balancing academic rigor with the need to support students who may struggle upon entering higher education.