Tennessee House Bill HB0852

Tennessee 2023-2024 Regular Session

• Introduced: 1/30/23
• Refer: 2/2/23

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, Chapter 1 and Title 49, Chapter 6, relative to student retention.

Impact

The legislation is expected to streamline the student retention process by providing clear, research-based criteria that educational institutions must follow. By implementing objective measures tied to national standards, the bill seeks to standardize how learning growth is assessed across local education agencies (LEAs) and public charter schools. This can lead to more equitable educational outcomes as it positions all students to be measured against the same benchmarks, particularly benefitting those who may have previously fallen through the cracks of subjective retention policies.

Summary

House Bill 0852 aims to amend the Tennessee Code Annotated by introducing new criteria for student retention based on demonstrated growth in academic performance. The bill specifically addresses how schools evaluate students' progress in reading through the use of a universal reading screener and benchmark assessments adopted by the state. By establishing clear growth benchmarks aligned with national norms, the bill intends to ensure that students are retained only when necessary, promoting a more supportive approach to education that prioritizes student development.

Sentiment

The sentiment surrounding HB0852 is generally positive among educators and policymakers who value evidence-based approaches to education. Supporters appreciate the bill's focus on measurable growth, arguing that it represents a more compassionate and effective strategy for addressing student needs. However, some educators express concerns that rigid retention policies may still hinder individual student progress, emphasizing the necessity for flexibility within the framework proposed by the bill.

Contention

Debate exists regarding the implications of enforcing standardized assessments as a basis for retention decisions. Critics worry that a one-size-fits-all approach could not adequately address the diverse needs of students. They argue that while measurable growth is important, an overreliance on standardized testing may overlook the nuances of individual learning journeys. This contention illustrates the broader challenge of balancing accountability in education with the need for personalized support that recognizes varying student circumstances.