Tennessee Senate Bill SB1688

Tennessee 2023-2024 Regular Session

• Introduced: 1/9/24
• Engrossed: 3/7/24
• Enrolled: 4/17/24
• Passed: 5/1/24
• Chaptered: 5/9/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to student retention.

Impact

The bill mandates that local education authorities (LEAs) and public charter schools are required to comply with a parent or guardian's request to retain a student, provided there is appropriate documentation of academic or behavioral delay. This adds a layer of autonomy for parents in influencing their child's educational path and acknowledges the unique needs of young learners. However, the bill also stipulates that no student may be retained more than once at any grade level, which may limit the scope of retention for some students with ongoing challenges.

Summary

Senate Bill 1688 amends Tennessee Code Annotated, Title 49, to provide a mechanism for parents or guardians of students in grades K-2 to elect to retain their child in the current grade level if the student exhibits a documented academic or behavioral delay. The legislation empowers parents with the authority to make the decision regarding retention, which is particularly significant for early education where foundational skills are critical. This new provision aims to assist students who may benefit from additional time at their current grade level to develop the necessary skills before advancing to the next grade.

Sentiment

General sentiment around SB 1688 appears to be supportive among parents and educators who advocate for parental rights in educational decisions. Supporters argue that the bill helps address diverse learning needs and allows parents to take an active role in their child's academic journey. Conversely, there may be concerns about potential over-retention and the educational implications for students who are held back, leading to discussions about the adequacy of the documentation required for retention and the impact on educational resources.

Contention

Notable points of contention include concerns from some educators and administrators regarding the implications of adding retention policies at such an early educational stage. Critics may argue that retention could lead to negative feelings toward school, social challenges, and a lack of efficacy if not managed with appropriate support and resources. Additionally, ensuring that the documentation standards do not become overly burdensome for parents and schools will be essential for the successful implementation of the bill.