AN ACT to amend Tennessee Code Annotated, Title 49, relative to K-12 education.
Impact
The implementation of SB2165 is designed to streamline the process of informing parents about their children's academic deficiencies in mathematics, aligning with Tennessee's broader educational goals. The bill encourages proactive academic support and ensures that students who struggle with mathematics receive the necessary interventions to assist in their learning. This legislative measure aims to enhance educational outcomes and ultimately improve student proficiency in fundamental subjects, which is particularly vital given the ongoing challenges faced in the aftermath of the COVID-19 pandemic.
Summary
Senate Bill 2165 seeks to amend Tennessee Code Annotated, Title 49, by instituting mandatory notification requirements for local educational agencies (LEAs) and public charter schools concerning student performance in mathematics. If a student in grades three through eight does not achieve a performance rating of 'on track' or 'mastered' on the mathematics portion of the TCAP test, the respective school must notify the student's parent or guardian within ten days. The notification will outline available academic supports, which may include participation in learning loss bridge camps, tutoring services, targeted interventions, and assignment to high-performing mathematics teachers when feasible.
Sentiment
The sentiment toward SB2165 appears generally positive among educational policymakers who see it as a necessary step for ensuring that students are not left behind in their learning journey. However, there may be concerns regarding the feasibility of implementing such interventions effectively, particularly in under-resourced schools. Stakeholders appreciate the focus on accountability and intervention but may stress the importance of adequate funding and resources to support these initiatives in practice.
Contention
While the bill has garnered significant support, it poses potential contention regarding the balance between mandated interventions and local school autonomy. Critics may argue that the requirements could place undue burdens on schools, especially if resources are limited. Additionally, there may be discussions about the effectiveness of various academic supports and whether they will genuinely lead to improved student performance. The effectiveness of this measure will largely depend on how it is executed at the school level and the ability of educational institutions to adapt to these new requirements.