AN ACT to amend Tennessee Code Annotated, Title 49, relative to education.
Impact
The legislation is intended to enhance educational outcomes by holding students accountable for their performance in standardized testing. Specifically, it requires local education agencies (LEAs) or public charter schools to conference with a student's parents, ELA teacher, and principal if a student does not show the necessary academic growth. This consultative approach aims to provide tailored support for students through potential tutoring during their fifth-grade year, which emphasizes the importance of meeting educational milestones.
Summary
Senate Bill 2183 focuses on amending educational requirements regarding student promotion from fourth to fifth grade in Tennessee. It establishes clearer criteria for evaluating whether a student meets the necessary growth benchmarks based on the English Language Arts (ELA) section of the Tennessee Comprehensive Assessment Program (TCAP) test. The bill outlines that students promoted to the fourth grade under certain conditions must demonstrate adequate growth to move to the fifth grade, ensuring students are better prepared for their academic progress.
Sentiment
Overall, sentiment around SB 2183 appears to be supportive, particularly among legislators concerned with improving educational standards and ensuring that students receive the assistance they need to succeed. Advocates for the bill argue that it represents a proactive approach to education that balances accountability with necessary support for students. However, there may also be apprehensions about the implications of standardized testing on students, particularly regarding pressure and the possible consequences of retention.
Contention
The main points of contention revolve around the balance of accountability and support. Critics may argue that placing too much emphasis on testing could lead to negative consequences for students who might struggle, thus raising concerns about the potential for retention and the stresses associated with standardized assessments. Supporters counter this by highlighting the structured support system being put in place through required tutoring for those who do not meet growth benchmarks, promoting a more individualized educational approach.