Tennessee House Bill HB1307

Tennessee 2025-2026 Regular Session

• Introduced: 2/6/25
• Refer: 3/4/25
• Refer: 3/18/25
• Refer: 4/1/25
• Refer: 4/17/25
• Chaptered: 5/15/25
• Passed: 5/15/25

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to priority schools.

Impact

If enacted, HB 1307 would effectively overhaul the existing system for addressing underperforming schools in Tennessee. It stipulates that all identified priority schools must be subject to a tiered intervention system with increasingly intensive support based on performance status. This legislative change emphasizes a standardized approach, which aims to ensure that resources and efforts are directed where they are most needed, ultimately fostering an environment conducive to educational improvement. The bill also discusses the reassignment of students from schools deemed irreparable, promoting a proactive stance towards better educational outcomes.

Summary

House Bill 1307 seeks to amend Tennessee Code Annotated, Title 49, by establishing new provisions for addressing priority schools, which are classified as those schools within the bottom five percent in performance or those with significant challenges in student achievement. The bill aims to create a structured intervention system that categorizes these schools into three tiers, providing a framework for Local Education Authorities (LEAs) to implement specific intervention strategies to improve student outcomes and ensure accountability. The bill outlines criteria for how schools are identified as priority schools and mandates the development of comprehensive improvement plans tailored to the needs of each school.

Sentiment

Reactions to the bill appear mixed among stakeholders in the education sector. Proponents see it as a much-needed step towards ensuring that students in underperforming schools receive targeted support and resources, emphasizing the importance of intervention and accountability. Critics, however, express concern that the structured nature of intervention may limit the flexibility and autonomy of local educational authorities to address the unique challenges within their respective districts. This divergence of sentiment highlights a broader debate surrounding the balance between state mandates and local control in education.

Contention

Notably, dissenting opinions focus on the potential implications of the tiered intervention system. Some educators and policy advocates argue that while the intentions of the bill are commendable, its implementation could lead to unintended consequences such as an overemphasis on standardization at the expense of localized solutions that might better address specific community needs. Additionally, the language concerning the closing of schools that fail to improve may stir fears regarding job security for staff and the welfare of students during transitions. Thus, while the bill aims to tackle critical issues in education, it ignites discussions about the best pathways to supporting vulnerable schools.