Tennessee House Bill HB1377

Tennessee 2025-2026 Regular Session

• Introduced: 2/6/25
• Refer: 2/12/25
• Refer: 3/11/25
• Refer: 3/18/25
• Chaptered: 5/13/25
• Passed: 5/13/25

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to reporting student reading levels.

Impact

The bill's enactment represents a significant shift in the way reading proficiency is communicated to parents and guardians, ensuring they are informed about their children's performance in critical literacy assessments. With a focus on early literacy, supporters argue that such measures can lead to improved educational outcomes, as they encourage parental involvement and allow for timely interventions. Compliance will be expected from schools starting in the 2025-2026 academic year, thus pushing educational authorities to adapt to these new reporting standards.

Summary

House Bill 1377 aims to amend the Tennessee Code Annotated, specifically Title 49, by introducing a requirement for local boards of education and public charter schools to provide students' reading levels on their report cards. The legislation focuses on students enrolled in grades kindergarten through eight (K-8) and mandates that the results from a universal reading screener and, if applicable, a dyslexia screener be included in reports sent to parents. This is seen as a step towards increasing transparency and accountability in student literacy evaluation and progress tracking.

Sentiment

The sentiment regarding HB1377 is largely positive, particularly among educators and advocates for early literacy. Proponents of the bill emphasize the importance of early detection of reading difficulties, such as dyslexia, and believe that providing parents with detailed assessment information can foster better educational support at home. However, there may be implications regarding how schools implement these reporting measures, potentially leading to discussions on resource allocation and teacher training.

Contestation

Though there is general support for the goals of HB1377, some concerns were raised regarding the implementation phase. Critics question whether the schools will be adequately equipped to manage additional reporting requirements without overstretching their resources. There are worries about the technical and training aspects needed for schools to effectively administer and interpret the various assessments mandated by the bill. The discussion around these logistical challenges highlights an ongoing tension between educational policy ambitions and grounded operational realities in local school systems.