Tennessee House Bill HB0680

Tennessee 2023-2024 Regular Session

• Introduced: 1/26/23
• Refer: 2/1/23
• Refer: 2/28/23
• Refer: 3/8/23
• Chaptered: 4/18/23
• Passed: 4/18/23

Caption

AN ACT to amend Tennessee Code Annotated, Section 49-2-130, relative to released time courses.

Impact

The impact of HB 0680 is primarily educational, as it grants local school boards the discretion to decide on awarding credit for outside courses. By enabling students to earn elective credits, the bill fosters a more inclusive approach to education, recognizing various learning environments. This change faces the potential for significant implementation across local school districts as they determine the feasibility and alignment of such courses with existing curricula.

Summary

House Bill 0680 amends Tennessee Code Annotated, specifically Section 49-2-130, to allow local boards of education to adopt policies that grant students credit for completing released time courses. These courses are designed to be taken outside of traditional school hours and can be in areas such as religious or moral instruction. This legislation aims to provide students opportunities to earn elective credit based on their participation in these programs, promoting educational flexibility and acknowledging diverse learning experiences.

Sentiment

General sentiment around HB 0680 appears to be positive, particularly among proponents of educational choice and flexibility. Supporters argue that it provides valuable opportunities for students, allowing them to engage in learning experiences that may align with their interests and values. However, there could be concerns regarding educational standards and the quality of released time courses, which may lead to discussions about regulation and oversight.

Contention

Notable points of contention could arise regarding the criteria for approved released time courses and how credit will be substantiated. Questions about the educational rigor and alignment of these courses with state education standards may provoke debate among educators and policymakers. Additionally, concerns may emerge about equal access to these opportunities among different socioeconomic groups, thereby raising issues around equity in educational choices.