Tennessee House Bill HB1655

Tennessee 2023-2024 Regular Session

• Introduced: 1/8/24
• Refer: 1/10/24
• Refer: 1/23/24
• Refer: 1/31/24
• Refer: 2/12/24
• Chaptered: 3/19/24
• Passed: 3/19/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to mathematics instruction.

Impact

HB1655 requires the Department of Education to conduct a comprehensive landscape analysis of current mathematics proficiency levels in Tennessee, which will include assessing local educational agencies (LEAs) and their instructional practices. Moreover, it emphasizes the importance of aligning teaching standards with professional development opportunities to ensure that teachers are well-prepared to address the specific needs of their students. By providing targeted support and training, the act seeks to remediate weaknesses in mathematics education and enhance overall achievement levels among students.

Summary

House Bill 1655, known as the Mathematics Supports Act, aims to enhance the quality of mathematics instruction for students in kindergarten through eighth grade in Tennessee. The bill mandates the state Department of Education to identify and approve at least one standards-aligned professional development course for K-8 teachers by July 1, 2025. This initiative intends to equip educators with the necessary skills to improve mathematics instruction, thereby increasing student proficiency in the subject. The legislation is a proactive step in addressing the persistent challenges in mathematics education across the state, reflecting a commitment to elevating teaching standards and student outcomes.

Sentiment

The sentiment surrounding HB1655 appears predominantly positive among education advocates who view it as a necessary and timely investment in the state's educational infrastructure. Proponents argue that by focusing on professional development, the bill addresses a critical gap in teacher training that can directly affect student learning outcomes. However, there may be concerns regarding the resources required for implementation and whether the outcomes will meet increasing expectations for student performance in mathematics. The discourse suggests a hopeful anticipation of improved educational standards but acknowledges challenges in execution.

Contention

Notable points of contention regarding HB1655 include concerns over the feasibility of implementing the proposed professional development requirements and the potential variability in how these programs are delivered across different LEAs. Critics worry about the adequacy of funding and resources to effectively execute the mandated training by the specified deadlines. The emphasis on state-level standards may also spark debates about local autonomy in educational practices, with some advocating for tailored approaches that consider the unique contexts of individual communities rather than a one-size-fits-all solution.