Tennessee House Bill HB2059

Tennessee 2023-2024 Regular Session

• Introduced: 1/24/24
• Refer: 1/29/24
• Refer: 2/6/24
• Refer: 2/14/24
• Engrossed: 2/22/24
• Enrolled: 2/27/24
• Passed: 3/7/24
• Chaptered: 3/19/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to work-based learning.

Impact

The bill is set to take effect for the 2024-2025 school year and subsequent years, thereby establishing clearer guidelines and expanding opportunities for students engaged in work-based learning programs. By formalizing the credit earning process and supervisory requirements, HB2059 aims to enhance the quality and safety of such programs, ensuring compliance with state and federal child labor laws. The emphasis on classroom instruction combined with work experience seeks to create a more robust educational framework that prepares students for future employment.

Summary

House Bill 2059 aims to amend the Tennessee Code Annotated regarding work-based learning programs. It stipulates that a maximum of six credits can be earned in a single school year under such programs. Additionally, the bill requires that at least one credit be obtained through related classroom instruction, involving a minimum of two periods of classroom instruction each week, alongside a minimum of five hours per week of supervised work experience for each additional credit. This structure is designed to ensure that students gain both academic knowledge and practical work experience.

Sentiment

Overall, the sentiment surrounding HB2059 appears to be positive, with support from various educational stakeholders who see the bill as a step towards strengthening vocational education. Lawmakers and educators have expressed approval of the structured approach to work-based learning, viewing it as a means to better integrate educational experiences with real-world application. However, some concerns may arise regarding the administrative burden on schools and the feasibility of meeting the new requirements.

Contention

While the bill is generally supported, notable points of contention include the potential limitations it might impose on how schools design their work-based learning programs. Critics may argue that the specific requirements set forth in the bill could limit flexibility for schools that already have successful programs in place. Additionally, there may be concerns about the readiness of schools to implement the changes and whether adequate resources will be allocated to manage the new demands placed on educational institutions.