Tennessee House Bill HB2181

Tennessee 2023-2024 Regular Session

• Introduced: 1/25/24
• Refer: 1/31/24

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to education funding.

Impact

The proposed amendments aim to ensure that students with disabilities are educated in a 'least restrictive environment,' which means they will primarily be placed in regular classes alongside their peers, with necessary accommodations when required. By emphasizing inclusivity and accessibility in education, HB2181 is anticipated to promote a more equitable approach in funding, thereby enhancing educational outcomes for all students. This could also lead to significant changes in how local education authorities allocate resources within their schools.

Summary

House Bill 2181 seeks to amend the Tennessee Code Annotated concerning education funding, specifically by modifying how public education is financed for kindergarten through grade twelve. This bill introduces changes to the current funding formula and incorporates new definitions and provisions aimed at improving educational access for students with disabilities. A significant aspect of the bill includes establishing a student-based funding formula designed to enhance the educational opportunities for special education students and pre-kindergarten peers.

Sentiment

Overall, the sentiment regarding HB2181 appears to be positive, especially among advocates for special education and inclusive learning environments. Supporters believe that the modifications to funding structures and the definitions provided within the bill will lead to better support systems for students with disabilities, aligning with national mandates for individualized education. However, there may be concerns among some stakeholders regarding the implementation and adequacy of the funding mechanisms proposed.

Contention

While discussions surrounding HB2181 highlight the importance of fostering an inclusive educational environment, there may be contention around the adequacy of funding levels and the capacity of school districts to meet the new requirements. Questions arise about how well the new formula will function in practice and whether it will address the diverse needs of all students effectively. Thus, significant debate may persist regarding resource allocation and the impacts on district budgets.