Tennessee Senate Bill SB0249

Tennessee 2023-2024 Regular Session

• Introduced: 1/19/23
• Engrossed: 3/6/23
• Enrolled: 3/24/23
• Passed: 4/13/23
• Chaptered: 4/18/23

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, Chapter 6, Part 15, relative to the learning loss remediation and student acceleration program.

Impact

The passage of SB 249 is expected to have a significant impact on the educational landscape in Tennessee. By mandating that LEAs and charter schools provide these learning interventions, the bill seeks to address the academic setbacks faced by vulnerable student populations, ensuring that students receive additional support to improve their educational outcomes. The bill aims to mitigate learning loss exacerbated by socioeconomic factors and enhance overall student performance in foundational subjects.

Summary

Senate Bill 249 aims to amend the Tennessee Code Annotated regarding the learning loss remediation and student acceleration program. This bill will require Local Education Authorities (LEAs) and participating public charter schools to conduct annual after-school mini-camps and summer learning camps starting from 2021, focusing on students who are identified as 'priority students.' These priority students include those entering kindergarten through third grade who are at risk of academic failure due to low proficiency scores in math or English language arts, or those eligible for temporary assistance for needy families (TANF).

Sentiment

The sentiment surrounding SB 249 appears largely supportive, with a consensus among legislators that proactive measures are essential to assist students at risk of falling behind. Advocates for the bill highlight its potential benefits in fostering equitable education opportunities, particularly for economically disadvantaged families. However, there may be concerns regarding the execution and adequacy of the funding for these programs, as well as their effectiveness in genuinely addressing learning loss.

Contention

Despite the general agreement over the bill's intent, there could be points of contention regarding the allocation of resources and how 'priority students' are identified and served. Questions may arise about whether the stipulated summer and after-school programs will be sufficiently comprehensive and accessible, particularly for students who require more intensive support. Furthermore, local flexibility in implementing the programs could spark debate over educational standards and practices across different school districts.