AN ACT to amend Tennessee Code Annotated, Title 49, relative to education funding.
Impact
The adjustments mandated by SB2213 are intended to enhance educational access and equity for students with disabilities, ensuring that they receive education alongside their peers to the greatest extent possible. This approach aligns with national education standards and is particularly focused on improving outcomes for students enrolled in pre-kindergarten programs identified with special education needs. By promoting better integration of students with disabilities and peer models, the bill could potentially change the dynamics in classrooms throughout Tennessee and set a precedent for future educational policies.
Summary
Senate Bill 2213 seeks to amend the Tennessee Code related to education funding, specifically focusing on the Tennessee Investment in Student Achievement (TISA) formula, which underpins the funding structure for K-12 public education. The bill aims to better define conditions surrounding the education of students with special needs, particularly emphasizing the importance of providing these students with education in the least restrictive environment possible. This legislative effort comes amidst ongoing debates about resource allocation and the need for inclusive education practices that support all learners.
Contention
Notably, the bill may face criticism from various stakeholders. Advocates for special education might argue that while the emphasis on the least restrictive environment is a step forward, the practical implementation of such policies could be challenging without adequate funding and resource support from the state. Conversely, there may be apprehensions from traditionalists concerned about the effectiveness of this inclusion strategy in maintaining educational standards for all students. The debate could continue surrounding whether current funding levels are sufficient to achieve the goals set forth by SB2213.