Tennessee Senate Bill SB1273

Tennessee 2025-2026 Regular Session

• Introduced: 2/6/25
• Engrossed: 4/15/25
• Enrolled: 4/28/25
• Passed: 5/9/25
• Chaptered: 5/15/25

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, relative to priority schools.

Impact

The bill establishes a progressive tiered intervention system with three levels to systematically address the challenges faced by priority schools. The first tier focuses on evidence-based interventions and support systems led by the LEAs themselves, while subsequent tiers involve more intensive interventions, including potential closures or conversions to charter schools. This means that schools failing to improve may face significant changes in administration and educational strategies, impacting the landscape of public education throughout Tennessee.

Summary

Senate Bill 1273 amends Tennessee Code Annotated, Title 49, to introduce changes regarding priority schools, which are among the lowest-performing in the state. The bill specifies criteria for identifying these schools, including those in the bottom 5% based on performance and those with chronic low-performing subgroups. An overarching goal is to enhance student outcomes through a comprehensive support and improvement plan developed by local education agencies (LEAs) for each identified school. This plan is intended to promote targeted interventions based on evidence-based practices and is subject to state department approval and annual monitoring.

Sentiment

The debate surrounding SB 1273 reflects a divide among stakeholders in education. Proponents argue that the structured intervention system provides a necessary framework for supporting struggling schools, emphasizing accountability and the need for results-oriented strategies. Critics have raised concerns that such measures may not adequately address the multifaceted challenges of educational inequity, fearing that the emphasis on standardization and accountability may overlook the unique needs of diverse student populations.

Contention

A notable point of contention has been the prospect of converting priority schools to charter schools as part of the intervention strategy. Advocates for traditional public education express skepticism about the effectiveness of charter schools in improving outcomes for all students, while supporters of charter expansions argue that they provide vital alternatives for communities in need of educational reform. Additionally, the implications of these interventions for school staffing and community engagement have sparked heated discussions among educators, parents, and policymakers alike.