AN ACT to amend Tennessee Code Annotated, Title 49, Chapter 6, relative to student performance.
Impact
This bill significantly affects state education laws by instituting clearer guidelines for evaluating student performance in reading and addressing the needs of students at risk of falling behind. By requiring multiple forms of assessment, the bill seeks to provide a comprehensive view of a student's performance, facilitating early intervention and support. Proponents argue that this will help improve literacy outcomes, especially as students transition into critical stages of their education.
Summary
House Bill 2491 aims to amend the Tennessee Code regarding student performance, particularly for those promoted to the fourth grade. The bill mandates that each local education agency (LEA) and public charter school assess student growth based on several criteria, including performance on standardized tests, benchmarks, and classroom grades. If a student does not show adequate growth based on two or more assessment measures, a conference is required to determine appropriate interventions, which may include attending a learning loss camp, receiving tutoring, or retention in the fourth grade, although retention is limited to one time.
Contention
While the bill proposes measures intended to support student success, it is not without contention. Critics might express concerns about the psychological effects of retention on young students, fearing that being held back could diminish their confidence and spark negative attitudes towards learning. Furthermore, there is potential pushback from educators and parents regarding the effectiveness of the proposed interventions and whether the emphasis on standardized testing may overshadow other essential learning experiences.
Exempts certain students with disabilities from requirement to take college credits during Bridge Year Pilot Program; modifies age eligibility criteria under program.