Tennessee House Bill HB1995

Tennessee 2025-2026 Regular Session

• Introduced: 1/22/26
• Refer: 2/4/26

Caption

AN ACT to amend Tennessee Code Annotated, Title 49, Chapter 1 and Title 49, Chapter 6, relative to student retention.

Summary

HB1995 revises Tennessee’s third-grade retention law. Under current law, the bill replaces the existing section governing retention with language allowing an LEA or public charter school to retain a student in third grade if the student has not demonstrated a basic understanding of the reading or English language arts curriculum, as shown by grades or standardized test results. The measure is focused specifically on reading/ELA performance as the basis for retention decisions. The bill also amends Tennessee Code Annotated, Section 49-1-905(d), by deleting subdivision (4), which indicates a related conforming change elsewhere in the education code. The act would take effect upon becoming law and would apply beginning with the 2025-2026 school year and each school year after that.

Impact

HB1995 would affect local education agencies and public charter schools by clarifying and potentially broadening their authority to retain third-grade students who are not meeting reading or ELA expectations. It would change state law governing student promotion and retention, and it would apply prospectively to the 2025-2026 school year. The bill also makes a conforming deletion in Title 49, Chapter 1, which suggests an adjustment to related statutory provisions tied to student retention policy.

Sentiment

No committee transcripts or recorded votes were provided with the bill materials, so there is no direct evidence of debate, support, or opposition in the available record. Based on the text alone, the bill appears to reflect a policy preference for stronger reading-based retention standards in early elementary grades. Because no discussion or vote history is included, the overall sentiment cannot be reliably characterized beyond the bill’s clear focus on academic readiness.

Contention

The main point of contention likely concerns whether retaining third graders based on reading or ELA performance improves literacy outcomes or instead risks negative effects on students, especially those with learning challenges, disabilities, or other barriers to test performance. Supporters would likely emphasize accountability and early intervention, while critics may worry about fairness, the use of standardized tests, and the potential disproportionate impact on vulnerable students. However, no specific objections or arguments are documented in the provided materials.