Tennessee Senate Bill SB1585

Tennessee 2025-2026 Regular Session

• Introduced: 1/12/26
• Engrossed: 4/23/26
• Enrolled: 4/30/26
• Passed: 5/22/26
• Chaptered: 5/27/26

Caption

AN ACT to amend Tennessee Code Annotated, Title 4; Title 9; Title 12; Title 48; Title 49 and Title 67, relative to education.

Summary

SB1585 amends Tennessee’s education laws to add and clarify testing and reporting requirements for students participating in Education Savings Accounts (ESAs). For ESA students in grades 3 through 11, the bill requires annual administration of either a nationally standardized achievement test aligned to the participating school’s instructional plan or the TCAP math and English language arts tests. Participating schools must give parents the results of those tests. The bill also directs the Department of Education to annually select a statistical sample of ESA students in grades 3 through 8 who took TCAP in the prior year, for purposes of assessing academic performance. In addition, beginning June 30, 2027, and each year thereafter, participating schools must submit test results to the Office of Research and Education Accountability (OREA) in the Comptroller’s office. Schools may provide aggregated, de-identified data, but it must be formatted so OREA can analyze results by grade level, household income, sex, and race. OREA must then report annually to the legislature’s education committees.

Impact

The bill amends Tennessee Code Annotated § 49-6-2606 and related education provisions to impose statewide testing, parental notification, sample-based assessment, and annual reporting obligations on ESA participating schools and students. It expands the state’s oversight of ESA programs by requiring data submission to OREA and by creating a recurring legislative reporting requirement, while also authorizing the State Board of Education to adopt implementing rules. The practical effect is to increase accountability and data collection for private or participating schools serving ESA students, especially regarding student performance and demographic breakdowns.

Sentiment

The bill appears to have received generally favorable consideration in committee and ultimately passed, but not without significant floor debate. It was recommended for passage unanimously in the Senate Education Committee, and the final passage vote was positive, indicating enough support to enact the measure. At the same time, the recorded floor votes on amendments and the narrower passage margins suggest the bill was more contested on the Senate floor than in committee.

Contention

The main points of contention appear to have centered on the scope and mechanics of accountability for ESA students and schools, including whether to require standardized testing, how much data schools must report, and how demographic data should be grouped and analyzed. The failed amendment votes indicate disagreement over changes offered by Senators Barrett and Pearson, suggesting some lawmakers wanted to alter the bill’s reporting or testing framework. Supporters likely emphasized transparency and academic oversight, while opponents or amendment sponsors likely raised concerns about burden, privacy, or the structure of ESA accountability.