Tennessee Senate Bill SB2091

Tennessee 2025-2026 Regular Session

• Introduced: 1/22/26

Caption

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

Impact

The implications of SB2091 are significant for students entering the third grade as it establishes a clearer framework for retention based on academic performance. By allowing schools to retain students who do not meet the specific criteria of understanding, the bill aims to ensure that students possess the reading skills necessary to progress in their education. This change is intended to enhance educational outcomes in Tennessee by addressing early literacy deficiencies before students advance to higher grades.

Summary

Senate Bill 2091 aims to amend several statutes within the Tennessee Code Annotated, specifically targeting the policies surrounding student retention in the third grade. Under this bill, a Local Education Agency (LEA) or a public charter school is allowed to retain a student in the third grade if the student fails to demonstrate a basic understanding of the curriculum and the skills necessary for reading or English language arts (ELA). This will primarily be assessed through the student's academic grades and standardized test results, enforcing accountability in educational standards.

Contention

However, the bill does raise points of contention among educational professionals and stakeholders. Concerns have been expressed regarding the potential negative impacts of retention, particularly among students from disadvantaged backgrounds who may already face numerous hurdles in their educational journey. Critics argue that retention may lead to increased dropout rates and social-emotional struggles, questioning whether the approach of retention is the best method to achieve improved educational outcomes. Additionally, there may be debates on the effectiveness of standardized tests as a sole measure for determining retention.

Implementation

SB2091 is set to take effect upon becoming law and will be applicable beginning in the 2025-2026 school year, giving schools time to adjust their practices and support systems to align with the new regulations. This timeline will be crucial for developing interventions and support services to assist students who may be at risk of retention.