![]() White’s legislation includes components from several of those bills but carries particular sway, because the Memphis Republican chairs the House Education Administration Committee and also sits on a K-12 subcommittee that is deciding which proposal moves forward. Lawmakers have filed a flurry of bills with various ideas. However, his proposal would not give authority back to local educators to make the final decision, as called for by numerous school boards, the state superintendents association, and several teacher groups.Īt the outset of this year’s General Assembly, legislative leaders said revisiting the controversial reading and retention law was their No. White is seeking to satisfy educators and parents who are unhappy that the state’s new retention policy hinges on scores from a single state test that could impact tens of thousands of third graders this year. ![]() Districts give those assessments periodically throughout the school year to measure students’ reading skills, fluency, and comprehension. Under White’s legislation, third graders who don’t score as proficient on their TCAP could still avoid retention and related learning interventions if they score in at least the 50th percentile on their most recent reading benchmark test. ![]() Mark White would consider results from a second state-approved test, too. ![]() ![]() A leading House Republican has filed legislation in Tennessee to widen criteria for determining which third graders are at risk of being held back if they aren’t deemed proficient readers.Ī 2021 law pins the entire decision on scores from the state’s annual TCAP test given each spring for English language arts. ![]()
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