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HB 1995

Education - As introduced, authorizes, instead of requires, local education agencies and public charter schools to retain a student in the third grade if the student has not shown a basic understanding of the curriculum and an ability to perform the skills required in the subject of reading or English language arts. - Amends TCA Title 49, Chapter 1 and Title 49, Chapter 6.

114th Regular Session (2025-2026) Introduced by Timothy Hill

Tennessee bill shifts third-grade reading retention from mandatory to optional for schools, allowing discretionary decisions about students lacking basic reading proficiency.

Filed for introduction
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Bill Summary · HB 1995

Legislative bill overview

HB 1995 changes Tennessee's third-grade retention policy from a mandate to an option. Currently, schools are required to retain students who lack basic reading proficiency; this bill would allow schools to retain such students at their discretion instead of being legally obligated to do so.

Why is this important

Third-grade reading proficiency is a critical academic milestone, as students transition from "learning to read" to "reading to learn." This policy shift significantly affects how schools address reading deficiencies and could influence student academic trajectories, school accountability measures, and the support systems available to struggling readers.

Potential points of contention

  • Educational effectiveness: Research shows mixed results on grade retention's impact on student outcomes; some studies suggest retention can harm student motivation and graduation rates, while proponents argue it prevents students from falling further behind
  • Equity concerns: Optional policies may create inconsistent application across districts and schools, potentially disadvantaging students in under-resourced areas with fewer intervention alternatives
  • Alternative interventions: The bill doesn't specify what schools must do instead of retaining students—whether summer programs, tutoring, or other reading interventions would be required, funded, or available
  • Teacher/administrator burden: Shifting from a clear mandate to discretionary decision-making requires schools to make individualized judgments about each student's needs and future outcomes

Compiled from official sources — confirm details with the bill’s official record.

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