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SB 2403

Education - As introduced, requires public schools to annually submit to the department of education a list of all local assessments administered by the school each year and the administration schedule for each such local assessment; removes the option for a local education agency or public charter school to administer to students a universal screener that is not the universal screener provided by the state; creates the assessment review board composed of nine classroom teachers to review the Tennessee comprehensive assessment program tests administered to students in the most recent school year. - Amends TCA Title 4, Chapter 29 and Title 49.

114th Regular Session (2025-2026)

Tennessee bill mandates schools use state universal screeners only and submit annual assessment lists; creates teacher review board for state tests.

Senate refused to concur in amendment
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Bill Summary · SB 2403

Legislative bill overview

SB 2403 requires Tennessee public schools to submit annual lists of local assessments to the state education department and eliminates schools' ability to choose their own universal screeners—mandating use of the state-provided option instead. The bill also establishes a nine-member assessment review board composed of classroom teachers to evaluate state comprehensive assessment program tests.

Why is this important

This bill centralizes assessment control at the state level, reducing local school autonomy in choosing diagnostic tools. The measure directly affects how schools identify student learning needs and could impact instructional decisions statewide, while the assessment review board creates a mechanism for teacher input on state testing practices.

Potential points of contention

  • Local control vs. state standardization: Schools lose flexibility to select screeners they believe best fit their students' needs; supporters argue standardization improves comparability, critics contend it ignores local context
  • Universal screener mandate: Eliminates alternatives to state-provided screeners, which may limit innovation and schools' ability to use research-backed tools they've already invested in
  • Assessment burden: Increased reporting requirements could create administrative overhead for already resource-stretched schools
  • Teacher board composition: While teacher representation is inclusive, the board's actual authority and influence over state tests remains unclear from the bill language

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

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