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SB 928

Education - As introduced, requires the state board of education to authorize a student who is working toward completing a career and technical education elective focus to substitute up to four career and technical education course credits for the required chemistry course credit, computer science course credit, world language course credit, and Algebra II course credit necessary to earn a full diploma upon graduation from high school. - Amends TCA Title 49.

114th Regular Session (2025-2026)

Tennessee bill allows CTE students to replace required chemistry, computer science, world language, and Algebra II with vocational credits to earn full diplomas.

Assigned to General Subcommittee of Senate Education Committee
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Bill Summary · SB 928

Legislative bill overview

SB 928 allows high school students pursuing career and technical education (CTE) to substitute up to four CTE course credits for required academic courses: chemistry, computer science, world language, and Algebra II. Students would still earn a full diploma while potentially replacing these core academic requirements with vocational training relevant to their career pathway.

Why is this important

This bill reflects a broader debate about high school graduation requirements and workforce preparation. It could increase graduation rates for students more suited to technical careers while potentially reducing exposure to foundational academic subjects that many argue are essential for college readiness and informed citizenship.

Potential points of contention

  • Academic rigor concerns: Critics worry that allowing students to skip Algebra II and chemistry reduces mathematical and scientific literacy, which are foundational for many careers and further education
  • Equity and tracking issues: Opponents fear this creates a "separate but equal" system where disadvantaged students are steered toward vocational paths rather than having genuine choice, potentially limiting future opportunities
  • College readiness: Students who later want to attend college may find themselves unprepared for college-level math and science, creating barriers to higher education pathways
  • Implementation ambiguity: The bill lacks detail on how schools determine which students qualify, whether parental/student consent is required, and how this affects district accountability measures

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

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