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SB 157

Education, Dept. of - As introduced, requires the department to use student performance on career readiness assessments administered to high school seniors as part of the school grading system if the department uses student performance on postsecondary readiness assessments for such purpose; directs the department to only consider student performance on the assessment type for which the student achieved the highest score for school grading purposes, if the student was administered a postsecondary readiness assessment and a career readiness assessment. - Amends TCA Title 49.

114th Regular Session (2025-2026) Introduced by Joey Hensley

Bill requires schools to include career readiness assessment scores in grading systems and only count students' highest score between the two assessment types.

Assigned to General Subcommittee of Senate Education Committee
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Bill Summary · SB 157

Legislative bill overview

SB 157 requires Tennessee's Department of Education to incorporate career readiness assessment scores into high school grading systems if postsecondary readiness assessments are already used. When students take both assessments, only their highest score counts toward school grades, creating a "best score" approach rather than averaging both measures.

Why is this important

School grades directly influence funding allocations, teacher evaluations, and public perception of educational quality. This bill could reshape how schools are assessed by valuing career-track pathways equally with college-prep pathways, potentially affecting which schools receive resources and recognition. It also incentivizes schools to offer and administer career readiness assessments to improve their grading outcomes.

Potential points of contention

  • Assessment quality and equivalency: Career readiness and postsecondary readiness assessments measure different competencies; using only the "highest score" may not provide meaningful comparison of school effectiveness across different student pathways
  • Equity concerns: If some schools have greater capacity to administer both assessments, disadvantaged schools might appear to underperform simply due to limited assessment access rather than actual student preparation
  • Accountability dilution: Allowing schools to use whichever assessment produces better results could mask genuine performance gaps rather than drive improvement across both readiness measures

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

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