Tenn. Code Ann. § 49-13-144 — TN Code / Title 49 / Chapter 13 / Section 49-13-144
Public charter schools facilities program
Status: in_force

(a) The commissioner of education is authorized to establish a public charter schools facilities program for the purpose of assisting public charter schools in acquiring and improving property to educate students, including the purchase of property, general capital improvements to existing and available buildings, assistance with any costs associated with the purchase or lease of underutilized or vacant property available pursuant to § 49-13-136 , and assistance with the repayment of debt incurred for existing capital outlay projects. (b) The commissioner may award grants and loans through the charter schools facilities program to public charter school governing bodies or charter management organizations for qualifying capital projects as determined through policies developed by the department of education. Such policies shall ensure funds are made available on an equitable basis for the benefit of public charter schools of all sizes, characteristics, geographic locations, and authorizers. (c) Subject to appropriations, a public charter schools facilities fund shall be established as a separate account in the state treasury for the purposes of funding approved projects through the public charter schools facilities program. Costs for administering the public charter schools facilities program may be funded from the public charter schools facilities program fund. Amounts remaining in the fund at the end of each fiscal year shall not revert to the general fund. Moneys in the public charter schools facilities program fund shall be invested by the state treasurer pursuant to title 9, chapter 4, part 6 for the sole benefit of the fund. Added by 2017 Tenn. Acts, ch. 307, s 23, eff. 7/1/2017.
(a) The commissioner of education is authorized to establish a public charter schools facilities program for the purpose of assisting public charter schools in acquiring and improving property to educate students, including the purchase of property, general capital improvements to existing and available buildings, assistance with any costs associated with the purchase or lease of underutilized or vacant property available pursuant to § 49-13-136 , and assistance with the repayment of debt incurred for existing capital outlay projects.
(b) The commissioner may award grants and loans through the charter schools facilities program to public charter school governing bodies or charter management organizations for qualifying capital projects as determined through policies developed by the department of education. Such policies shall ensure funds are made available on an equitable basis for the benefit of public charter schools of all sizes, characteristics, geographic locations, and authorizers.
(c) Subject to appropriations, a public charter schools facilities fund shall be established as a separate account in the state treasury for the purposes of funding approved projects through the public charter schools facilities program. Costs for administering the public charter schools facilities program may be funded from the public charter schools facilities program fund. Amounts remaining in the fund at the end of each fiscal year shall not revert to the general fund. Moneys in the public charter schools facilities program fund shall be invested by the state treasurer pursuant to title 9, chapter 4, part 6 for the sole benefit of the fund.
Added by 2017 Tenn. Acts, ch. 307, s 23, eff. 7/1/2017.
Tenn. Code Ann. § 49-50-1702 — TN Code / Title 49 / Chapter 50 / Section 49-50-1702
LEAs' duties to homeless students - Technical assistance for homeless-student liaisons
Status: in_force

(a) In accordance with the McKinney-Vento Homeless Assistance Act ( 42 U.S.C. § 11431 et seq.), LEAs must: (1) Provide educational services and support to homeless students; and (2) Designate a local liaison responsible for ensuring homeless students are identified and have a full and equal opportunity to succeed in school. (b) The department of education shall provide technical assistance to homeless-student liaisons as needed. Added by 2018 Tenn. Acts, ch. 1020,s 2, eff. 7/1/2018.
(a) In accordance with the McKinney-Vento Homeless Assistance Act ( 42 U.S.C. § 11431 et seq.), LEAs must: (1) Provide educational services and support to homeless students; and (2) Designate a local liaison responsible for ensuring homeless students are identified and have a full and equal opportunity to succeed in school.
(1) Provide educational services and support to homeless students; and
(2) Designate a local liaison responsible for ensuring homeless students are identified and have a full and equal opportunity to succeed in school.
(b) The department of education shall provide technical assistance to homeless-student liaisons as needed.
Added by 2018 Tenn. Acts, ch. 1020,s 2, eff. 7/1/2018.
Tenn. Code Ann. § 49-6-3009 — TN Code / Title 49 / Chapter 6 / Section 49-6-3009
Educational neglect - Progressive truancy plans that implement tiers of intervention - Referral to juvenile court
Status: in_force

(a) Any parent, guardian, or other person who has control of a child, and who violates this part commits educational neglect, which is a Class C misdemeanor. (b) Each day's unlawful absence constitutes a separate offense. (c) A director of schools or attendance supervisor shall devise and recommend, and the local board of education shall adopt, a progressive truancy plan that implements tiers of intervention for students who violate compulsory attendance requirements prior to the filing of a truancy petition or a criminal prosecution for educational neglect. These interventions must be designed to address student conduct related to truancy in the school setting and minimize the need for referrals to juvenile court. (d) Progressive truancy plans adopted by local boards of education pursuant to subsection (c) must be applied prior to referral to juvenile court as described in § 49-6-3007(e)(1) . Beginning with the 2021-2022 school year, progressive truancy plans must include a first tier of truancy prevention that is applicable to all enrolled students, and a second and third tier of truancy intervention required for students who have accumulated a minimum of five (5) days of unexcused absences. Beginning with the 2021-2022 school year, progressive truancy plans must meet the following requirements: (1) Tier one of the progressive truancy plan must include schoolwide, prevention-oriented supports; (2) Tier two must be implemented upon a student's accumulation of five (5) unexcused absences, as specified in the LEA's progressive truancy plan, and must include, at a minimum: (A) A conference with the student and the parent, guardian, or other person having control of the student; (B) A resulting attendance contract to be signed by the student, the parent, guardian, or other person having control of the student, and an attendance supervisor or designee. The contract must include: (i) A specific description of the school's attendance expectations for the student; (ii) The period for which the contract is in effect; and (iii) Penalties for additional absences and alleged school offenses, including additional disciplinary action and potential referral to juvenile court; (C) Regularly scheduled follow-up meetings, which may be with the student and the parent, guardian, or other person having control of the student to discuss the student's progress; (D) An individualized assessment by a school employee of the reasons a student has been absent from school; and (E) If necessary, referral of the child to counseling, community-based services, or other in-school or out-of-school services aimed at addressing the student's attendance problems; and (3) Tier three must be implemented if the truancy interventions under tier two are unsuccessful. Tier three may consist of one (1) or more of the following: (A) School-based community services; (B) Participation in a school-based restorative justice program; (C) Referral to a school-based teen court; or (D) Saturday or after-school courses designed to improve attendance and behavior. (e) In-school suspension or out-of-school suspension must not be used as part of the progressive truancy plans adopted by schools for unexcused absence from class or school. (f) (1) Notwithstanding subsections (d) and (g), if any tier of progressive truancy intervention is unsuccessful with a student and the school can document that the student's parent or guardian is unwilling to cooperate with the truancy intervention requirements outlined in the progressive truancy plan, then the director of schools, or the director's designee, may report the student's absences to the appropriate judge pursuant to subsection (g) without first having to implement subsequent intervention tiers, if any. (2) For purposes of this subsection (f), evidence of a parent's or guardian's unwillingness to cooperate with the truancy intervention requirements outlined in the progressive truancy plan includes, but is not limited to, a parent's or guardian's failure or refusal, on multiple occasions, to attend conferences, return telephone calls, attend follow-up meetings, enter into an attendance contract, or actively participate in any of the tiers of truancy intervention outlined in subsection (d) or in the local board of education's progressive truancy plan. (g) If an LEA has applied a progressive truancy plan that complies with subsection (d) and interventions under the plan have failed to meaningfully address the student's school attendance, the director of schools, after written notice to the parent, guardian, or other person having control of the student, shall report the student who is unlawfully absent from school to the appropriate judge having juvenile jurisdiction in that county. Each case must be dealt with in such manner as the judge may determine to be in the best interest of the student, consistent with §§ 37-1-132 , 37-1-168 , and 37-1-169 . In the event a student in kindergarten through grade twelve (K-12) is adjudicated to be unruly because the student has accumulated five (5) days or more of unexcused absences during any school year, the judge may assess a fine of up to fifty dollars ($50.00) or five (5) hours of community service, in the discretion of the judge, against the parent or legal guardian of the student. (h) Each referral to juvenile court for conduct described in subsection (g) and § 49-6-3007(h)(4)(D) must be accompanied by a statement from the student's school certifying that: (1) The school applied the progressive truancy interventions of the progressive truancy plan adopted under subsection (d) for the student; and (2) The progressive truancy interventions failed to meaningfully address the student's school attendance. (i) A court shall dismiss a complaint or referral made by an LEA under this section that is not made in compliance with subsection (h). (j) Notwithstanding any other law, each LEA having previously adopted an effective progressive truancy intervention program that substantially conforms to this section may present the intervention program to the commissioner of education for approval in lieu of strict compliance with this section. If the commissioner does not approve the intervention plan, the LEA shall modify the plan according to the commissioner's recommendations and resubmit the revised plan for approval by the commissioner. (k) Each head of school of a nonpublic or church-related school shall recommend, and the governing board of the school shall adopt, a policy addressing compulsory attendance and truancy that describes the interventions that the school will employ for violations of the compulsory attendance laws. The policy shall provide that the director of schools or the attendance supervisor in the LEA where the student's home of record is located will be notified in the event that a student at a nonpublic or church-related school is expelled or withdraws from school. (l) Parents, guardians, or other persons having control of a student who is required to attend remedial instruction under § 49-6-3021 commit educational neglect, as defined in subsection (a), if the student is truant from the instruction. (m) For purposes of this section, all references to "intervention," "truancy intervention," or "progressive truancy intervention" are deemed references to the truancy interventions of the second and third tiers of a progressive truancy plan. Amended by 2021 Tenn. Acts, ch. 223, Secs.s5, s6, s7, s8, s9, s10 eff. 7/1/2021. Amended by 2021 Tenn. Acts, ch. 223, s 4, eff. 7/1/2021. Amended by 2020 Tenn. Acts, ch. 748, s 1, eff. 8/1/2020. Amended by 2018 Tenn. Acts, ch. 958, s 3, eff. 7/1/2018. Amended by 2017 Tenn. Acts, ch. 379, s 4, eff. 7/1/2018. Amended by 2013 Tenn. Acts, ch. 304, s 2, eff. 7/1/2013. Acts 1947, ch. 87, § 16; C. Supp. 1950, § 2442.16; T.C.A. (orig. ed.), § 49-1723; Acts 1989, ch. 591, § 113; 2010 , ch. 929, § 1; 2011 , ch. 220, §§ 1, 2.
(a) Any parent, guardian, or other person who has control of a child, and who violates this part commits educational neglect, which is a Class C misdemeanor.
(b) Each day's unlawful absence constitutes a separate offense.
(c) A director of schools or attendance supervisor shall devise and recommend, and the local board of education shall adopt, a progressive truancy plan that implements tiers of intervention for students who violate compulsory attendance requirements prior to the filing of a truancy petition or a criminal prosecution for educational neglect. These interventions must be designed to address student conduct related to truancy in the school setting and minimize the need for referrals to juvenile court.
(d) Progressive truancy plans adopted by local boards of education pursuant to subsection (c) must be applied prior to referral to juvenile court as described in § 49-6-3007(e)(1) . Beginning with the 2021-2022 school year, progressive truancy plans must include a first tier of truancy prevention that is applicable to all enrolled students, and a second and third tier of truancy intervention required for students who have accumulated a minimum of five (5) days of unexcused absences. Beginning with the 2021-2022 school year, progressive truancy plans must meet the following requirements: (1) Tier one of the progressive truancy plan must include schoolwide, prevention-oriented supports; (2) Tier two must be implemented upon a student's accumulation of five (5) unexcused absences, as specified in the LEA's progressive truancy plan, and must include, at a minimum: (A) A conference with the student and the parent, guardian, or other person having control of the student; (B) A resulting attendance contract to be signed by the student, the parent, guardian, or other person having control of the student, and an attendance supervisor or designee. The contract must include: (i) A specific description of the school's attendance expectations for the student; (ii) The period for which the contract is in effect; and (iii) Penalties for additional absences and alleged school offenses, including additional disciplinary action and potential referral to juvenile court; (C) Regularly scheduled follow-up meetings, which may be with the student and the parent, guardian, or other person having control of the student to discuss the student's progress; (D) An individualized assessment by a school employee of the reasons a student has been absent from school; and (E) If necessary, referral of the child to counseling, community-based services, or other in-school or out-of-school services aimed at addressing the student's attendance problems; and (3) Tier three must be implemented if the truancy interventions under tier two are unsuccessful. Tier three may consist of one (1) or more of the following: (A) School-based community services; (B) Participation in a school-based restorative justice program; (C) Referral to a school-based teen court; or (D) Saturday or after-school courses designed to improve attendance and behavior.
(1) Tier one of the progressive truancy plan must include schoolwide, prevention-oriented supports;
(2) Tier two must be implemented upon a student's accumulation of five (5) unexcused absences, as specified in the LEA's progressive truancy plan, and must include, at a minimum: (A) A conference with the student and the parent, guardian, or other person having control of the student; (B) A resulting attendance contract to be signed by the student, the parent, guardian, or other person having control of the student, and an attendance supervisor or designee. The contract must include: (i) A specific description of the school's attendance expectations for the student; (ii) The period for which the contract is in effect; and (iii) Penalties for additional absences and alleged school offenses, including additional disciplinary action and potential referral to juvenile court; (C) Regularly scheduled follow-up meetings, which may be with the student and the parent, guardian, or other person having control of the student to discuss the student's progress; (D) An individualized assessment by a school employee of the reasons a student has been absent from school; and (E) If necessary, referral of the child to counseling, community-based services, or other in-school or out-of-school services aimed at addressing the student's attendance problems; and
(A) A conference with the student and the parent, guardian, or other person having control of the student;
(B) A resulting attendance contract to be signed by the student, the parent, guardian, or other person having control of the student, and an attendance supervisor or designee. The contract must include: (i) A specific description of the school's attendance expectations for the student; (ii) The period for which the contract is in effect; and (iii) Penalties for additional absences and alleged school offenses, including additional disciplinary action and potential referral to juvenile court;
(i) A specific description of the school's attendance expectations for the student;
(ii) The period for which the contract is in effect; and
(iii) Penalties for additional absences and alleged school offenses, including additional disciplinary action and potential referral to juvenile court;
(C) Regularly scheduled follow-up meetings, which may be with the student and the parent, guardian, or other person having control of the student to discuss the student's progress;
(D) An individualized assessment by a school employee of the reasons a student has been absent from school; and
(E) If necessary, referral of the child to counseling, community-based services, or other in-school or out-of-school services aimed at addressing the student's attendance problems; and
(3) Tier three must be implemented if the truancy interventions under tier two are unsuccessful. Tier three may consist of one (1) or more of the following: (A) School-based community services; (B) Participation in a school-based restorative justice program; (C) Referral to a school-based teen court; or (D) Saturday or after-school courses designed to improve attendance and behavior.
(A) School-based community services;
(B) Participation in a school-based restorative justice program;
(C) Referral to a school-based teen court; or
(D) Saturday or after-school courses designed to improve attendance and behavior.
(e) In-school suspension or out-of-school suspension must not be used as part of the progressive truancy plans adopted by schools for unexcused absence from class or school.
(f) (1) Notwithstanding subsections (d) and (g), if any tier of progressive truancy intervention is unsuccessful with a student and the school can document that the student's parent or guardian is unwilling to cooperate with the truancy intervention requirements outlined in the progressive truancy plan, then the director of schools, or the director's designee, may report the student's absences to the appropriate judge pursuant to subsection (g) without first having to implement subsequent intervention tiers, if any. (2) For purposes of this subsection (f), evidence of a parent's or guardian's unwillingness to cooperate with the truancy intervention requirements outlined in the progressive truancy plan includes, but is not limited to, a parent's or guardian's failure or refusal, on multiple occasions, to attend conferences, return telephone calls, attend follow-up meetings, enter into an attendance contract, or actively participate in any of the tiers of truancy intervention outlined in subsection (d) or in the local board of education's progressive truancy plan.
(1) Notwithstanding subsections (d) and (g), if any tier of progressive truancy intervention is unsuccessful with a student and the school can document that the student's parent or guardian is unwilling to cooperate with the truancy intervention requirements outlined in the progressive truancy plan, then the director of schools, or the director's designee, may report the student's absences to the appropriate judge pursuant to subsection (g) without first having to implement subsequent intervention tiers, if any.
(2) For purposes of this subsection (f), evidence of a parent's or guardian's unwillingness to cooperate with the truancy intervention requirements outlined in the progressive truancy plan includes, but is not limited to, a parent's or guardian's failure or refusal, on multiple occasions, to attend conferences, return telephone calls, attend follow-up meetings, enter into an attendance contract, or actively participate in any of the tiers of truancy intervention outlined in subsection (d) or in the local board of education's progressive truancy plan.
(g) If an LEA has applied a progressive truancy plan that complies with subsection (d) and interventions under the plan have failed to meaningfully address the student's school attendance, the director of schools, after written notice to the parent, guardian, or other person having control of the student, shall report the student who is unlawfully absent from school to the appropriate judge having juvenile jurisdiction in that county. Each case must be dealt with in such manner as the judge may determine to be in the best interest of the student, consistent with §§ 37-1-132 , 37-1-168 , and 37-1-169 . In the event a student in kindergarten through grade twelve (K-12) is adjudicated to be unruly because the student has accumulated five (5) days or more of unexcused absences during any school year, the judge may assess a fine of up to fifty dollars ($50.00) or five (5) hours of community service, in the discretion of the judge, against the parent or legal guardian of the student.
(h) Each referral to juvenile court for conduct described in subsection (g) and § 49-6-3007(h)(4)(D) must be accompanied by a statement from the student's school certifying that: (1) The school applied the progressive truancy interventions of the progressive truancy plan adopted under subsection (d) for the student; and (2) The progressive truancy interventions failed to meaningfully address the student's school attendance.
(1) The school applied the progressive truancy interventions of the progressive truancy plan adopted under subsection (d) for the student; and
(2) The progressive truancy interventions failed to meaningfully address the student's school attendance.
(i) A court shall dismiss a complaint or referral made by an LEA under this section that is not made in compliance with subsection (h).
(j) Notwithstanding any other law, each LEA having previously adopted an effective progressive truancy intervention program that substantially conforms to this section may present the intervention program to the commissioner of education for approval in lieu of strict compliance with this section. If the commissioner does not approve the intervention plan, the LEA shall modify the plan according to the commissioner's recommendations and resubmit the revised plan for approval by the commissioner.
(k) Each head of school of a nonpublic or church-related school shall recommend, and the governing board of the school shall adopt, a policy addressing compulsory attendance and truancy that describes the interventions that the school will employ for violations of the compulsory attendance laws. The policy shall provide that the director of schools or the attendance supervisor in the LEA where the student's home of record is located will be notified in the event that a student at a nonpublic or church-related school is expelled or withdraws from school.
(l) Parents, guardians, or other persons having control of a student who is required to attend remedial instruction under § 49-6-3021 commit educational neglect, as defined in subsection (a), if the student is truant from the instruction.
(m) For purposes of this section, all references to "intervention," "truancy intervention," or "progressive truancy intervention" are deemed references to the truancy interventions of the second and third tiers of a progressive truancy plan.
Amended by 2021 Tenn. Acts, ch. 223, Secs.s5, s6, s7, s8, s9, s10 eff. 7/1/2021.
Amended by 2021 Tenn. Acts, ch. 223, s 4, eff. 7/1/2021.
Amended by 2020 Tenn. Acts, ch. 748, s 1, eff. 8/1/2020.
Amended by 2018 Tenn. Acts, ch. 958, s 3, eff. 7/1/2018.
Amended by 2017 Tenn. Acts, ch. 379, s 4, eff. 7/1/2018.
Amended by 2013 Tenn. Acts, ch. 304, s 2, eff. 7/1/2013.
Acts 1947, ch. 87, § 16; C. Supp. 1950, § 2442.16; T.C.A. (orig. ed.), § 49-1723; Acts 1989, ch. 591, § 113; 2010 , ch. 929, § 1; 2011 , ch. 220, §§ 1, 2.
Tenn. Code Ann. § 49-8-1305 — TN Code / Title 49 / Chapter 8 / Section 49-8-1305
Continuation of legal and contractual rights and obligations
Status: in_force

Any legal or contractual rights, duties, obligations or evidences of debt of the Nashville State Technical Community College shall not be modified, altered, amended or abridged by this part and shall become the rights, duties or obligations of the Nashville State Community College. Acts 2002, ch. 618, § 2; 2009, ch. 352, § 5.
Any legal or contractual rights, duties, obligations or evidences of debt of the Nashville State Technical Community College shall not be modified, altered, amended or abridged by this part and shall become the rights, duties or obligations of the Nashville State Community College.
Acts 2002, ch. 618, § 2; 2009, ch. 352, § 5.
Tenn. Code Ann. § 49-5-5616 — TN Code / Title 49 / Chapter 5 / Section 49-5-5616
Report of state-board-of-education approved teacher preparation program
Status: in_force

(a) Each state-board-of-education approved teacher preparation program shall report for each school year: (1) The number of its program completers who, in the completer's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the completer's overall evaluation. The report shall be filed with the Tennessee higher education commission, the state board of education, and the chairs of the education committees of the senate and house of representatives. The state board of education may include this information in its annual teacher preparation report card prepared pursuant to § 49-5-108 ; and (2) The estimated cost to the institution of providing remediation to a teacher who completed its state-board-of-education approved teacher preparation program and who, in the teacher's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the teacher's overall evaluation and who has been recommended for remediation by the teacher's director of schools, or the director's designee. The report shall detail the estimated costs of providing remediation in person, remotely, or online. (b) Notwithstanding subsection (a), if a state-board-of-education approved teacher preparation program reports, for any school year, no more than ten (10) program completers who, in the completer's first year of service as a teacher of record, receive a score of "below expectations" or "significantly below expectations" on the completer's overall evaluation, then that data shall not be made publicly available in order to safeguard the privacy of individual teacher data. (c) The general assembly encourages each state-board-of-education approved teacher preparation program to collaborate with the program's primary partnership local education agencies to support its program completers who are in the completers' first year of service as a teacher of record in kindergarten through grade twelve (K-12) schools. Acts 2018 , ch. 1036, § 1.
(a) Each state-board-of-education approved teacher preparation program shall report for each school year: (1) The number of its program completers who, in the completer's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the completer's overall evaluation. The report shall be filed with the Tennessee higher education commission, the state board of education, and the chairs of the education committees of the senate and house of representatives. The state board of education may include this information in its annual teacher preparation report card prepared pursuant to § 49-5-108 ; and (2) The estimated cost to the institution of providing remediation to a teacher who completed its state-board-of-education approved teacher preparation program and who, in the teacher's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the teacher's overall evaluation and who has been recommended for remediation by the teacher's director of schools, or the director's designee. The report shall detail the estimated costs of providing remediation in person, remotely, or online.
(1) The number of its program completers who, in the completer's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the completer's overall evaluation. The report shall be filed with the Tennessee higher education commission, the state board of education, and the chairs of the education committees of the senate and house of representatives. The state board of education may include this information in its annual teacher preparation report card prepared pursuant to § 49-5-108 ; and
(2) The estimated cost to the institution of providing remediation to a teacher who completed its state-board-of-education approved teacher preparation program and who, in the teacher's first year of service as a teacher of record, received a score of "below expectations" or "significantly below expectations" on the teacher's overall evaluation and who has been recommended for remediation by the teacher's director of schools, or the director's designee. The report shall detail the estimated costs of providing remediation in person, remotely, or online.
(b) Notwithstanding subsection (a), if a state-board-of-education approved teacher preparation program reports, for any school year, no more than ten (10) program completers who, in the completer's first year of service as a teacher of record, receive a score of "below expectations" or "significantly below expectations" on the completer's overall evaluation, then that data shall not be made publicly available in order to safeguard the privacy of individual teacher data.
(c) The general assembly encourages each state-board-of-education approved teacher preparation program to collaborate with the program's primary partnership local education agencies to support its program completers who are in the completers' first year of service as a teacher of record in kindergarten through grade twelve (K-12) schools.
Acts 2018 , ch. 1036, § 1.
Tenn. Code Ann. § 49-6-1207 — TN Code / Title 49 / Chapter 6 / Section 49-6-1207
Elective credits in association with nonprofit organizations
Status: in_force

(a) LEAs are authorized to offer elective credits or credits in the technical prep high school curriculum through cooperative agreements with nonprofit organizations under the following terms and conditions: (1) The local board of education must approve all cooperative agreements, which must be in writing and must include, but not be limited to: (A) The name of the course; (B) The minimum number of student contact hours; (C) Whether the course is offered as an elective or as part of the technical prep high school curriculum; (D) The qualifications of the instructor; and (E) Any funding provided to the nonprofit organization by the local board of education; (2) Only courses for which no state board of education approved teaching endorsement exists may be approved for credit under this section; (3) Local boards of education may enter into such agreements only with nonprofit organizations that are located in the geographical area served by the LEA and whose primary purpose is to promote educational programs with an emphasis on state-of-the-art technology; (4) Any course offered under this section must have prior approval of the department of education acting in accordance with the state board of education policy on special courses; and (5) Any funding provided to a nonprofit organization under this section shall not exceed, on a per pupil basis, the regular tuition charged other attendees for the same or similar classes. (b) It is the intention and purpose of the general assembly that LEAs be authorized and encouraged to work with local nonprofit educational organizations to offer classes for high school credit in areas where no teaching endorsement is recognized. Further, it is the intention and purpose of the general assembly that the primary emphasis of courses offered under this section be technology-based courses, including, but not limited to, industry recognized certifications in areas such as software engineering, computer programming, computer graphics and design and computer-aided design. (c) The local board of education shall not enter into agreements under this section if the agreements directly result in the elimination of an existing course offering of the local board of education. Acts 2001, ch. 335, § 1.
(a) LEAs are authorized to offer elective credits or credits in the technical prep high school curriculum through cooperative agreements with nonprofit organizations under the following terms and conditions: (1) The local board of education must approve all cooperative agreements, which must be in writing and must include, but not be limited to: (A) The name of the course; (B) The minimum number of student contact hours; (C) Whether the course is offered as an elective or as part of the technical prep high school curriculum; (D) The qualifications of the instructor; and (E) Any funding provided to the nonprofit organization by the local board of education; (2) Only courses for which no state board of education approved teaching endorsement exists may be approved for credit under this section; (3) Local boards of education may enter into such agreements only with nonprofit organizations that are located in the geographical area served by the LEA and whose primary purpose is to promote educational programs with an emphasis on state-of-the-art technology; (4) Any course offered under this section must have prior approval of the department of education acting in accordance with the state board of education policy on special courses; and (5) Any funding provided to a nonprofit organization under this section shall not exceed, on a per pupil basis, the regular tuition charged other attendees for the same or similar classes.
(1) The local board of education must approve all cooperative agreements, which must be in writing and must include, but not be limited to: (A) The name of the course; (B) The minimum number of student contact hours; (C) Whether the course is offered as an elective or as part of the technical prep high school curriculum; (D) The qualifications of the instructor; and (E) Any funding provided to the nonprofit organization by the local board of education;
(A) The name of the course;
(B) The minimum number of student contact hours;
(C) Whether the course is offered as an elective or as part of the technical prep high school curriculum;
(D) The qualifications of the instructor; and
(E) Any funding provided to the nonprofit organization by the local board of education;
(2) Only courses for which no state board of education approved teaching endorsement exists may be approved for credit under this section;
(3) Local boards of education may enter into such agreements only with nonprofit organizations that are located in the geographical area served by the LEA and whose primary purpose is to promote educational programs with an emphasis on state-of-the-art technology;
(4) Any course offered under this section must have prior approval of the department of education acting in accordance with the state board of education policy on special courses; and
(5) Any funding provided to a nonprofit organization under this section shall not exceed, on a per pupil basis, the regular tuition charged other attendees for the same or similar classes.
(b) It is the intention and purpose of the general assembly that LEAs be authorized and encouraged to work with local nonprofit educational organizations to offer classes for high school credit in areas where no teaching endorsement is recognized. Further, it is the intention and purpose of the general assembly that the primary emphasis of courses offered under this section be technology-based courses, including, but not limited to, industry recognized certifications in areas such as software engineering, computer programming, computer graphics and design and computer-aided design.
(c) The local board of education shall not enter into agreements under this section if the agreements directly result in the elimination of an existing course offering of the local board of education.
Acts 2001, ch. 335, § 1.
Tenn. Code Ann. § 49-5-204 — TN Code / Title 49 / Chapter 5 / Section 49-5-204
Tuition reimbursement for licensing renewal courses
Status: in_force

(a) Any educator required to complete one (1) academic course or one (1) professional education course focusing on methodology or teaching skills as part of the license renewal process shall be eligible for tuition reimbursement for course work taken at a state-supported or a private college or university at a rate not to exceed the maximum rate that would be charged for that course work, or similar course work, at a state-supported college or university, upon successful completion of the course work and submission of a transcript to the department of education. (b) For purposes of this section, "educator" means any teacher, principal, supervisor or other individual required by law to hold a valid license of qualification for employment in the public schools of this state. Acts 1986, ch. 841, § 1; 1987, ch. 26, § 2; 1987, ch. 308, § 21.
(a) Any educator required to complete one (1) academic course or one (1) professional education course focusing on methodology or teaching skills as part of the license renewal process shall be eligible for tuition reimbursement for course work taken at a state-supported or a private college or university at a rate not to exceed the maximum rate that would be charged for that course work, or similar course work, at a state-supported college or university, upon successful completion of the course work and submission of a transcript to the department of education.
(b) For purposes of this section, "educator" means any teacher, principal, supervisor or other individual required by law to hold a valid license of qualification for employment in the public schools of this state.
Acts 1986, ch. 841, § 1; 1987, ch. 26, § 2; 1987, ch. 308, § 21.
Tenn. Code Ann. § 49-7-188 — TN Code / Title 49 / Chapter 7 / Section 49-7-188
Research security policy for public institutions - Institution of policy - Policy requirements - Compliance report
Status: in_force

(a) Each public institution of higher education shall safeguard its academic research from foreign adversaries by establishing a research security policy that promotes a security culture, furthers national security interests, and mitigates threats to the integrity and conduct of the institution's research against undue foreign influence. Each institution shall implement a research security policy no later than January 1, 2025, and make the policy readily available on the institution's website. (b) Each research security policy must: (1) Comply with all applicable legal, regulatory, and contractual standards and requirements for securing and protecting the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, and its applicable internal components; (2) Promote an institutional culture of compliance with the institution's research security policy consistent with federal regulations to ensure that the institution maintains eligibility for federal funding, including, as applicable, federal risk mitigation requirements pertaining to standardized disclosures, cybersecurity, foreign travel security, insider threats, and export controls; (3) Address: (A) Efforts to maintain publicly accessible contact information; (B) Processes to regularly update the institution's research security policy; and (C) The establishment of internal processes to ensure compliance with, and reporting within, the institution's research security policy; (4) Distribution of communications, state and federal, on research security matters concerning the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, institutes, and its applicable internal components; and (5) Processes to identify and address compliance concerns at the institution that are consistent with the institution's research security policy. (c) The governing board of each public institution of higher education shall submit a report on the institution's compliance with this section no later than July 1, 2025, to the chairs of the education committee of the senate and the education committees of the house of representatives. Added by 2024 Tenn. Acts, ch. 955,s 1, eff. 7/1/2024.
(a) Each public institution of higher education shall safeguard its academic research from foreign adversaries by establishing a research security policy that promotes a security culture, furthers national security interests, and mitigates threats to the integrity and conduct of the institution's research against undue foreign influence. Each institution shall implement a research security policy no later than January 1, 2025, and make the policy readily available on the institution's website.
(b) Each research security policy must: (1) Comply with all applicable legal, regulatory, and contractual standards and requirements for securing and protecting the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, and its applicable internal components; (2) Promote an institutional culture of compliance with the institution's research security policy consistent with federal regulations to ensure that the institution maintains eligibility for federal funding, including, as applicable, federal risk mitigation requirements pertaining to standardized disclosures, cybersecurity, foreign travel security, insider threats, and export controls; (3) Address: (A) Efforts to maintain publicly accessible contact information; (B) Processes to regularly update the institution's research security policy; and (C) The establishment of internal processes to ensure compliance with, and reporting within, the institution's research security policy; (4) Distribution of communications, state and federal, on research security matters concerning the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, institutes, and its applicable internal components; and (5) Processes to identify and address compliance concerns at the institution that are consistent with the institution's research security policy.
(1) Comply with all applicable legal, regulatory, and contractual standards and requirements for securing and protecting the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, and its applicable internal components;
(2) Promote an institutional culture of compliance with the institution's research security policy consistent with federal regulations to ensure that the institution maintains eligibility for federal funding, including, as applicable, federal risk mitigation requirements pertaining to standardized disclosures, cybersecurity, foreign travel security, insider threats, and export controls;
(3) Address: (A) Efforts to maintain publicly accessible contact information; (B) Processes to regularly update the institution's research security policy; and (C) The establishment of internal processes to ensure compliance with, and reporting within, the institution's research security policy;
(A) Efforts to maintain publicly accessible contact information;
(B) Processes to regularly update the institution's research security policy; and
(C) The establishment of internal processes to ensure compliance with, and reporting within, the institution's research security policy;
(4) Distribution of communications, state and federal, on research security matters concerning the institution's academic research enterprise, including, as applicable, any research involving the institution, its campuses, institutes, and its applicable internal components; and
(5) Processes to identify and address compliance concerns at the institution that are consistent with the institution's research security policy.
(c) The governing board of each public institution of higher education shall submit a report on the institution's compliance with this section no later than July 1, 2025, to the chairs of the education committee of the senate and the education committees of the house of representatives.
Added by 2024 Tenn. Acts, ch. 955,s 1, eff. 7/1/2024.
Tenn. Code Ann. § 49-7-2206 — TN Code / Title 49 / Chapter 7 / Section 49-7-2206
Crime records to be kept by colleges and universities
Status: in_force

Each institution of higher education that maintains either a police or security department comprised of state, private or contract employees shall make, keep and maintain a daily log, written in a form that can be easily understood, recording in chronological order all crimes against persons or property reported to its police or security department, the date, time and general location of the crimes and, if an arrest has been made, the names and addresses of all persons arrested and charges against the persons arrested. This section shall not be construed to require an institution to identify in its log, unless otherwise provided by law, the names of the persons reporting the crime, the victim or victims, any witnesses or suspects who have not been arrested or other information relating to any investigation of the crime. All entries in the daily logs shall, unless otherwise provided by state or federal law, be open to inspection without charge to the public during regular business hours. Acts 1993, ch. 354, § 2.
Each institution of higher education that maintains either a police or security department comprised of state, private or contract employees shall make, keep and maintain a daily log, written in a form that can be easily understood, recording in chronological order all crimes against persons or property reported to its police or security department, the date, time and general location of the crimes and, if an arrest has been made, the names and addresses of all persons arrested and charges against the persons arrested. This section shall not be construed to require an institution to identify in its log, unless otherwise provided by law, the names of the persons reporting the crime, the victim or victims, any witnesses or suspects who have not been arrested or other information relating to any investigation of the crime. All entries in the daily logs shall, unless otherwise provided by state or federal law, be open to inspection without charge to the public during regular business hours.
Acts 1993, ch. 354, § 2.
Tenn. Code Ann. § 49-7-2802 — TN Code / Title 49 / Chapter 7 / Section 49-7-2802
Compensation for use of intercollegiate athlete's name, image, or likeness
Status: in_force

(a) An intercollegiate athlete may earn compensation and perform diligence for the use of the intercollegiate athlete's own name, image, or likeness. An intercollegiate athletic association shall not unfairly restrict an intercollegiate athlete's ability to earn compensation for, or perform diligence related to, the intercollegiate athlete's name, image, or likeness rights. (b) (1) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, shall not compensate an intercollegiate athlete for the intercollegiate athlete's name, image, or likeness unless expressly permitted by federal law, a court order, or the institution's athletic association; provided, that no athletic association shall, in any way, abridge an individual's property rights under title 47, chapter 25, part 11, or restrict an intercollegiate athlete's ability to earn compensation, obtain representation, or perform diligence for the same under this part. (2) Neither a grant-in-aid for athletics awarded to an intercollegiate athlete by an institution, including the cost of attendance, nor an institution's involvement in support of name, image, or likeness activities under this part constitutes compensation to, or representation of, an intercollegiate athlete by the institution for purposes of this part so long as the institution does not coerce, compel, or interfere with an intercollegiate athlete's decision to earn compensation from or obtain representation in connection with a specific name, image, or likeness opportunity. (c) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, must not be held liable to a third party or an intercollegiate athlete for any damages, losses, or claims of any kind resulting from, or related to, its good faith decisions, actions, or involvement in name, image, or likeness activities taken in the course of its participation in intercollegiate athletics. (d) Intercollegiate athletes who earn compensation for the use of the athlete's name, image, or likeness must disclose any agreement and the terms of such agreement to the institution and file annual reports with the institution in which they are enrolled, at a time and in a manner designated by the institution. The report must include the identities of entities or persons who provide compensation to the intercollegiate athlete, the amount of compensation received from each person or entity, and any other information the institution deems relevant for determining such identities and compensation. (e) An institution shall not adopt or maintain a rule, regulation, standard, or other requirement that prevents or unduly restricts an intercollegiate athlete from earning compensation for the use of the athlete's name, image, or likeness. Any diligence performed or compensation earned does not affect the intercollegiate athlete's grant-in-aid or athletic eligibility. To the extent that intercollegiate athletes receive need-based financial aid, an institution may adjust an intercollegiate athlete's need-based financial aid as a result of compensation earned for the athlete's name, image, or likeness in the same manner as the institution would for other students with equivalent levels of financial need. (f) An institution may adopt reasonable time, place, and manner restrictions to prevent an intercollegiate athlete's name, image, or likeness activities from interfering with team activities, the institution's operations, or the use of the institution's facilities. (g) (1) An institution may prohibit an intercollegiate athlete's involvement in name, image, and likeness activities that are reasonably considered to be in conflict with the values of the institution. (2) An institution may prohibit use of the institution's intellectual property, including, but not limited to, its trademarks, trade dress, and copyrights, by the institution's intercollegiate athletes in the athletes' personal name, image, and likeness activities. (3) Intercollegiate athletes are prohibited from involvement in name, image, or likeness activities that promote gambling, tobacco, alcohol, and adult entertainment. (h) (1) An intercollegiate athlete may obtain representation by a third party, including, but not limited to, an athlete agent, for the purpose of performing diligence and securing compensation for the use of the athlete's name, image, or likeness. Any third-party representative of an intercollegiate athlete under this part is a fiduciary for the represented intercollegiate athlete. All athlete agents who represent intercollegiate athletes under this part for purposes of securing compensation for the use of the athlete's name, image, or likeness must be licensed under § 49-7-2104 , and must satisfy the requirements of chapter 7, part 21 of this title. If the athlete's representative is an attorney who represents an intercollegiate athlete for purposes of performing diligence and securing compensation for the use of the athlete's name, image, or likeness, then the attorney must be active and in good standing with the board of professional responsibility or equivalent entity in the state in which the attorney is licensed. (2) Parents, siblings, grandparents, spouses, and legal guardians of an intercollegiate athlete who represent the intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not considered to be athlete agents for purposes of this part and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter. (3) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, who assist, facilitate, or otherwise provide support to an intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not and must not be considered to be athlete agents for purposes of this part, and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter; provided, that such individual does not have a direct pecuniary or financial interest in the terms of the student athlete's compensation. (i) (1) An intercollegiate athlete or the athlete's representative shall not enter into an agreement for compensation for the use of the athlete's name, image, or likeness if the agreement conflicts or unreasonably competes with the terms of an existing agreement entered into by the institution the athlete attends. (2) The institution asserting a conflict or unreasonable competition under this subsection (i) shall disclose the relevant terms of the institution's existing agreement that conflicts or unreasonably competes with the athlete's agreement to the intercollegiate athlete or the athlete's representative. (j) Any agreement entered into by an intercollegiate athlete under eighteen (18) years of age for the use of the athlete's name, image, or likeness must be in accordance with the Tennessee Protection of Minor Performers Act, compiled in title 50, chapter 5, part 2. (k) An agreement for representation of an intercollegiate athlete or to compensate for the use of an intercollegiate athlete's name, image, or likeness must not be in effect any longer than the duration of the athlete's participation in an athletic program at an institution. (l) Institutions shall conduct a financial literacy workshop for intercollegiate athletes during the athlete's first full-time term of enrollment. The workshop must cover, at a minimum, information related to the requirements of this part, budgeting, and debt management. An institution may contract with qualified persons or entities to conduct the workshop. Amended by 2024 Tenn. Acts, ch. 823,s 1, eff. 5/1/2024. Amended by 2022 Tenn. Acts, ch. 845, Secs.s 1, s 2, s 3, s 4 eff. 4/20/2022. Added by 2021 Tenn. Acts, ch. 400, s 1, eff. 1/1/2022.
(a) An intercollegiate athlete may earn compensation and perform diligence for the use of the intercollegiate athlete's own name, image, or likeness. An intercollegiate athletic association shall not unfairly restrict an intercollegiate athlete's ability to earn compensation for, or perform diligence related to, the intercollegiate athlete's name, image, or likeness rights.
(b) (1) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, shall not compensate an intercollegiate athlete for the intercollegiate athlete's name, image, or likeness unless expressly permitted by federal law, a court order, or the institution's athletic association; provided, that no athletic association shall, in any way, abridge an individual's property rights under title 47, chapter 25, part 11, or restrict an intercollegiate athlete's ability to earn compensation, obtain representation, or perform diligence for the same under this part. (2) Neither a grant-in-aid for athletics awarded to an intercollegiate athlete by an institution, including the cost of attendance, nor an institution's involvement in support of name, image, or likeness activities under this part constitutes compensation to, or representation of, an intercollegiate athlete by the institution for purposes of this part so long as the institution does not coerce, compel, or interfere with an intercollegiate athlete's decision to earn compensation from or obtain representation in connection with a specific name, image, or likeness opportunity.
(1) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, shall not compensate an intercollegiate athlete for the intercollegiate athlete's name, image, or likeness unless expressly permitted by federal law, a court order, or the institution's athletic association; provided, that no athletic association shall, in any way, abridge an individual's property rights under title 47, chapter 25, part 11, or restrict an intercollegiate athlete's ability to earn compensation, obtain representation, or perform diligence for the same under this part.
(2) Neither a grant-in-aid for athletics awarded to an intercollegiate athlete by an institution, including the cost of attendance, nor an institution's involvement in support of name, image, or likeness activities under this part constitutes compensation to, or representation of, an intercollegiate athlete by the institution for purposes of this part so long as the institution does not coerce, compel, or interfere with an intercollegiate athlete's decision to earn compensation from or obtain representation in connection with a specific name, image, or likeness opportunity.
(c) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, must not be held liable to a third party or an intercollegiate athlete for any damages, losses, or claims of any kind resulting from, or related to, its good faith decisions, actions, or involvement in name, image, or likeness activities taken in the course of its participation in intercollegiate athletics.
(d) Intercollegiate athletes who earn compensation for the use of the athlete's name, image, or likeness must disclose any agreement and the terms of such agreement to the institution and file annual reports with the institution in which they are enrolled, at a time and in a manner designated by the institution. The report must include the identities of entities or persons who provide compensation to the intercollegiate athlete, the amount of compensation received from each person or entity, and any other information the institution deems relevant for determining such identities and compensation.
(e) An institution shall not adopt or maintain a rule, regulation, standard, or other requirement that prevents or unduly restricts an intercollegiate athlete from earning compensation for the use of the athlete's name, image, or likeness. Any diligence performed or compensation earned does not affect the intercollegiate athlete's grant-in-aid or athletic eligibility. To the extent that intercollegiate athletes receive need-based financial aid, an institution may adjust an intercollegiate athlete's need-based financial aid as a result of compensation earned for the athlete's name, image, or likeness in the same manner as the institution would for other students with equivalent levels of financial need.
(f) An institution may adopt reasonable time, place, and manner restrictions to prevent an intercollegiate athlete's name, image, or likeness activities from interfering with team activities, the institution's operations, or the use of the institution's facilities.
(g) (1) An institution may prohibit an intercollegiate athlete's involvement in name, image, and likeness activities that are reasonably considered to be in conflict with the values of the institution. (2) An institution may prohibit use of the institution's intellectual property, including, but not limited to, its trademarks, trade dress, and copyrights, by the institution's intercollegiate athletes in the athletes' personal name, image, and likeness activities. (3) Intercollegiate athletes are prohibited from involvement in name, image, or likeness activities that promote gambling, tobacco, alcohol, and adult entertainment.
(1) An institution may prohibit an intercollegiate athlete's involvement in name, image, and likeness activities that are reasonably considered to be in conflict with the values of the institution.
(2) An institution may prohibit use of the institution's intellectual property, including, but not limited to, its trademarks, trade dress, and copyrights, by the institution's intercollegiate athletes in the athletes' personal name, image, and likeness activities.
(3) Intercollegiate athletes are prohibited from involvement in name, image, or likeness activities that promote gambling, tobacco, alcohol, and adult entertainment.
(h) (1) An intercollegiate athlete may obtain representation by a third party, including, but not limited to, an athlete agent, for the purpose of performing diligence and securing compensation for the use of the athlete's name, image, or likeness. Any third-party representative of an intercollegiate athlete under this part is a fiduciary for the represented intercollegiate athlete. All athlete agents who represent intercollegiate athletes under this part for purposes of securing compensation for the use of the athlete's name, image, or likeness must be licensed under § 49-7-2104 , and must satisfy the requirements of chapter 7, part 21 of this title. If the athlete's representative is an attorney who represents an intercollegiate athlete for purposes of performing diligence and securing compensation for the use of the athlete's name, image, or likeness, then the attorney must be active and in good standing with the board of professional responsibility or equivalent entity in the state in which the attorney is licensed. (2) Parents, siblings, grandparents, spouses, and legal guardians of an intercollegiate athlete who represent the intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not considered to be athlete agents for purposes of this part and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter. (3) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, who assist, facilitate, or otherwise provide support to an intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not and must not be considered to be athlete agents for purposes of this part, and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter; provided, that such individual does not have a direct pecuniary or financial interest in the terms of the student athlete's compensation.
(1) An intercollegiate athlete may obtain representation by a third party, including, but not limited to, an athlete agent, for the purpose of performing diligence and securing compensation for the use of the athlete's name, image, or likeness. Any third-party representative of an intercollegiate athlete under this part is a fiduciary for the represented intercollegiate athlete. All athlete agents who represent intercollegiate athletes under this part for purposes of securing compensation for the use of the athlete's name, image, or likeness must be licensed under § 49-7-2104 , and must satisfy the requirements of chapter 7, part 21 of this title. If the athlete's representative is an attorney who represents an intercollegiate athlete for purposes of performing diligence and securing compensation for the use of the athlete's name, image, or likeness, then the attorney must be active and in good standing with the board of professional responsibility or equivalent entity in the state in which the attorney is licensed.
(2) Parents, siblings, grandparents, spouses, and legal guardians of an intercollegiate athlete who represent the intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not considered to be athlete agents for purposes of this part and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter.
(3) An institution and its affiliated foundations, or an officer, director, or employee thereof, including athletic coaches and staff, who assist, facilitate, or otherwise provide support to an intercollegiate athlete for the purpose of performing diligence and securing compensation for the use of the intercollegiate athlete's name, image, or likeness are not and must not be considered to be athlete agents for purposes of this part, and are not subject to the requirements for athlete agents as prescribed by this part or part 21 of this chapter; provided, that such individual does not have a direct pecuniary or financial interest in the terms of the student athlete's compensation.
(i) (1) An intercollegiate athlete or the athlete's representative shall not enter into an agreement for compensation for the use of the athlete's name, image, or likeness if the agreement conflicts or unreasonably competes with the terms of an existing agreement entered into by the institution the athlete attends. (2) The institution asserting a conflict or unreasonable competition under this subsection (i) shall disclose the relevant terms of the institution's existing agreement that conflicts or unreasonably competes with the athlete's agreement to the intercollegiate athlete or the athlete's representative.
(1) An intercollegiate athlete or the athlete's representative shall not enter into an agreement for compensation for the use of the athlete's name, image, or likeness if the agreement conflicts or unreasonably competes with the terms of an existing agreement entered into by the institution the athlete attends.
(2) The institution asserting a conflict or unreasonable competition under this subsection (i) shall disclose the relevant terms of the institution's existing agreement that conflicts or unreasonably competes with the athlete's agreement to the intercollegiate athlete or the athlete's representative.
(j) Any agreement entered into by an intercollegiate athlete under eighteen (18) years of age for the use of the athlete's name, image, or likeness must be in accordance with the Tennessee Protection of Minor Performers Act, compiled in title 50, chapter 5, part 2.
(k) An agreement for representation of an intercollegiate athlete or to compensate for the use of an intercollegiate athlete's name, image, or likeness must not be in effect any longer than the duration of the athlete's participation in an athletic program at an institution.
(l) Institutions shall conduct a financial literacy workshop for intercollegiate athletes during the athlete's first full-time term of enrollment. The workshop must cover, at a minimum, information related to the requirements of this part, budgeting, and debt management. An institution may contract with qualified persons or entities to conduct the workshop.
Amended by 2024 Tenn. Acts, ch. 823,s 1, eff. 5/1/2024.
Amended by 2022 Tenn. Acts, ch. 845, Secs.s 1, s 2, s 3, s 4 eff. 4/20/2022.
Added by 2021 Tenn. Acts, ch. 400, s 1, eff. 1/1/2022.
Tenn. Code Ann. § 49-7-114 — TN Code / Title 49 / Chapter 7 / Section 49-7-114
Draft registration prerequisite to enrollment
Status: in_force

(a) No person who is required to register for the federal draft under 50 U.S.C. § 3802 shall be eligible to enroll in any state postsecondary school until the person has registered for the draft. (b) The state board of regents, state university boards of trustees, and the board of trustees of the University of Tennessee are authorized to promulgate rules and regulations to effectuate the purposes of this section. The rules and regulations shall be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. Amended by 2024 Tenn. Acts, ch. 779,s 2, eff. 4/23/2024. Amended by 2024 Tenn. Acts, ch. 779,s 1, eff. 4/23/2024. Acts 1984, ch. 759, §§ 1, 2.
(a) No person who is required to register for the federal draft under 50 U.S.C. § 3802 shall be eligible to enroll in any state postsecondary school until the person has registered for the draft.
(b) The state board of regents, state university boards of trustees, and the board of trustees of the University of Tennessee are authorized to promulgate rules and regulations to effectuate the purposes of this section. The rules and regulations shall be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
Amended by 2024 Tenn. Acts, ch. 779,s 2, eff. 4/23/2024.
Amended by 2024 Tenn. Acts, ch. 779,s 1, eff. 4/23/2024.
Acts 1984, ch. 759, §§ 1, 2.
Tenn. Code Ann. § 49-6-2007 — TN Code / Title 49 / Chapter 6 / Section 49-6-2007
Sale or transfer of surplus property
Status: in_force

(a) It is the general assembly's intent that surplus property in a local education agency (LEA) acquired by taxpayers' dollars, instead of being destroyed, be sold or transferred to a local government, as provided in § 49-6-2006 . (b) All LEAs that receive any state funds shall sell surplus property to the highest bidder after advertising in a newspaper of general circulation at least seven (7) days prior to the sale. The sale may be to the highest bidder through an internet auction website used by the LEA, the local government, or this state. An internet auction conducted under this subsection (b) must be open for bidding for at least seven (7) days. Advertisements for the sale must be in accordance with § 49-6-2006(c)(2) . (c) As used in this section, "surplus property" is that personal property no longer having an intended use by the LEA or no longer capable of being used because of its condition. (d) (1) Surplus personal property of LEAs that has no value or that has a value of less than five hundred dollars ($500) may be disposed of without the necessity of bids as required by this section. (2) In order for disposal without bids, the executive committee of the local board of education must agree in writing that the property is of no value to the LEA or has a value of less than five hundred dollars ($500). (e) This section does not apply to property leased or sold pursuant to § 49-2-203(b)(10) . (f) Notwithstanding any law to the contrary, an LEA may: (1) Donate computers that have been removed from inventory in its schools to low-income families in the school district. The memory hard drives of all computers to be donated under this subdivision (f)(1) must be sanitized; or (2) Dispose of computers by selling or trading them to computer vendors or manufacturers as part of the proposal to purchase new computers for the LEA without having to comply with the bidding requirements of subsection (b). Amended by 2022 Tenn. Acts, ch. 686, s 15, eff. 3/28/2022. Amended by 2019 Tenn. Acts, ch. 413, s 1, eff. 5/21/2019. Acts 1973, ch. 215, §§ 1, 2; 1975, ch. 237, § 1; T.C.A., § 49-817; Acts 1986, ch. 521, §§ 3-5; 2000, ch. 703, § 2; 2004, ch. 504, § 3; 2006, ch. 751, § 3; 2010 , ch. 935, § 1.
(a) It is the general assembly's intent that surplus property in a local education agency (LEA) acquired by taxpayers' dollars, instead of being destroyed, be sold or transferred to a local government, as provided in § 49-6-2006 .
(b) All LEAs that receive any state funds shall sell surplus property to the highest bidder after advertising in a newspaper of general circulation at least seven (7) days prior to the sale. The sale may be to the highest bidder through an internet auction website used by the LEA, the local government, or this state. An internet auction conducted under this subsection (b) must be open for bidding for at least seven (7) days. Advertisements for the sale must be in accordance with § 49-6-2006(c)(2) .
(c) As used in this section, "surplus property" is that personal property no longer having an intended use by the LEA or no longer capable of being used because of its condition.
(d) (1) Surplus personal property of LEAs that has no value or that has a value of less than five hundred dollars ($500) may be disposed of without the necessity of bids as required by this section. (2) In order for disposal without bids, the executive committee of the local board of education must agree in writing that the property is of no value to the LEA or has a value of less than five hundred dollars ($500).
(1) Surplus personal property of LEAs that has no value or that has a value of less than five hundred dollars ($500) may be disposed of without the necessity of bids as required by this section.
(2) In order for disposal without bids, the executive committee of the local board of education must agree in writing that the property is of no value to the LEA or has a value of less than five hundred dollars ($500).
(e) This section does not apply to property leased or sold pursuant to § 49-2-203(b)(10) .
(f) Notwithstanding any law to the contrary, an LEA may: (1) Donate computers that have been removed from inventory in its schools to low-income families in the school district. The memory hard drives of all computers to be donated under this subdivision (f)(1) must be sanitized; or (2) Dispose of computers by selling or trading them to computer vendors or manufacturers as part of the proposal to purchase new computers for the LEA without having to comply with the bidding requirements of subsection (b).
(1) Donate computers that have been removed from inventory in its schools to low-income families in the school district. The memory hard drives of all computers to be donated under this subdivision (f)(1) must be sanitized; or
(2) Dispose of computers by selling or trading them to computer vendors or manufacturers as part of the proposal to purchase new computers for the LEA without having to comply with the bidding requirements of subsection (b).
Amended by 2022 Tenn. Acts, ch. 686, s 15, eff. 3/28/2022.
Amended by 2019 Tenn. Acts, ch. 413, s 1, eff. 5/21/2019.
Acts 1973, ch. 215, §§ 1, 2; 1975, ch. 237, § 1; T.C.A., § 49-817; Acts 1986, ch. 521, §§ 3-5; 2000, ch. 703, § 2; 2004, ch. 504, § 3; 2006, ch. 751, § 3; 2010 , ch. 935, § 1.
Tenn. Code Ann. § 49-3-356 — TN Code / Title 49 / Chapter 3 / Section 49-3-356
[Repealed]
Status: repealed

Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023. Amended by 2015 Tenn. Acts, ch. 255, s 1, eff. 4/24/2015. Acts 1992, ch. 535, § 3; 2004, ch. 670, § 1; 2007 , ch. 369, § 2.
Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023.
Amended by 2015 Tenn. Acts, ch. 255, s 1, eff. 4/24/2015.
Acts 1992, ch. 535, § 3; 2004, ch. 670, § 1; 2007 , ch. 369, § 2.
Tenn. Code Ann. § 49-3-355 — TN Code / Title 49 / Chapter 3 / Section 49-3-355
[Repealed]
Status: repealed

Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023. Acts 1992, ch. 535, § 3.
Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023.
Acts 1992, ch. 535, § 3.
Tenn. Code Ann. § 49-11-603 — TN Code / Title 49 / Chapter 11 / Section 49-11-603
Division of rehabilitation services and office of director of vocational rehabilitation program established
Status: in_force

(a) (1) The division of rehabilitation services and the office of director of the vocational rehabilitation program, the incumbent of which is called the director in this section, are established. (2) The director must be appointed, in accordance with established personnel standards, on the basis of the person's training, experience, and demonstrated ability in the field of vocational rehabilitation, or related fields, and is the head of the vocational rehabilitation program. (b) Except as may be otherwise provided with respect to the blind, the division shall be the sole agency to supervise and administer vocational rehabilitation services authorized by this part under the state plan formulated and administered pursuant to this part, except the part or parts thereof may be administered in a political subdivision or subdivisions of this state by a sole local agency of the subdivision, and the division shall be the sole agency to supervise the local agency or agencies in the administration of such part or parts. (c) (1) The director shall prepare, conformable to this part, the proposed regulations and a proposed state plan of vocational rehabilitation and, from time to time, prepare proposed changes that appear to be necessary or desirable. (2) Upon approval by the department, the proposals constitute the state plan and state regulations. Amended by 2019 Tenn. Acts, ch. 204,Secs.s20, s21 eff. 4/25/2019. Amended by 2018 Tenn. Acts, ch. 720,s 2, eff. 4/12/2018. Acts 1947, ch. 93, § 4; C. Supp. 1950, § 2483.3 (Williams, § 2483.13); Acts 1955, ch. 141, § 2; T.C.A. (orig. ed.), § 49-2803.
(a) (1) The division of rehabilitation services and the office of director of the vocational rehabilitation program, the incumbent of which is called the director in this section, are established. (2) The director must be appointed, in accordance with established personnel standards, on the basis of the person's training, experience, and demonstrated ability in the field of vocational rehabilitation, or related fields, and is the head of the vocational rehabilitation program.
(1) The division of rehabilitation services and the office of director of the vocational rehabilitation program, the incumbent of which is called the director in this section, are established.
(2) The director must be appointed, in accordance with established personnel standards, on the basis of the person's training, experience, and demonstrated ability in the field of vocational rehabilitation, or related fields, and is the head of the vocational rehabilitation program.
(b) Except as may be otherwise provided with respect to the blind, the division shall be the sole agency to supervise and administer vocational rehabilitation services authorized by this part under the state plan formulated and administered pursuant to this part, except the part or parts thereof may be administered in a political subdivision or subdivisions of this state by a sole local agency of the subdivision, and the division shall be the sole agency to supervise the local agency or agencies in the administration of such part or parts.
(c) (1) The director shall prepare, conformable to this part, the proposed regulations and a proposed state plan of vocational rehabilitation and, from time to time, prepare proposed changes that appear to be necessary or desirable. (2) Upon approval by the department, the proposals constitute the state plan and state regulations.
(1) The director shall prepare, conformable to this part, the proposed regulations and a proposed state plan of vocational rehabilitation and, from time to time, prepare proposed changes that appear to be necessary or desirable.
(2) Upon approval by the department, the proposals constitute the state plan and state regulations.
Amended by 2019 Tenn. Acts, ch. 204,Secs.s20, s21 eff. 4/25/2019.
Amended by 2018 Tenn. Acts, ch. 720,s 2, eff. 4/12/2018.
Acts 1947, ch. 93, § 4; C. Supp. 1950, § 2483.3 (Williams, § 2483.13); Acts 1955, ch. 141, § 2; T.C.A. (orig. ed.), § 49-2803.
Tenn. Code Ann. § 49-8-704 — TN Code / Title 49 / Chapter 8 / Section 49-8-704
Resuming management and governance of the state university upon reconstitution
Status: in_force

Upon the reconstitution of the local governing board of trustees, pursuant to § 49-8-201 , for a state university for which the Tennessee higher education commission is serving as the state university board pursuant to this part, the reconstituted state university board shall assume the management and governance of the state university, and assume all powers and duties of a state university board as provided in this title. Added by 2024 Tenn. Acts, ch. 848,s 1, eff. 5/1/2024.
Upon the reconstitution of the local governing board of trustees, pursuant to § 49-8-201 , for a state university for which the Tennessee higher education commission is serving as the state university board pursuant to this part, the reconstituted state university board shall assume the management and governance of the state university, and assume all powers and duties of a state university board as provided in this title.
Added by 2024 Tenn. Acts, ch. 848,s 1, eff. 5/1/2024.
Tenn. Code Ann. § 49-10-1304 — TN Code / Title 49 / Chapter 10 / Section 49-10-1304
Isolation or restraint of student - Reports and record
Status: in_force

(a) For a student receiving special education services, as defined by § 49-10-102 , isolation or a physical holding restraint may only be used in emergency situations. (b) Individualized education programs that provide for the use of isolation or a physical holding restraint for certain behavior must contain a data driven functional behavior assessment and a plan for modification of the behavior developed and implemented by a qualified team of professionals. (c) In the event that a physical holding restraint or isolation is imposed on a student, it shall be imposed by: (1) School personnel who have been trained and certified for completing a behavior intervention training program; or (2) Other school personnel when trained and certified personnel are not immediately available. (d) If school personnel impose isolation or restraint, then the school shall immediately contact appropriate school personnel who are designated under department rules to authorize the isolation or restraint. The school personnel authorized by the department's rules to authorize isolation or restraint must observe and evaluate the student's condition within a reasonable time after the isolation or restraint was used. The school principal, or the school principal's designee, shall notify the student's parent or guardian orally or by written or printed communication on the same day the isolation or restraint was used. The school principal, or the school principal's designee, shall be held harmless for failing to notify a student's parent or guardian in compliance with this subsection (d) if the school principal, or the school principal's designee, made a reasonable effort to notify the student's parent or guardian. (e) An individualized education plan (IEP) team meeting must be convened within ten (10) days of the use of a restraint if: (1) The student's IEP does not provide for the use of a physical holding restraint generally, or for the behavior that precipitated the use of the restraint; or (2) A physical holding restraint is used for an extended period of time, as determined by the state board of education. (f) An IEP team meeting must be convened within ten (10) days of the use of an isolation if: (1) The student's IEP does not provide for the use of an isolation generally, or for the behavior that precipitated the use of the isolation; or (2) An isolation is used for an extended period of time, as determined by the state board of education. (g) If the behavior that precipitated the isolation or restraint also warrants a change of placement, then the student must have all rights provided to the student under applicable state and federal law. (h) (1) School personnel may report a suspected crime by calling a law enforcement official. (2) School personnel may file a juvenile petition against a student receiving special education services, but only after a manifestation determination review is conducted in compliance with the requirements of 34 C.F.R. § 300.530 , and that results in a determination that: (A) The conduct in question was not caused by, and did not have a direct and substantial relationship to, the student's disability; and (B) The conduct in question was not the direct result of the LEA's failure to implement the student's IEP. (3) A school resource officer, as defined in § 49-6-4202 , may, upon witnessing an offense, take the student into custody. (i) (1) School personnel who must isolate or restrain a student receiving special education services, as defined by § 49-10-102 , shall report the incident to the school principal or the principal's designee. The LEA shall create a record of the use of the isolation or restraint and the facts surrounding such use. The state board of education shall promulgate rules that mandate a standard reporting format to be used by LEAs. (2) Whenever possible, an additional school staff member should serve as an observer to any physical holding restraint performed on a student to monitor the health and safety of all involved. School personnel shall maintain a continuous direct line of sight to a student who is in isolation to monitor the health and well-being of the student. (j) To the extent possible within the local education agency's funds, the local board of education should address § 49-6-3004(c)(1) by incorporating the following components into its behavior intervention training program: (1) Training in evidence-based techniques shown to be effective in the prevention of isolation and physical holding restraints; (2) Training in evidence-based techniques shown to be effective in keeping both school personnel and students safe when imposing a physical holding restraint or isolation; (3) Evidence-based skills training on positive behavioral interventions and supports, conflict prevention, functional behavior assessments, de-escalation, and conflict management; (4) Information describing state statutes, policies, rules, and procedures on isolation and restraint; (5) Training in the identification and reporting of abuse and neglect in the school setting; and (6) Certification for school personnel who have completed a behavior intervention training program which should be renewed on an annual basis. Amended by 2021 Tenn. Acts, ch. 134, Secs.s10, s11, s12, s13, s14, s15, s16, s17, s18, s19 eff. 7/1/2021. Acts 2008 , ch. 1063, § 4; 2010 , ch. 856, § 1; 2011 , ch. 457, §§ 5 - 8.
(a) For a student receiving special education services, as defined by § 49-10-102 , isolation or a physical holding restraint may only be used in emergency situations.
(b) Individualized education programs that provide for the use of isolation or a physical holding restraint for certain behavior must contain a data driven functional behavior assessment and a plan for modification of the behavior developed and implemented by a qualified team of professionals.
(c) In the event that a physical holding restraint or isolation is imposed on a student, it shall be imposed by: (1) School personnel who have been trained and certified for completing a behavior intervention training program; or (2) Other school personnel when trained and certified personnel are not immediately available.
(1) School personnel who have been trained and certified for completing a behavior intervention training program; or
(2) Other school personnel when trained and certified personnel are not immediately available.
(d) If school personnel impose isolation or restraint, then the school shall immediately contact appropriate school personnel who are designated under department rules to authorize the isolation or restraint. The school personnel authorized by the department's rules to authorize isolation or restraint must observe and evaluate the student's condition within a reasonable time after the isolation or restraint was used. The school principal, or the school principal's designee, shall notify the student's parent or guardian orally or by written or printed communication on the same day the isolation or restraint was used. The school principal, or the school principal's designee, shall be held harmless for failing to notify a student's parent or guardian in compliance with this subsection (d) if the school principal, or the school principal's designee, made a reasonable effort to notify the student's parent or guardian.
(e) An individualized education plan (IEP) team meeting must be convened within ten (10) days of the use of a restraint if: (1) The student's IEP does not provide for the use of a physical holding restraint generally, or for the behavior that precipitated the use of the restraint; or (2) A physical holding restraint is used for an extended period of time, as determined by the state board of education.
(1) The student's IEP does not provide for the use of a physical holding restraint generally, or for the behavior that precipitated the use of the restraint; or
(2) A physical holding restraint is used for an extended period of time, as determined by the state board of education.
(f) An IEP team meeting must be convened within ten (10) days of the use of an isolation if: (1) The student's IEP does not provide for the use of an isolation generally, or for the behavior that precipitated the use of the isolation; or (2) An isolation is used for an extended period of time, as determined by the state board of education.
(1) The student's IEP does not provide for the use of an isolation generally, or for the behavior that precipitated the use of the isolation; or
(2) An isolation is used for an extended period of time, as determined by the state board of education.
(g) If the behavior that precipitated the isolation or restraint also warrants a change of placement, then the student must have all rights provided to the student under applicable state and federal law.
(h) (1) School personnel may report a suspected crime by calling a law enforcement official. (2) School personnel may file a juvenile petition against a student receiving special education services, but only after a manifestation determination review is conducted in compliance with the requirements of 34 C.F.R. § 300.530 , and that results in a determination that: (A) The conduct in question was not caused by, and did not have a direct and substantial relationship to, the student's disability; and (B) The conduct in question was not the direct result of the LEA's failure to implement the student's IEP. (3) A school resource officer, as defined in § 49-6-4202 , may, upon witnessing an offense, take the student into custody.
(1) School personnel may report a suspected crime by calling a law enforcement official.
(2) School personnel may file a juvenile petition against a student receiving special education services, but only after a manifestation determination review is conducted in compliance with the requirements of 34 C.F.R. § 300.530 , and that results in a determination that: (A) The conduct in question was not caused by, and did not have a direct and substantial relationship to, the student's disability; and (B) The conduct in question was not the direct result of the LEA's failure to implement the student's IEP.
(A) The conduct in question was not caused by, and did not have a direct and substantial relationship to, the student's disability; and
(B) The conduct in question was not the direct result of the LEA's failure to implement the student's IEP.
(3) A school resource officer, as defined in § 49-6-4202 , may, upon witnessing an offense, take the student into custody.
(i) (1) School personnel who must isolate or restrain a student receiving special education services, as defined by § 49-10-102 , shall report the incident to the school principal or the principal's designee. The LEA shall create a record of the use of the isolation or restraint and the facts surrounding such use. The state board of education shall promulgate rules that mandate a standard reporting format to be used by LEAs. (2) Whenever possible, an additional school staff member should serve as an observer to any physical holding restraint performed on a student to monitor the health and safety of all involved. School personnel shall maintain a continuous direct line of sight to a student who is in isolation to monitor the health and well-being of the student.
(1) School personnel who must isolate or restrain a student receiving special education services, as defined by § 49-10-102 , shall report the incident to the school principal or the principal's designee. The LEA shall create a record of the use of the isolation or restraint and the facts surrounding such use. The state board of education shall promulgate rules that mandate a standard reporting format to be used by LEAs.
(2) Whenever possible, an additional school staff member should serve as an observer to any physical holding restraint performed on a student to monitor the health and safety of all involved. School personnel shall maintain a continuous direct line of sight to a student who is in isolation to monitor the health and well-being of the student.
(j) To the extent possible within the local education agency's funds, the local board of education should address § 49-6-3004(c)(1) by incorporating the following components into its behavior intervention training program: (1) Training in evidence-based techniques shown to be effective in the prevention of isolation and physical holding restraints; (2) Training in evidence-based techniques shown to be effective in keeping both school personnel and students safe when imposing a physical holding restraint or isolation; (3) Evidence-based skills training on positive behavioral interventions and supports, conflict prevention, functional behavior assessments, de-escalation, and conflict management; (4) Information describing state statutes, policies, rules, and procedures on isolation and restraint; (5) Training in the identification and reporting of abuse and neglect in the school setting; and (6) Certification for school personnel who have completed a behavior intervention training program which should be renewed on an annual basis.
(1) Training in evidence-based techniques shown to be effective in the prevention of isolation and physical holding restraints;
(2) Training in evidence-based techniques shown to be effective in keeping both school personnel and students safe when imposing a physical holding restraint or isolation;
(3) Evidence-based skills training on positive behavioral interventions and supports, conflict prevention, functional behavior assessments, de-escalation, and conflict management;
(4) Information describing state statutes, policies, rules, and procedures on isolation and restraint;
(5) Training in the identification and reporting of abuse and neglect in the school setting; and
(6) Certification for school personnel who have completed a behavior intervention training program which should be renewed on an annual basis.
Amended by 2021 Tenn. Acts, ch. 134, Secs.s10, s11, s12, s13, s14, s15, s16, s17, s18, s19 eff. 7/1/2021.
Acts 2008 , ch. 1063, § 4; 2010 , ch. 856, § 1; 2011 , ch. 457, §§ 5 - 8.
Tenn. Code Ann. § 49-6-403 — TN Code / Title 49 / Chapter 6 / Section 49-6-403
Attendance
Status: in_force

(a) There shall be maintained in each county of the state one (1) senior high school, which shall give at least one (1) full course of study approved by the state board of education. Local boards of education may establish additional high schools. (b) (1) No junior high school shall be established and maintained with fewer than one hundred (100) pupils in average daily attendance. (2) (A) No senior high school shall be established and maintained with fewer than three hundred (300) pupils in average daily attendance. (B) Any senior high school in a state of transition may be initially established with fewer than three hundred (300) pupils in average daily attendance; provided, that as soon as the period of transition has been completed, the senior high school shall not have fewer than three hundred (300) pupils in average daily attendance. (C) Nothing in this part shall prohibit the consolidation of any two (2) or more high schools now established into one (1) high school, even though the combined average daily attendance of the pupils in the consolidated high school is less than that required in this part. (D) Nothing in this part shall be construed as abolishing any high school now established. (E) Local boards of education may, in unusual circumstances, establish and maintain high schools with fewer pupils in average daily attendance than is prescribed in this section; provided, that prior approval is granted by the commissioner of education and the state board of education upon request of the respective local board of education. (c) Local boards of education shall designate the schools that the pupils shall attend. (d) Any high school operated by a local board of education, sharing in state and local school funds, shall be open without tuition to all resident students eligible to attend under policies of the local board of education. (e) High school pupils residing in one county may be admitted to the high schools of another county, as provided by § 49-6-3104 . (f) Each local board of education shall collect tuition from pupils who are not living in Tennessee at the same rate as the average cost per pupil in the LEA attended; provided, however, that pursuant to board policy, a child of an LEA employee residing outside of this state may attend a school within the LEA that employs the nonresident parent at no tuition charge. Tuition due under this subsection (f) must be paid to the bonded fiscal agent of the respective LEA to be credited toward the respective school fund. Pupils who pay tuition under this subsection (f) must not be counted in computing the average daily attendance for purposes of receiving state school funds. (g) No high school shall be approved or its graduates given diplomas or statements of credits by the commissioner, or the average daily attendance of its students be counted in the distribution of the state and county high school funds, that does not meet the provisions of this part as to number and qualifications of teachers, number of students, school term, course of study and such other conditions as may be prescribed by the state board of education under this part. Amended by 2022 Tenn. Acts, ch. 709, s 1, eff. 7/1/2022. Amended by 2019 Tenn. Acts, ch. 248, s 55, eff. 5/2/2019. Acts 1925, ch. 115, § 14; Shan. Supp., §§ 1487a94, 1487a96, 1487a98, 1487a101, 1487a102; Code 1932, §§ 2385, 2387, 2389, 2392, 2393; Acts 1931, ch. 71, § 1; 1937 (2nd E.S.), ch. 6, § 1; 1937 (3rd E.S.), ch. 15, § 1; 1943, ch. 65, § 1; 1945, ch. 162, § 1; C. Supp. 1950, §§ 2393.7, 2393.9, 2393.12, 2393.14, 2393.15; modified; Acts 1957, ch. 9, § 3; 1957, ch. 145, § 1; 1961, ch. 137, § 1; 1972, ch. 693, § 12; 1974, ch. 654, § 50; 1980, ch. 498, §§ 3, 4; T.C.A. (orig. ed.), §§ 49-1105, 49-1107 -- 49-1109, 49-1113; Acts 2007 , ch. 545, § 1.
(a) There shall be maintained in each county of the state one (1) senior high school, which shall give at least one (1) full course of study approved by the state board of education. Local boards of education may establish additional high schools.
(b) (1) No junior high school shall be established and maintained with fewer than one hundred (100) pupils in average daily attendance. (2) (A) No senior high school shall be established and maintained with fewer than three hundred (300) pupils in average daily attendance. (B) Any senior high school in a state of transition may be initially established with fewer than three hundred (300) pupils in average daily attendance; provided, that as soon as the period of transition has been completed, the senior high school shall not have fewer than three hundred (300) pupils in average daily attendance. (C) Nothing in this part shall prohibit the consolidation of any two (2) or more high schools now established into one (1) high school, even though the combined average daily attendance of the pupils in the consolidated high school is less than that required in this part. (D) Nothing in this part shall be construed as abolishing any high school now established. (E) Local boards of education may, in unusual circumstances, establish and maintain high schools with fewer pupils in average daily attendance than is prescribed in this section; provided, that prior approval is granted by the commissioner of education and the state board of education upon request of the respective local board of education.
(1) No junior high school shall be established and maintained with fewer than one hundred (100) pupils in average daily attendance.
(2) (A) No senior high school shall be established and maintained with fewer than three hundred (300) pupils in average daily attendance. (B) Any senior high school in a state of transition may be initially established with fewer than three hundred (300) pupils in average daily attendance; provided, that as soon as the period of transition has been completed, the senior high school shall not have fewer than three hundred (300) pupils in average daily attendance. (C) Nothing in this part shall prohibit the consolidation of any two (2) or more high schools now established into one (1) high school, even though the combined average daily attendance of the pupils in the consolidated high school is less than that required in this part. (D) Nothing in this part shall be construed as abolishing any high school now established. (E) Local boards of education may, in unusual circumstances, establish and maintain high schools with fewer pupils in average daily attendance than is prescribed in this section; provided, that prior approval is granted by the commissioner of education and the state board of education upon request of the respective local board of education.
(A) No senior high school shall be established and maintained with fewer than three hundred (300) pupils in average daily attendance.
(B) Any senior high school in a state of transition may be initially established with fewer than three hundred (300) pupils in average daily attendance; provided, that as soon as the period of transition has been completed, the senior high school shall not have fewer than three hundred (300) pupils in average daily attendance.
(C) Nothing in this part shall prohibit the consolidation of any two (2) or more high schools now established into one (1) high school, even though the combined average daily attendance of the pupils in the consolidated high school is less than that required in this part.
(D) Nothing in this part shall be construed as abolishing any high school now established.
(E) Local boards of education may, in unusual circumstances, establish and maintain high schools with fewer pupils in average daily attendance than is prescribed in this section; provided, that prior approval is granted by the commissioner of education and the state board of education upon request of the respective local board of education.
(c) Local boards of education shall designate the schools that the pupils shall attend.
(d) Any high school operated by a local board of education, sharing in state and local school funds, shall be open without tuition to all resident students eligible to attend under policies of the local board of education.
(e) High school pupils residing in one county may be admitted to the high schools of another county, as provided by § 49-6-3104 .
(f) Each local board of education shall collect tuition from pupils who are not living in Tennessee at the same rate as the average cost per pupil in the LEA attended; provided, however, that pursuant to board policy, a child of an LEA employee residing outside of this state may attend a school within the LEA that employs the nonresident parent at no tuition charge. Tuition due under this subsection (f) must be paid to the bonded fiscal agent of the respective LEA to be credited toward the respective school fund. Pupils who pay tuition under this subsection (f) must not be counted in computing the average daily attendance for purposes of receiving state school funds.
(g) No high school shall be approved or its graduates given diplomas or statements of credits by the commissioner, or the average daily attendance of its students be counted in the distribution of the state and county high school funds, that does not meet the provisions of this part as to number and qualifications of teachers, number of students, school term, course of study and such other conditions as may be prescribed by the state board of education under this part.
Amended by 2022 Tenn. Acts, ch. 709, s 1, eff. 7/1/2022.
Amended by 2019 Tenn. Acts, ch. 248, s 55, eff. 5/2/2019.
Acts 1925, ch. 115, § 14; Shan. Supp., §§ 1487a94, 1487a96, 1487a98, 1487a101, 1487a102; Code 1932, §§ 2385, 2387, 2389, 2392, 2393; Acts 1931, ch. 71, § 1; 1937 (2nd E.S.), ch. 6, § 1; 1937 (3rd E.S.), ch. 15, § 1; 1943, ch. 65, § 1; 1945, ch. 162, § 1; C. Supp. 1950, §§ 2393.7, 2393.9, 2393.12, 2393.14, 2393.15; modified; Acts 1957, ch. 9, § 3; 1957, ch. 145, § 1; 1961, ch. 137, § 1; 1972, ch. 693, § 12; 1974, ch. 654, § 50; 1980, ch. 498, §§ 3, 4; T.C.A. (orig. ed.), §§ 49-1105, 49-1107 -- 49-1109, 49-1113; Acts 2007 , ch. 545, § 1.
Tenn. Code Ann. § 49-2-121 — TN Code / Title 49 / Chapter 2 / Section 49-2-121
Inspection and evaluation program for indoor air quality in schools
Status: in_force

(a) Each LEA is encouraged to conduct an inspection and evaluation program, such as the environmental protection agency's indoor air quality tools for schools program, for its facilities. Such program may include, but shall not be limited to, the following measures: (1) Ensuring that an adequate amount of outdoor air is being supplied; (2) Testing for radon; (3) Separating students and staff from construction and renovation areas; (4) Reducing use of products, such as adhesives, floor-care products and pesticides that require ventilation during use; and (5) Maintaining relative humidity to an appropriate level during hot and humid summers. (b) School districts and schools shall encourage: (1) The scheduling of maintenance, cleaning, and repair projects and other works that trigger indoor air pollutants, environmental safety and other pollution concerns in schools at times when students and teachers will not be impacted through chemicals, fumes, exhaust fumes from cars and school buses, room fresheners, aerosol sprays and other chemicals and health damaging elements and particulate matter; (2) The application of products in a manner that conforms to regulations and safety recommendations; and (3) The protection of children from the exposure of health harming substances and chemicals at school. Amended by 2014 Tenn. Acts, ch. 703,s 1, eff. 4/15/2014. Acts 2005, ch. 291, § 1.
(a) Each LEA is encouraged to conduct an inspection and evaluation program, such as the environmental protection agency's indoor air quality tools for schools program, for its facilities. Such program may include, but shall not be limited to, the following measures: (1) Ensuring that an adequate amount of outdoor air is being supplied; (2) Testing for radon; (3) Separating students and staff from construction and renovation areas; (4) Reducing use of products, such as adhesives, floor-care products and pesticides that require ventilation during use; and (5) Maintaining relative humidity to an appropriate level during hot and humid summers.
(1) Ensuring that an adequate amount of outdoor air is being supplied;
(2) Testing for radon;
(3) Separating students and staff from construction and renovation areas;
(4) Reducing use of products, such as adhesives, floor-care products and pesticides that require ventilation during use; and
(5) Maintaining relative humidity to an appropriate level during hot and humid summers.
(b) School districts and schools shall encourage: (1) The scheduling of maintenance, cleaning, and repair projects and other works that trigger indoor air pollutants, environmental safety and other pollution concerns in schools at times when students and teachers will not be impacted through chemicals, fumes, exhaust fumes from cars and school buses, room fresheners, aerosol sprays and other chemicals and health damaging elements and particulate matter; (2) The application of products in a manner that conforms to regulations and safety recommendations; and (3) The protection of children from the exposure of health harming substances and chemicals at school.
(1) The scheduling of maintenance, cleaning, and repair projects and other works that trigger indoor air pollutants, environmental safety and other pollution concerns in schools at times when students and teachers will not be impacted through chemicals, fumes, exhaust fumes from cars and school buses, room fresheners, aerosol sprays and other chemicals and health damaging elements and particulate matter;
(2) The application of products in a manner that conforms to regulations and safety recommendations; and
(3) The protection of children from the exposure of health harming substances and chemicals at school.
Amended by 2014 Tenn. Acts, ch. 703,s 1, eff. 4/15/2014.
Acts 2005, ch. 291, § 1.
Tenn. Code Ann. § 49-7-2201 — TN Code / Title 49 / Chapter 7 / Section 49-7-2201
Short title
Status: in_force

This part shall be known and may be cited as the "College and University Security Information Act." Acts 1989, ch. 317, § 1.
This part shall be known and may be cited as the "College and University Security Information Act."
Acts 1989, ch. 317, § 1.
Tenn. Code Ann. § 49-9-208 — TN Code / Title 49 / Chapter 9 / Section 49-9-208
Reports
Status: in_force

The board of trustees shall make and submit a report to the governor ten (10) days before the general assembly convenes, giving the number of students, together with a detailed statement of the workings of the institution, and of receipts and expenditures, which shall be transmitted by the governor, along with the governor's regular message. Acts 1868-1869, ch. 12, § 12; 1873, ch. 81, § 2; Shan., § 372; Code 1932, § 572; impl. am. Acts 1980, ch. 887, § 9; T.C.A. (orig. ed.), § 49-3309.
The board of trustees shall make and submit a report to the governor ten (10) days before the general assembly convenes, giving the number of students, together with a detailed statement of the workings of the institution, and of receipts and expenditures, which shall be transmitted by the governor, along with the governor's regular message.
Acts 1868-1869, ch. 12, § 12; 1873, ch. 81, § 2; Shan., § 372; Code 1932, § 572; impl. am. Acts 1980, ch. 887, § 9; T.C.A. (orig. ed.), § 49-3309.
Tenn. Code Ann. § 49-6-3901 — TN Code / Title 49 / Chapter 6 / Section 49-6-3901
Foster care liaison - Role and responsibilities
Status: in_force

(a) Each LEA shall designate a foster care liaison to facilitate LEA compliance with state and federal laws related to students who are in foster care and to collaborate with the department of children's services to address educational barriers for students in foster care. (b) The role and responsibilities of a foster care liaison may include: (1) Coordinating with the department of children's services on the implementation of state and federal laws related to students who are in foster care; (2) Coordinating with foster care education program staff at the department of education; (3) Attending training and professional development opportunities to improve LEA implementation efforts; (4) Serving as the primary contact person for representatives of the department of children's services; (5) Facilitating immediate enrollment of a child placed in foster care in the appropriate school; (6) Facilitating the transfer of school records when a child is placed in foster care and changes schools; (7) Facilitating data sharing with child welfare agencies consistent with state and federal privacy laws and rules; (8) Serving as a point of contact and resource to students in foster care; (9) Ensuring that students in foster care are enrolled in and regularly attending school; and (10) Providing professional development and training to school staff on state and federal laws related to students in foster care and the educational needs of students in foster care. Acts 2022, ch. 951, § 1.
(a) Each LEA shall designate a foster care liaison to facilitate LEA compliance with state and federal laws related to students who are in foster care and to collaborate with the department of children's services to address educational barriers for students in foster care.
(b) The role and responsibilities of a foster care liaison may include: (1) Coordinating with the department of children's services on the implementation of state and federal laws related to students who are in foster care; (2) Coordinating with foster care education program staff at the department of education; (3) Attending training and professional development opportunities to improve LEA implementation efforts; (4) Serving as the primary contact person for representatives of the department of children's services; (5) Facilitating immediate enrollment of a child placed in foster care in the appropriate school; (6) Facilitating the transfer of school records when a child is placed in foster care and changes schools; (7) Facilitating data sharing with child welfare agencies consistent with state and federal privacy laws and rules; (8) Serving as a point of contact and resource to students in foster care; (9) Ensuring that students in foster care are enrolled in and regularly attending school; and (10) Providing professional development and training to school staff on state and federal laws related to students in foster care and the educational needs of students in foster care.
(1) Coordinating with the department of children's services on the implementation of state and federal laws related to students who are in foster care;
(2) Coordinating with foster care education program staff at the department of education;
(3) Attending training and professional development opportunities to improve LEA implementation efforts;
(4) Serving as the primary contact person for representatives of the department of children's services;
(5) Facilitating immediate enrollment of a child placed in foster care in the appropriate school;
(6) Facilitating the transfer of school records when a child is placed in foster care and changes schools;
(7) Facilitating data sharing with child welfare agencies consistent with state and federal privacy laws and rules;
(8) Serving as a point of contact and resource to students in foster care;
(9) Ensuring that students in foster care are enrolled in and regularly attending school; and
(10) Providing professional development and training to school staff on state and federal laws related to students in foster care and the educational needs of students in foster care.
Acts 2022, ch. 951, § 1.
Tenn. Code Ann. § 49-50-1410 — TN Code / Title 49 / Chapter 50 / Section 49-50-1410
Collective bargaining agreements and other statutes
Status: in_force

(a) This part shall not be construed to diminish or impair the rights of a person under any collective bargaining agreement or as repealing any law now in force making it illegal for public employees or officials, elected or appointed, to violate certain statutes and providing a punishment for the violation. (b) Proceedings under this part shall not be a bar to proceedings under any criminal, removal or ouster statute now in force or that may be in force. Acts 1989, ch. 444, § 10.
(a) This part shall not be construed to diminish or impair the rights of a person under any collective bargaining agreement or as repealing any law now in force making it illegal for public employees or officials, elected or appointed, to violate certain statutes and providing a punishment for the violation.
(b) Proceedings under this part shall not be a bar to proceedings under any criminal, removal or ouster statute now in force or that may be in force.
Acts 1989, ch. 444, § 10.
Tenn. Code Ann. § 49-16-216 — TN Code / Title 49 / Chapter 16 / Section 49-16-216
[Repealed]
Status: repealed

Repealed by 2023 Tenn. Acts, ch. 161, s 1, eff. 4/17/2023. Amended by 2019 Tenn. Acts, ch. 283, s 1, eff. 5/8/2019. Acts 2011 , ch. 492, § 3; 2015 , ch. 142, § 1.
Repealed by 2023 Tenn. Acts, ch. 161, s 1, eff. 4/17/2023.
Amended by 2019 Tenn. Acts, ch. 283, s 1, eff. 5/8/2019.
Acts 2011 , ch. 492, § 3; 2015 , ch. 142, § 1.
Tenn. Code Ann. § 49-1-102 — TN Code / Title 49 / Chapter 1 / Section 49-1-102
Administration generally
Status: in_force

(a) The system of public education in this state is governed in accordance with laws enacted by the general assembly and under rules, policies, standards, and guidelines adopted by the state board of education that are necessary for the proper operation of public education in pre-kindergarten through grade twelve (pre-K-12). The state board shall formulate the rules, policies, standards, and guidelines with assistance from the commissioner of education, as the state board may request. (b) The commissioner shall perform the duties assigned to the commissioner by law and is responsible for the administration, implementation, supervision, and enforcement of the rules, policies, standards, and guidelines of the state board of education. (c) There shall be a local public school system operated in each county or combination of counties. There may be a local public school system operated in a municipality or special school district. Any local public school system shall be administered by: (1) A local board of education; and (2) A director of schools. (d) In the event the local public school system is a multi-county system, the system shall be administered by an elected nine-member board of education and a director appointed by the board. Amended by 2021 Tenn. Acts, ch. 493, s 1, eff. 5/25/2021. Acts 1925, ch. 115, § 2; Shan. Supp., § 1487a16; Code 1932, § 2307; Acts 1974, ch. 654, § 1; 1979, ch. 20, § 1; T.C.A. (orig. ed.), § 49-102; Acts 1984 (1st Ex. Sess.), ch. 6, § 2; 1992, ch. 535, § 63.
(a) The system of public education in this state is governed in accordance with laws enacted by the general assembly and under rules, policies, standards, and guidelines adopted by the state board of education that are necessary for the proper operation of public education in pre-kindergarten through grade twelve (pre-K-12). The state board shall formulate the rules, policies, standards, and guidelines with assistance from the commissioner of education, as the state board may request.
(b) The commissioner shall perform the duties assigned to the commissioner by law and is responsible for the administration, implementation, supervision, and enforcement of the rules, policies, standards, and guidelines of the state board of education.
(c) There shall be a local public school system operated in each county or combination of counties. There may be a local public school system operated in a municipality or special school district. Any local public school system shall be administered by: (1) A local board of education; and (2) A director of schools.
(1) A local board of education; and
(2) A director of schools.
(d) In the event the local public school system is a multi-county system, the system shall be administered by an elected nine-member board of education and a director appointed by the board.
Amended by 2021 Tenn. Acts, ch. 493, s 1, eff. 5/25/2021.
Acts 1925, ch. 115, § 2; Shan. Supp., § 1487a16; Code 1932, § 2307; Acts 1974, ch. 654, § 1; 1979, ch. 20, § 1; T.C.A. (orig. ed.), § 49-102; Acts 1984 (1st Ex. Sess.), ch. 6, § 2; 1992, ch. 535, § 63.
Tenn. Code Ann. § 49-7-164 — TN Code / Title 49 / Chapter 7 / Section 49-7-164
In-state tuition and fees to children of military parent who died in targeted attack in Tennessee - Definitions - Requirements - Eligibility
Status: in_force

(a) As used in this section: (1) "Dependent child" means a natural child, stepchild, or adopted child who is either living with or receiving regular support contributions from a military parent at the time of the military parent's death. "Dependent child" also means a posthumous child; (2) "Military parent" means a parent of a dependent child who is: (A) A member of the armed forces engaged in active military service of the United States; or (B) A member of the Tennessee national guard engaged in active military service of the United States; (3) "State institution of higher education" means any public postsecondary institution operated in this state; (4) "Targeted attack" means an act of violence perpetrated on a military parent while the military parent is engaged in the performance of the military parent's assigned military duties; and (5) "Tennessee national guard" means any federally recognized unit of the Tennessee army or air national guard. (b) Subject to the conditions in subsections (c), (d), and (e), a state institution of higher education shall charge a dependent child under twenty-three (23) years of age, whose military parent died as a result of a targeted attack that occurred in Tennessee, in-state tuition and fees regardless of the dependent child's domicile or place of residence during the dependent child's enrollment in the institution. (c) Every dependent child desiring in-state tuition and fees under this section shall make application to the state institution of higher education, as required by the board of regents or the University of Tennessee system. The application shall be accompanied by evidence satisfactory to the institution that the military parent was killed as a result of a targeted attack that occurred in Tennessee while performing military duties related to the military parent's active military service. (d) The dependent child may only receive in-state tuition and fees if the dependent child possesses the necessary qualifications required for admission to the state institution of higher education the child desires to attend and is admitted to the institution. (e) The age limitation provided for dependent children in subsection (b) shall not be strictly applied. To be eligible for in-state tuition and fees under this section, a dependent child shall be matriculated as a full-time student at a state institution of higher education prior to attaining twenty-three (23) years of age. Once declared eligible, a dependent child shall remain eligible until one (1) of the following events has occurred: (1) Prior to attaining twenty-three (23) years of age, the dependent child earns an undergraduate degree or certificate; (2) The dependent child has earned one hundred thirty-five (135) semester hours, or the equivalent, excluding required remedial or developmental hours; or (3) The dependent child has attempted one hundred fifty (150) semester hours, or the equivalent, inclusive of required remedial or developmental hours. Added by 2016 Tenn. Acts, ch. 820,s 1, eff. 4/21/2016.
(a) As used in this section: (1) "Dependent child" means a natural child, stepchild, or adopted child who is either living with or receiving regular support contributions from a military parent at the time of the military parent's death. "Dependent child" also means a posthumous child; (2) "Military parent" means a parent of a dependent child who is: (A) A member of the armed forces engaged in active military service of the United States; or (B) A member of the Tennessee national guard engaged in active military service of the United States; (3) "State institution of higher education" means any public postsecondary institution operated in this state; (4) "Targeted attack" means an act of violence perpetrated on a military parent while the military parent is engaged in the performance of the military parent's assigned military duties; and (5) "Tennessee national guard" means any federally recognized unit of the Tennessee army or air national guard.
(1) "Dependent child" means a natural child, stepchild, or adopted child who is either living with or receiving regular support contributions from a military parent at the time of the military parent's death. "Dependent child" also means a posthumous child;
(2) "Military parent" means a parent of a dependent child who is: (A) A member of the armed forces engaged in active military service of the United States; or (B) A member of the Tennessee national guard engaged in active military service of the United States;
(A) A member of the armed forces engaged in active military service of the United States; or
(B) A member of the Tennessee national guard engaged in active military service of the United States;
(3) "State institution of higher education" means any public postsecondary institution operated in this state;
(4) "Targeted attack" means an act of violence perpetrated on a military parent while the military parent is engaged in the performance of the military parent's assigned military duties; and
(5) "Tennessee national guard" means any federally recognized unit of the Tennessee army or air national guard.
(b) Subject to the conditions in subsections (c), (d), and (e), a state institution of higher education shall charge a dependent child under twenty-three (23) years of age, whose military parent died as a result of a targeted attack that occurred in Tennessee, in-state tuition and fees regardless of the dependent child's domicile or place of residence during the dependent child's enrollment in the institution.
(c) Every dependent child desiring in-state tuition and fees under this section shall make application to the state institution of higher education, as required by the board of regents or the University of Tennessee system. The application shall be accompanied by evidence satisfactory to the institution that the military parent was killed as a result of a targeted attack that occurred in Tennessee while performing military duties related to the military parent's active military service.
(d) The dependent child may only receive in-state tuition and fees if the dependent child possesses the necessary qualifications required for admission to the state institution of higher education the child desires to attend and is admitted to the institution.
(e) The age limitation provided for dependent children in subsection (b) shall not be strictly applied. To be eligible for in-state tuition and fees under this section, a dependent child shall be matriculated as a full-time student at a state institution of higher education prior to attaining twenty-three (23) years of age. Once declared eligible, a dependent child shall remain eligible until one (1) of the following events has occurred: (1) Prior to attaining twenty-three (23) years of age, the dependent child earns an undergraduate degree or certificate; (2) The dependent child has earned one hundred thirty-five (135) semester hours, or the equivalent, excluding required remedial or developmental hours; or (3) The dependent child has attempted one hundred fifty (150) semester hours, or the equivalent, inclusive of required remedial or developmental hours.
(1) Prior to attaining twenty-three (23) years of age, the dependent child earns an undergraduate degree or certificate;
(2) The dependent child has earned one hundred thirty-five (135) semester hours, or the equivalent, excluding required remedial or developmental hours; or
(3) The dependent child has attempted one hundred fifty (150) semester hours, or the equivalent, inclusive of required remedial or developmental hours.
Added by 2016 Tenn. Acts, ch. 820,s 1, eff. 4/21/2016.
Tenn. Code Ann. § 49-10-1405 — TN Code / Title 49 / Chapter 10 / Section 49-10-1405
Administration of IEA program by department
Status: in_force

(a) In administering the IEA program, the department shall: (1) Remit funds to a participating student's IEA account on at least a quarterly basis. Any funds awarded under this part shall be the entitlement of only the eligible student under the supervision of the student's parent. The maximum annual amount to which an eligible student is entitled under this part shall be equal to the amount representing the total funding allocation that the student generates under the Tennessee investment in student achievement formula (TISA). For the purpose of funding calculations, each eligible student who participates in the program shall be counted in the enrollment figures for the LEA in which the student resides and is zoned to attend. The IEA funds shall be subtracted from the state funds otherwise payable to the LEA; (2) (A) Create a standard form that a parent of a student may submit to establish the student's eligibility for an IEA. The department shall make the application readily available to interested families through various sources, including the internet; and (B) In accordance with state board of education rules promulgated in consultation with the department of education and the department of health, create an application and approval process for nonpublic schools to become participating schools; (3) Establish application and participation timelines that shall maximize student and school participation; (4) Provide parents of participating students with a written explanation of the allowable uses of IEAs, the responsibilities of parents, and the duties of the department; (5) Develop and implement a process to notify parents of their child's potential eligibility to participate in the program and notify the education committee of the senate and the education administration committee of the house of representatives on the process that the department develops pursuant to this subdivision (a)(5); (6) Adopt policies necessary for the administration of the IEA program, including: (A) Policies for conducting or contracting for random, quarterly, or annual reviews of accounts; (B) Policies for establishing or contracting for the establishment of an online anonymous fraud reporting service; and (C) Policies for establishing an anonymous telephone hotline for reporting fraud; and (7) Post on its website a list of participating schools for each school year, the grades taught in the school and other information that the department determines shall assist parents in selecting participating schools for their children. (b) The department may deduct an amount up to six percent (6%) from appropriations used to fund IEAs to cover the costs of overseeing the funds and administering the program. (c) In compliance with all state and federal student privacy laws, an LEA shall provide a participating school that has admitted an eligible student under this part with a complete copy of the student's school records in the possession of the LEA. Amended by 2023 Tenn. Acts, ch. 321,s 1, eff. 4/28/2023. Amended by 2022 Tenn. Acts, ch. 966, s 66, eff. 7/1/2023. Amended by 2017 Tenn. Acts, ch. 305, Secs.s 14, s 15, s 16, s 17, s 18, s 19 eff. 5/5/2017. Amended by 2016 Tenn. Acts, ch. 620, s 2, eff. 3/22/2016. Added by 2015 Tenn. Acts, ch. 431, s 6, eff. 1/1/2016.
(a) In administering the IEA program, the department shall: (1) Remit funds to a participating student's IEA account on at least a quarterly basis. Any funds awarded under this part shall be the entitlement of only the eligible student under the supervision of the student's parent. The maximum annual amount to which an eligible student is entitled under this part shall be equal to the amount representing the total funding allocation that the student generates under the Tennessee investment in student achievement formula (TISA). For the purpose of funding calculations, each eligible student who participates in the program shall be counted in the enrollment figures for the LEA in which the student resides and is zoned to attend. The IEA funds shall be subtracted from the state funds otherwise payable to the LEA; (2) (A) Create a standard form that a parent of a student may submit to establish the student's eligibility for an IEA. The department shall make the application readily available to interested families through various sources, including the internet; and (B) In accordance with state board of education rules promulgated in consultation with the department of education and the department of health, create an application and approval process for nonpublic schools to become participating schools; (3) Establish application and participation timelines that shall maximize student and school participation; (4) Provide parents of participating students with a written explanation of the allowable uses of IEAs, the responsibilities of parents, and the duties of the department; (5) Develop and implement a process to notify parents of their child's potential eligibility to participate in the program and notify the education committee of the senate and the education administration committee of the house of representatives on the process that the department develops pursuant to this subdivision (a)(5); (6) Adopt policies necessary for the administration of the IEA program, including: (A) Policies for conducting or contracting for random, quarterly, or annual reviews of accounts; (B) Policies for establishing or contracting for the establishment of an online anonymous fraud reporting service; and (C) Policies for establishing an anonymous telephone hotline for reporting fraud; and (7) Post on its website a list of participating schools for each school year, the grades taught in the school and other information that the department determines shall assist parents in selecting participating schools for their children.
(1) Remit funds to a participating student's IEA account on at least a quarterly basis. Any funds awarded under this part shall be the entitlement of only the eligible student under the supervision of the student's parent. The maximum annual amount to which an eligible student is entitled under this part shall be equal to the amount representing the total funding allocation that the student generates under the Tennessee investment in student achievement formula (TISA). For the purpose of funding calculations, each eligible student who participates in the program shall be counted in the enrollment figures for the LEA in which the student resides and is zoned to attend. The IEA funds shall be subtracted from the state funds otherwise payable to the LEA;
(2) (A) Create a standard form that a parent of a student may submit to establish the student's eligibility for an IEA. The department shall make the application readily available to interested families through various sources, including the internet; and (B) In accordance with state board of education rules promulgated in consultation with the department of education and the department of health, create an application and approval process for nonpublic schools to become participating schools;
(A) Create a standard form that a parent of a student may submit to establish the student's eligibility for an IEA. The department shall make the application readily available to interested families through various sources, including the internet; and
(B) In accordance with state board of education rules promulgated in consultation with the department of education and the department of health, create an application and approval process for nonpublic schools to become participating schools;
(3) Establish application and participation timelines that shall maximize student and school participation;
(4) Provide parents of participating students with a written explanation of the allowable uses of IEAs, the responsibilities of parents, and the duties of the department;
(5) Develop and implement a process to notify parents of their child's potential eligibility to participate in the program and notify the education committee of the senate and the education administration committee of the house of representatives on the process that the department develops pursuant to this subdivision (a)(5);
(6) Adopt policies necessary for the administration of the IEA program, including: (A) Policies for conducting or contracting for random, quarterly, or annual reviews of accounts; (B) Policies for establishing or contracting for the establishment of an online anonymous fraud reporting service; and (C) Policies for establishing an anonymous telephone hotline for reporting fraud; and
(A) Policies for conducting or contracting for random, quarterly, or annual reviews of accounts;
(B) Policies for establishing or contracting for the establishment of an online anonymous fraud reporting service; and
(C) Policies for establishing an anonymous telephone hotline for reporting fraud; and
(7) Post on its website a list of participating schools for each school year, the grades taught in the school and other information that the department determines shall assist parents in selecting participating schools for their children.
(b) The department may deduct an amount up to six percent (6%) from appropriations used to fund IEAs to cover the costs of overseeing the funds and administering the program.
(c) In compliance with all state and federal student privacy laws, an LEA shall provide a participating school that has admitted an eligible student under this part with a complete copy of the student's school records in the possession of the LEA.
Amended by 2023 Tenn. Acts, ch. 321,s 1, eff. 4/28/2023.
Amended by 2022 Tenn. Acts, ch. 966, s 66, eff. 7/1/2023.
Amended by 2017 Tenn. Acts, ch. 305, Secs.s 14, s 15, s 16, s 17, s 18, s 19 eff. 5/5/2017.
Amended by 2016 Tenn. Acts, ch. 620, s 2, eff. 3/22/2016.
Added by 2015 Tenn. Acts, ch. 431, s 6, eff. 1/1/2016.
Tenn. Code Ann. § 49-7-1504 — TN Code / Title 49 / Chapter 7 / Section 49-7-1504
Authority of commission
Status: in_force

The commission is authorized to: (1) Enter into the interstate reciprocity agreement known as SARA, or any successor organization, which serves the purpose of approving institutions in Tennessee to participate in SARA; (2) Serve as the portal agency for SARA; (3) Act in accordance with the terms of the state authorization reciprocity agreement with regard to any member state, Tennessee SARA institution, or non-Tennessee SARA institution; (4) Provide appropriate staff support as necessary to facilitate institution application, approval, and reporting in accordance with NC-SARA and SREB guidelines and policies; (5) Provide appropriate staff support as necessary to facilitate complaint determination and resolution under § 49-7-1506 ; (6) Promulgate rules and policies as necessary or appropriate for the conduct of its work and the implementation of this part, which rules shall have the force of law; and (7) Exercise other powers and duties implied but not enumerated in this section that are in conformity with this part and, in the judgment of the commission, are determined necessary in order to carry out the intent of this part. Added by 2015 Tenn. Acts, ch. 444, s 1, eff. 5/18/2015.
The commission is authorized to:
(1) Enter into the interstate reciprocity agreement known as SARA, or any successor organization, which serves the purpose of approving institutions in Tennessee to participate in SARA;
(2) Serve as the portal agency for SARA;
(3) Act in accordance with the terms of the state authorization reciprocity agreement with regard to any member state, Tennessee SARA institution, or non-Tennessee SARA institution;
(4) Provide appropriate staff support as necessary to facilitate institution application, approval, and reporting in accordance with NC-SARA and SREB guidelines and policies;
(5) Provide appropriate staff support as necessary to facilitate complaint determination and resolution under § 49-7-1506 ;
(6) Promulgate rules and policies as necessary or appropriate for the conduct of its work and the implementation of this part, which rules shall have the force of law; and
(7) Exercise other powers and duties implied but not enumerated in this section that are in conformity with this part and, in the judgment of the commission, are determined necessary in order to carry out the intent of this part.
Added by 2015 Tenn. Acts, ch. 444, s 1, eff. 5/18/2015.
Tenn. Code Ann. § 49-6-2906 — TN Code / Title 49 / Chapter 6 / Section 49-6-2906
Teachers and administrators not to violate the first amendment establishment clause
Status: in_force

Nothing in this part shall be construed to support, encourage or permit a teacher, administrator or other employee of the public schools to lead, direct or encourage any religious or antireligious activity in violation of that portion of the first amendment of the United States constitution prohibiting laws respecting an establishment of religion. Acts 1997, ch. 422, § 1.
Nothing in this part shall be construed to support, encourage or permit a teacher, administrator or other employee of the public schools to lead, direct or encourage any religious or antireligious activity in violation of that portion of the first amendment of the United States constitution prohibiting laws respecting an establishment of religion.
Acts 1997, ch. 422, § 1.
Tenn. Code Ann. § 49-13-129 — TN Code / Title 49 / Chapter 13 / Section 49-13-129
[Repealed]
Status: repealed

Repealed by 2018 Tenn. Acts, ch. 725, s 57, eff. 4/18/2018. Acts 2008 , ch. 1133, § 3; 2010 , ch. 930, § 1.
Repealed by 2018 Tenn. Acts, ch. 725, s 57, eff. 4/18/2018.
Acts 2008 , ch. 1133, § 3; 2010 , ch. 930, § 1.
Tenn. Code Ann. § 49-1-610 — TN Code / Title 49 / Chapter 1 / Section 49-1-610
New test questions - Formative assessment question banks
Status: in_force

(a) All tests used in accordance with this part shall be equivalent tests. Each year, at least thirty percent (30%) of items on each test must be fresh, nonredundant items that did not appear on that test in the previous two (2) years. The commissioner shall ensure that assessments used to measure academic progress required by this chapter meet acceptable standards of reliability and appropriately measure students at all levels of achievement. (b) The commissioner shall develop formative assessment question banks that are aligned to state-mandated summative assessments measuring the academic progress of students. The department of education shall make the formative assessment question banks available for use by LEAs. The commissioner shall begin developing the formative assessment question banks required under this subsection (b) no later than July 1, 2020. Amended by 2020 Tenn. Acts, ch. 532, s 1, eff. 3/10/2020. Amended by 2018 Tenn. Acts, ch. 895, s 1, eff. 5/3/2018. Acts 1992, ch. 535, § 4; T.C.A., § 49-1-608(b) ; Acts 2004, ch. 928, § 8.
(a) All tests used in accordance with this part shall be equivalent tests. Each year, at least thirty percent (30%) of items on each test must be fresh, nonredundant items that did not appear on that test in the previous two (2) years. The commissioner shall ensure that assessments used to measure academic progress required by this chapter meet acceptable standards of reliability and appropriately measure students at all levels of achievement.
(b) The commissioner shall develop formative assessment question banks that are aligned to state-mandated summative assessments measuring the academic progress of students. The department of education shall make the formative assessment question banks available for use by LEAs. The commissioner shall begin developing the formative assessment question banks required under this subsection (b) no later than July 1, 2020.
Amended by 2020 Tenn. Acts, ch. 532, s 1, eff. 3/10/2020.
Amended by 2018 Tenn. Acts, ch. 895, s 1, eff. 5/3/2018.
Acts 1992, ch. 535, § 4; T.C.A., § 49-1-608(b) ; Acts 2004, ch. 928, § 8.
Tenn. Code Ann. § 49-50-1306 — TN Code / Title 49 / Chapter 50 / Section 49-50-1306
[Repealed]
Status: repealed

Repealed by 2018 Tenn. Acts, ch. 932, s 1, eff. 7/1/2018. Acts 1986, ch. 801, § 6; 1990, ch. 1014, § 1.
Repealed by 2018 Tenn. Acts, ch. 932, s 1, eff. 7/1/2018.
Acts 1986, ch. 801, § 6; 1990, ch. 1014, § 1.
Tenn. Code Ann. § 49-15-101 — TN Code / Title 49 / Chapter 15 / Section 49-15-101
Purpose - Requirements of programs
Status: in_force

(a) The purpose of this chapter is to authorize public postsecondary institutions and LEAs to jointly establish cooperative innovative programs in high schools and public postsecondary institutions, including, but not limited to, universities, community colleges and colleges of applied technology, that will expand students' opportunities for educational success through high quality instructional programming. These cooperative innovative high school programs shall target: (1) High school students who are at risk of dropping out of school before attaining a high school diploma; or (2) High school students who would benefit from accelerated academic instruction. (b) All cooperative innovative high school programs established under this chapter shall: (1) Prepare students adequately for future learning in the workforce or in an institution of higher education; (2) Expand students' educational opportunities within the public school system; (3) Be centered on the core academic standards represented by the preparatory pathway as defined by the state board of education that will adequately prepare the student to enter postsecondary education or the workplace without academic remediation; (4) Encourage the cooperative or shared use of resources, personnel and facilities between public schools and postsecondary institutions; (5) Integrate and emphasize both academic and technical skills necessary for students to be successful in a more demanding and changing workplace; (6) Emphasize parental involvement and provide consistent counseling, advising and parent conferencing at the secondary level so that parents and students can make responsible decisions regarding course taking and can track the students' academic progress and success; (7) Be held accountable for meeting measurable student achievement results as established by the state board of education, the University of Tennessee system, and the Tennessee board of regents; (8) Encourage the use of different and innovative teaching methods; (9) Establish joint institutional responsibility and accountability for support of students and their success; (10) Effectively utilize existing funding sources for high school, college, university and career and technical programs and actively pursue new funding from other sources; (11) Develop methods for early identification of potential participating students in the middle grades through high school; and (12) Reduce the percentage of students needing remedial courses upon their initial entry from high school into a postsecondary institution. (c) Programs developed under this chapter that target students who are at risk of dropping out of high school before attaining a high school diploma shall: (1) Provide these students with the opportunity to graduate from high school possessing the core academic skills needed for postsecondary education and high-skilled employment; (2) Enable students to complete a technical or academic program in a field that is in high demand and has high wages; (3) Set and achieve goals that significantly reduce dropout rates and raise high school and college retention, certification and degree completion rates; and (4) Enable students who complete these programs to pass employer exams, if applicable. (d) Cooperative innovative high school programs that offer accelerated learning programs shall: (1) Provide a flexible, customized program of instruction for students who would benefit from accelerated, higher level coursework or early graduation from high school; (2) Enable students to obtain a high school diploma in less than four (4) years, to begin or complete an associate degree program, to master a certificate or diploma in a career or technical program or to earn up to two (2) years of postsecondary credit; and (3) Offer a college preparatory academic core and in-depth studies in a career or technical field that will lead to advanced programs or employment opportunities in engineering, health sciences or teaching. (e) Cooperative innovative high school programs may include, but shall not be limited to, the creation of a school within a school, a technical high school or a high school or technical center located on the campus of a postsecondary institution. (f) Students shall be eligible to attend these programs as early as the ninth grade. Amended by 2013 Tenn. Acts, ch. 473,s 23, eff. 7/1/2013. Acts 2007, ch. 459, § 1.
(a) The purpose of this chapter is to authorize public postsecondary institutions and LEAs to jointly establish cooperative innovative programs in high schools and public postsecondary institutions, including, but not limited to, universities, community colleges and colleges of applied technology, that will expand students' opportunities for educational success through high quality instructional programming. These cooperative innovative high school programs shall target: (1) High school students who are at risk of dropping out of school before attaining a high school diploma; or (2) High school students who would benefit from accelerated academic instruction.
(1) High school students who are at risk of dropping out of school before attaining a high school diploma; or
(2) High school students who would benefit from accelerated academic instruction.
(b) All cooperative innovative high school programs established under this chapter shall: (1) Prepare students adequately for future learning in the workforce or in an institution of higher education; (2) Expand students' educational opportunities within the public school system; (3) Be centered on the core academic standards represented by the preparatory pathway as defined by the state board of education that will adequately prepare the student to enter postsecondary education or the workplace without academic remediation; (4) Encourage the cooperative or shared use of resources, personnel and facilities between public schools and postsecondary institutions; (5) Integrate and emphasize both academic and technical skills necessary for students to be successful in a more demanding and changing workplace; (6) Emphasize parental involvement and provide consistent counseling, advising and parent conferencing at the secondary level so that parents and students can make responsible decisions regarding course taking and can track the students' academic progress and success; (7) Be held accountable for meeting measurable student achievement results as established by the state board of education, the University of Tennessee system, and the Tennessee board of regents; (8) Encourage the use of different and innovative teaching methods; (9) Establish joint institutional responsibility and accountability for support of students and their success; (10) Effectively utilize existing funding sources for high school, college, university and career and technical programs and actively pursue new funding from other sources; (11) Develop methods for early identification of potential participating students in the middle grades through high school; and (12) Reduce the percentage of students needing remedial courses upon their initial entry from high school into a postsecondary institution.
(1) Prepare students adequately for future learning in the workforce or in an institution of higher education;
(2) Expand students' educational opportunities within the public school system;
(3) Be centered on the core academic standards represented by the preparatory pathway as defined by the state board of education that will adequately prepare the student to enter postsecondary education or the workplace without academic remediation;
(4) Encourage the cooperative or shared use of resources, personnel and facilities between public schools and postsecondary institutions;
(5) Integrate and emphasize both academic and technical skills necessary for students to be successful in a more demanding and changing workplace;
(6) Emphasize parental involvement and provide consistent counseling, advising and parent conferencing at the secondary level so that parents and students can make responsible decisions regarding course taking and can track the students' academic progress and success;
(7) Be held accountable for meeting measurable student achievement results as established by the state board of education, the University of Tennessee system, and the Tennessee board of regents;
(8) Encourage the use of different and innovative teaching methods;
(9) Establish joint institutional responsibility and accountability for support of students and their success;
(10) Effectively utilize existing funding sources for high school, college, university and career and technical programs and actively pursue new funding from other sources;
(11) Develop methods for early identification of potential participating students in the middle grades through high school; and
(12) Reduce the percentage of students needing remedial courses upon their initial entry from high school into a postsecondary institution.
(c) Programs developed under this chapter that target students who are at risk of dropping out of high school before attaining a high school diploma shall: (1) Provide these students with the opportunity to graduate from high school possessing the core academic skills needed for postsecondary education and high-skilled employment; (2) Enable students to complete a technical or academic program in a field that is in high demand and has high wages; (3) Set and achieve goals that significantly reduce dropout rates and raise high school and college retention, certification and degree completion rates; and (4) Enable students who complete these programs to pass employer exams, if applicable.
(1) Provide these students with the opportunity to graduate from high school possessing the core academic skills needed for postsecondary education and high-skilled employment;
(2) Enable students to complete a technical or academic program in a field that is in high demand and has high wages;
(3) Set and achieve goals that significantly reduce dropout rates and raise high school and college retention, certification and degree completion rates; and
(4) Enable students who complete these programs to pass employer exams, if applicable.
(d) Cooperative innovative high school programs that offer accelerated learning programs shall: (1) Provide a flexible, customized program of instruction for students who would benefit from accelerated, higher level coursework or early graduation from high school; (2) Enable students to obtain a high school diploma in less than four (4) years, to begin or complete an associate degree program, to master a certificate or diploma in a career or technical program or to earn up to two (2) years of postsecondary credit; and (3) Offer a college preparatory academic core and in-depth studies in a career or technical field that will lead to advanced programs or employment opportunities in engineering, health sciences or teaching.
(1) Provide a flexible, customized program of instruction for students who would benefit from accelerated, higher level coursework or early graduation from high school;
(2) Enable students to obtain a high school diploma in less than four (4) years, to begin or complete an associate degree program, to master a certificate or diploma in a career or technical program or to earn up to two (2) years of postsecondary credit; and
(3) Offer a college preparatory academic core and in-depth studies in a career or technical field that will lead to advanced programs or employment opportunities in engineering, health sciences or teaching.
(e) Cooperative innovative high school programs may include, but shall not be limited to, the creation of a school within a school, a technical high school or a high school or technical center located on the campus of a postsecondary institution.
(f) Students shall be eligible to attend these programs as early as the ninth grade.
Amended by 2013 Tenn. Acts, ch. 473,s 23, eff. 7/1/2013.
Acts 2007, ch. 459, § 1.
Tenn. Code Ann. § 49-7-122 — TN Code / Title 49 / Chapter 7 / Section 49-7-122
Annual training required for employee who investigates sexual misconduct
Status: in_force

(a) An employee of a public institution of higher education who investigates sexual misconduct shall complete the following at least one (1) time each year: (1) Training that satisfies the requirements of Title IX of the Education Amendments of 1972 ( 20 U.S.C. § 1681 ), the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act ( 20 U.S.C. § 1092(f) ), and the federal regulations implementing the statutes, as amended, all of which may be satisfied by the training in subdivision (a)(2); or (2) Training developed or conducted by the Tennessee Law Enforcement Innovation Center for investigators who perform investigations of sexual misconduct. (b) As used in this section, "sexual misconduct" means an alleged violation of a public higher education institution's policies concerning sexual assault, dating violence, domestic violence, or stalking. Amended by 2018 Tenn. Acts, ch. 980,s 5, eff. 7/1/2018. Acts 1993, ch. 307, § 6.
(a) An employee of a public institution of higher education who investigates sexual misconduct shall complete the following at least one (1) time each year: (1) Training that satisfies the requirements of Title IX of the Education Amendments of 1972 ( 20 U.S.C. § 1681 ), the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act ( 20 U.S.C. § 1092(f) ), and the federal regulations implementing the statutes, as amended, all of which may be satisfied by the training in subdivision (a)(2); or (2) Training developed or conducted by the Tennessee Law Enforcement Innovation Center for investigators who perform investigations of sexual misconduct.
(1) Training that satisfies the requirements of Title IX of the Education Amendments of 1972 ( 20 U.S.C. § 1681 ), the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act ( 20 U.S.C. § 1092(f) ), and the federal regulations implementing the statutes, as amended, all of which may be satisfied by the training in subdivision (a)(2); or
(2) Training developed or conducted by the Tennessee Law Enforcement Innovation Center for investigators who perform investigations of sexual misconduct.
(b) As used in this section, "sexual misconduct" means an alleged violation of a public higher education institution's policies concerning sexual assault, dating violence, domestic violence, or stalking.
Amended by 2018 Tenn. Acts, ch. 980,s 5, eff. 7/1/2018.
Acts 1993, ch. 307, § 6.
Tenn. Code Ann. § 49-6-1018 — TN Code / Title 49 / Chapter 6 / Section 49-6-1018
Governor's Civics Seal
Status: in_force

(a) There is established the Governor's Civics Seal to recognize public schools and local education agencies that implement high-quality civic education programs that prepare students for career and civic life. (b) The department of education shall identify on the state report card: (1) Each school earning the Seal as a Tennessee Excellence in Civics Education School; and (2) Each local education agency in which at least eighty percent (80%) of the LEA's schools earn the Seal as a Tennessee Excellence in Civics Education District. (c) The department shall develop, and the state board of education shall adopt, criteria that a school must meet to earn the Seal. The criteria must require the school to: (1) Incorporate civic learning across a broad range of grades and academic subjects that build on the Tennessee academic standards, such as the civics lesson plans and the blue book lesson plans provided by the secretary of state; (2) In accordance with § 49-6-1028 , provide instruction regarding our nation's democratic principles and practices, the significant events and individuals responsible for the creation of our foundational documents, and the formation of the governments of the United States and the State of Tennessee using the federal and state foundational documents; (3) Provide professional development opportunities or student resources that facilitate civics education, such as civics education workshops offered by the secretary of state; (4) Provide opportunities for students to engage in real-world learning activities, including the secretary of state's student mock election and civics essay contest; (5) Have fully implemented a high-quality, project-based assessment in accordance with § 49-6-1028(d) , if applicable; and (6) Be recognized as a civics all-star school in accordance with § 49-6-408 , if applicable. Amended by 2013 Tenn. Acts, ch. 375, s 2, eff. 7/1/2013. Acts 2005, ch. 202, § 1; 2011 , ch. 251, § 1.
(a) There is established the Governor's Civics Seal to recognize public schools and local education agencies that implement high-quality civic education programs that prepare students for career and civic life.
(b) The department of education shall identify on the state report card: (1) Each school earning the Seal as a Tennessee Excellence in Civics Education School; and (2) Each local education agency in which at least eighty percent (80%) of the LEA's schools earn the Seal as a Tennessee Excellence in Civics Education District.
(1) Each school earning the Seal as a Tennessee Excellence in Civics Education School; and
(2) Each local education agency in which at least eighty percent (80%) of the LEA's schools earn the Seal as a Tennessee Excellence in Civics Education District.
(c) The department shall develop, and the state board of education shall adopt, criteria that a school must meet to earn the Seal. The criteria must require the school to: (1) Incorporate civic learning across a broad range of grades and academic subjects that build on the Tennessee academic standards, such as the civics lesson plans and the blue book lesson plans provided by the secretary of state; (2) In accordance with § 49-6-1028 , provide instruction regarding our nation's democratic principles and practices, the significant events and individuals responsible for the creation of our foundational documents, and the formation of the governments of the United States and the State of Tennessee using the federal and state foundational documents; (3) Provide professional development opportunities or student resources that facilitate civics education, such as civics education workshops offered by the secretary of state; (4) Provide opportunities for students to engage in real-world learning activities, including the secretary of state's student mock election and civics essay contest; (5) Have fully implemented a high-quality, project-based assessment in accordance with § 49-6-1028(d) , if applicable; and (6) Be recognized as a civics all-star school in accordance with § 49-6-408 , if applicable.
(1) Incorporate civic learning across a broad range of grades and academic subjects that build on the Tennessee academic standards, such as the civics lesson plans and the blue book lesson plans provided by the secretary of state;
(2) In accordance with § 49-6-1028 , provide instruction regarding our nation's democratic principles and practices, the significant events and individuals responsible for the creation of our foundational documents, and the formation of the governments of the United States and the State of Tennessee using the federal and state foundational documents;
(3) Provide professional development opportunities or student resources that facilitate civics education, such as civics education workshops offered by the secretary of state;
(4) Provide opportunities for students to engage in real-world learning activities, including the secretary of state's student mock election and civics essay contest;
(5) Have fully implemented a high-quality, project-based assessment in accordance with § 49-6-1028(d) , if applicable; and
(6) Be recognized as a civics all-star school in accordance with § 49-6-408 , if applicable.
Amended by 2013 Tenn. Acts, ch. 375, s 2, eff. 7/1/2013.
Acts 2005, ch. 202, § 1; 2011 , ch. 251, § 1.
Tenn. Code Ann. § 49-6-419 — TN Code / Title 49 / Chapter 6 / Section 49-6-419
Designation of apprenticeship training program contact for school - Directory
Status: in_force

(a) Each public high school, including public charter high schools, shall designate a teacher, principal, or other school employee to serve as an apprenticeship training program contact for the school. A public high school shall notify the department of education of the apprenticeship training program contact and update the department of any changes. (b) The department of education shall compile and publish to its website a directory of the name and contact information for the apprenticeship training program contact for each public high school. The contact information includes the contact's mailing address, email address, telephone number, and high school that the contact represents. (c) The department shall update the information required pursuant to subsection (b) no later than September 1 of each year. (d) As used in this section "apprenticeship training program contact" means a designee of a public high school that is the preferred point of contact for students, parents, or apprenticeship programs to interface with the high schools on matters related to apprenticeship training opportunities and workforce training. Added by 2021 Tenn. Acts, ch. 206,s 1, eff. 7/1/2021.
(a) Each public high school, including public charter high schools, shall designate a teacher, principal, or other school employee to serve as an apprenticeship training program contact for the school. A public high school shall notify the department of education of the apprenticeship training program contact and update the department of any changes.
(b) The department of education shall compile and publish to its website a directory of the name and contact information for the apprenticeship training program contact for each public high school. The contact information includes the contact's mailing address, email address, telephone number, and high school that the contact represents.
(c) The department shall update the information required pursuant to subsection (b) no later than September 1 of each year.
(d) As used in this section "apprenticeship training program contact" means a designee of a public high school that is the preferred point of contact for students, parents, or apprenticeship programs to interface with the high schools on matters related to apprenticeship training opportunities and workforce training.
Added by 2021 Tenn. Acts, ch. 206,s 1, eff. 7/1/2021.
Tenn. Code Ann. § 49-6-308 — TN Code / Title 49 / Chapter 6 / Section 49-6-308
Pilot program to improve parent-teacher engagement
Status: in_force

(a) The department of education shall establish in no less than two (2) public schools a three-year pilot program to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2). Public schools interested in participating in the program shall apply with the department. The department shall strive to select public schools that satisfy the following criteria: (1) One (1) school from each grand division; (2) At least one (1) urban, one (1) rural, and one (1) suburban school; (3) At least one (1) school that primarily serves a minority population; and (4) At least one (1) school in which eighty percent (80%) or more of the school's student population is eligible for free or reduced price lunch. (b) The program shall begin with the 2018-2019 school year. Each school selected by the department to participate in the program shall be trained using a best practices model in the summer before any school selected to participate in the program is scheduled to begin classes for the 2018-2019 school year. The department shall organize a meeting with administrators from each of the schools selected to participate in the program, at which time the schools shall agree on the criteria to be used for the program from the chosen best practices model. (c) Teachers participating in the program shall not be required to use the teacher's individual planning time or duty-free lunch or planning periods provided by § 49-1-302(e) for any duties or activities associated with the program. (d) The department is authorized and empowered to contract with one (1) or more entities to provide parent-teacher engagement training to the teachers and principals of each school selected by the department to participate in the program. (e) Throughout the program, the department shall collect and analyze: (1) The number and percentage of parents who participated in the program and how many steps of the best practices model criteria they completed; (2) The number and percentage of students meeting any academic goals established by the student, parent, and teacher as part of an initial parent-teacher conference or meeting; (3) The academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers participated in the program compared with the academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers did not participate in the program; (4) Data collected from a parent survey designed to gauge parent satisfaction with the program and to obtain suggestions from parents for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2); and (5) Data collected from a teacher and principal survey designed to gauge teacher and principal satisfaction with the program and to obtain suggestions from teachers and principals for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2). (f) The department shall submit an annual report on the outcomes of the pilot program to the education committee of the senate and to the education administration committee of the house of representatives no later than July 31, 2019, for the first year of the pilot program, and no later than July 31 of each remaining year. Amended by 2021 Tenn. Acts, ch. 64, s 83, eff. 3/29/2021. Amended by 2019 Tenn. Acts, ch. 345, s 96, eff. 5/10/2019. Acts 2018 , ch. 946, § 1.
(a) The department of education shall establish in no less than two (2) public schools a three-year pilot program to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2). Public schools interested in participating in the program shall apply with the department. The department shall strive to select public schools that satisfy the following criteria: (1) One (1) school from each grand division; (2) At least one (1) urban, one (1) rural, and one (1) suburban school; (3) At least one (1) school that primarily serves a minority population; and (4) At least one (1) school in which eighty percent (80%) or more of the school's student population is eligible for free or reduced price lunch.
(1) One (1) school from each grand division;
(2) At least one (1) urban, one (1) rural, and one (1) suburban school;
(3) At least one (1) school that primarily serves a minority population; and
(4) At least one (1) school in which eighty percent (80%) or more of the school's student population is eligible for free or reduced price lunch.
(b) The program shall begin with the 2018-2019 school year. Each school selected by the department to participate in the program shall be trained using a best practices model in the summer before any school selected to participate in the program is scheduled to begin classes for the 2018-2019 school year. The department shall organize a meeting with administrators from each of the schools selected to participate in the program, at which time the schools shall agree on the criteria to be used for the program from the chosen best practices model.
(c) Teachers participating in the program shall not be required to use the teacher's individual planning time or duty-free lunch or planning periods provided by § 49-1-302(e) for any duties or activities associated with the program.
(d) The department is authorized and empowered to contract with one (1) or more entities to provide parent-teacher engagement training to the teachers and principals of each school selected by the department to participate in the program.
(e) Throughout the program, the department shall collect and analyze: (1) The number and percentage of parents who participated in the program and how many steps of the best practices model criteria they completed; (2) The number and percentage of students meeting any academic goals established by the student, parent, and teacher as part of an initial parent-teacher conference or meeting; (3) The academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers participated in the program compared with the academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers did not participate in the program; (4) Data collected from a parent survey designed to gauge parent satisfaction with the program and to obtain suggestions from parents for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2); and (5) Data collected from a teacher and principal survey designed to gauge teacher and principal satisfaction with the program and to obtain suggestions from teachers and principals for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2).
(1) The number and percentage of parents who participated in the program and how many steps of the best practices model criteria they completed;
(2) The number and percentage of students meeting any academic goals established by the student, parent, and teacher as part of an initial parent-teacher conference or meeting;
(3) The academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers participated in the program compared with the academic performance goals met by students in any grade from kindergarten through grade two (K-2) whose parents and teachers did not participate in the program;
(4) Data collected from a parent survey designed to gauge parent satisfaction with the program and to obtain suggestions from parents for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2); and
(5) Data collected from a teacher and principal survey designed to gauge teacher and principal satisfaction with the program and to obtain suggestions from teachers and principals for ways to improve the program or to improve parent-teacher engagement in any grade from kindergarten through grade two (K-2).
(f) The department shall submit an annual report on the outcomes of the pilot program to the education committee of the senate and to the education administration committee of the house of representatives no later than July 31, 2019, for the first year of the pilot program, and no later than July 31 of each remaining year.
Amended by 2021 Tenn. Acts, ch. 64, s 83, eff. 3/29/2021.
Amended by 2019 Tenn. Acts, ch. 345, s 96, eff. 5/10/2019.
Acts 2018 , ch. 946, § 1.
Tenn. Code Ann. § 49-6-2404 — TN Code / Title 49 / Chapter 6 / Section 49-6-2404
Authority to form community consortiums to establish community schools - Centers of communities - Designation of individual to lead implementation of programming - Eligibility for community school grant
Status: in_force

(a) LEAs and schools are authorized and encouraged to form community consortiums with a variety of community partners to establish a community school or schools with an integrated focus on academics, health and social services, youth and community development and community engagement that will lead to improved student learning, stronger families and healthier communities. (b) The community schools, formed pursuant to subsection (a), shall strive to become centers of their communities providing programs and services for persons of all ages. They shall be open to everyone throughout each day, including in the evenings, on weekends and in the summer. (c) A community school must designate an individual to lead and coordinate the planning and implementation of programming for the school. (d) A community school is not eligible for any community school grant available under this part unless the school has developed a plan that provides for: (1) Integrated student supports; (2) Expanded and enriched learning time and opportunities; (3) Active family and community engagement; and (4) Collaborative leadership and practices. Amended by 2019 Tenn. Acts, ch. 453,s 1, eff. 5/22/2019. Added by 2014 Tenn. Acts, ch. 968,s 5, eff. 5/19/2014.
(a) LEAs and schools are authorized and encouraged to form community consortiums with a variety of community partners to establish a community school or schools with an integrated focus on academics, health and social services, youth and community development and community engagement that will lead to improved student learning, stronger families and healthier communities.
(b) The community schools, formed pursuant to subsection (a), shall strive to become centers of their communities providing programs and services for persons of all ages. They shall be open to everyone throughout each day, including in the evenings, on weekends and in the summer.
(c) A community school must designate an individual to lead and coordinate the planning and implementation of programming for the school.
(d) A community school is not eligible for any community school grant available under this part unless the school has developed a plan that provides for: (1) Integrated student supports; (2) Expanded and enriched learning time and opportunities; (3) Active family and community engagement; and (4) Collaborative leadership and practices.
(1) Integrated student supports;
(2) Expanded and enriched learning time and opportunities;
(3) Active family and community engagement; and
(4) Collaborative leadership and practices.
Amended by 2019 Tenn. Acts, ch. 453,s 1, eff. 5/22/2019.
Added by 2014 Tenn. Acts, ch. 968,s 5, eff. 5/19/2014.
Tenn. Code Ann. § 49-3-362 — TN Code / Title 49 / Chapter 3 / Section 49-3-362
[Repealed]
Status: repealed

Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023. Acts 1992, ch. 535, § 3.
Repealed by 2022 Tenn. Acts, ch. 966, s 2, eff. 7/1/2023.
Acts 1992, ch. 535, § 3.
Tenn. Code Ann. § 49-1-304 — TN Code / Title 49 / Chapter 1 / Section 49-1-304
Acquisition of federal surplus property
Status: in_force

(a) The state board of education is authorized to cooperate with the federal government in the transfer of government surplus property, to any and all eligible departments and agencies of the state and local government, and to any and all other agencies eligible to receive surplus property under Public Law 152, 81st Congress (Act June 30, 1949, ch. 288, 63 Stat. 377) ( 40 U.S.C. § 1301 et seq.), and any and all other statutory laws now in effect or that may be enacted by the congress of the United States covering the disposal of United States government surplus property. (b) The state board is authorized to take any and all action necessary for the proper administration of the surplus property program in the acquisition of and the distribution of government surplus properties to eligible claimants in this state, in accordance with the appropriate controlling federal statutes and regulations. (c) The state board is authorized to collect fees for the transfer of such properties in an amount necessary for the reimbursement of freight, handling and warehousing. Acts 1953, ch. 133, §§ 1-3 (Williams, § 2316b); T.C.A. (orig. ed.), §§ 49-808 -- 49-810.
(a) The state board of education is authorized to cooperate with the federal government in the transfer of government surplus property, to any and all eligible departments and agencies of the state and local government, and to any and all other agencies eligible to receive surplus property under Public Law 152, 81st Congress (Act June 30, 1949, ch. 288, 63 Stat. 377) ( 40 U.S.C. § 1301 et seq.), and any and all other statutory laws now in effect or that may be enacted by the congress of the United States covering the disposal of United States government surplus property.
(b) The state board is authorized to take any and all action necessary for the proper administration of the surplus property program in the acquisition of and the distribution of government surplus properties to eligible claimants in this state, in accordance with the appropriate controlling federal statutes and regulations.
(c) The state board is authorized to collect fees for the transfer of such properties in an amount necessary for the reimbursement of freight, handling and warehousing.
Acts 1953, ch. 133, §§ 1-3 (Williams, § 2316b); T.C.A. (orig. ed.), §§ 49-808 -- 49-810.
Tenn. Code Ann. § 49-15-103 — TN Code / Title 49 / Chapter 15 / Section 49-15-103
Consortium for cooperative innovative education
Status: in_force

(a) The chancellor of the board of regents or the chancellor's designee, the president of the University of Tennessee system or the president's designee, the executive director of the Tennessee higher education commission or the executive director's designee, the executive director of the state board of education or the executive director's designee, and the commissioner of education or the commissioner's designee shall compose the consortium for cooperative innovative education. (b) The consortium shall: (1) Develop and put into effect a program to align secondary and postsecondary courses; (2) Develop and implement early postsecondary credit opportunities; and (3) Create marketing channels to advise students of early postsecondary education opportunities. Early postsecondary education opportunities may include, but are not limited to, dual enrollment, dual credit, Advanced Placement (AP), College-Level Examination Program (CLEP) and International Baccalaureate opportunities. (c) The chancellor of the board of regents and the president of the University of Tennessee system, or their designees, shall be co-chairs of the consortium. (d) The consortium may create an advisory committee to assist the consortium by examining best practices in cooperative innovative education, suggesting options for promotion of opportunities for early college credit and advising the consortium on workforce needs. The advisory committee shall invite and encourage the Tennessee Chamber of Commerce and Industry, the Tennessee Business Roundtable and the Tennessee Independent College and Universities Association to participate in the advisory committee's activities. (e) The consortium may establish and appoint committees and subcommittees to perform its tasks or to otherwise assist the consortium as it deems necessary. It is the prerogative of the chancellor and the president of the respective postsecondary governing boards to convene postsecondary faculty. (f) The board of trustees of the University of Tennessee and the board of regents shall develop, amend or adopt relevant policies and guidelines to realize dual credit or dual enrollment for postsecondary institutions with the secondary schools of the state. (g) The state board and the department of education shall develop, amend or adopt relevant policies and guidelines to realize dual credit or dual enrollment in the public high schools. Acts 2007, ch. 459, § 1; 2012, ch. 967, § 3.
(a) The chancellor of the board of regents or the chancellor's designee, the president of the University of Tennessee system or the president's designee, the executive director of the Tennessee higher education commission or the executive director's designee, the executive director of the state board of education or the executive director's designee, and the commissioner of education or the commissioner's designee shall compose the consortium for cooperative innovative education.
(b) The consortium shall: (1) Develop and put into effect a program to align secondary and postsecondary courses; (2) Develop and implement early postsecondary credit opportunities; and (3) Create marketing channels to advise students of early postsecondary education opportunities. Early postsecondary education opportunities may include, but are not limited to, dual enrollment, dual credit, Advanced Placement (AP), College-Level Examination Program (CLEP) and International Baccalaureate opportunities.
(1) Develop and put into effect a program to align secondary and postsecondary courses;
(2) Develop and implement early postsecondary credit opportunities; and
(3) Create marketing channels to advise students of early postsecondary education opportunities. Early postsecondary education opportunities may include, but are not limited to, dual enrollment, dual credit, Advanced Placement (AP), College-Level Examination Program (CLEP) and International Baccalaureate opportunities.
(c) The chancellor of the board of regents and the president of the University of Tennessee system, or their designees, shall be co-chairs of the consortium.
(d) The consortium may create an advisory committee to assist the consortium by examining best practices in cooperative innovative education, suggesting options for promotion of opportunities for early college credit and advising the consortium on workforce needs. The advisory committee shall invite and encourage the Tennessee Chamber of Commerce and Industry, the Tennessee Business Roundtable and the Tennessee Independent College and Universities Association to participate in the advisory committee's activities.
(e) The consortium may establish and appoint committees and subcommittees to perform its tasks or to otherwise assist the consortium as it deems necessary. It is the prerogative of the chancellor and the president of the respective postsecondary governing boards to convene postsecondary faculty.
(f) The board of trustees of the University of Tennessee and the board of regents shall develop, amend or adopt relevant policies and guidelines to realize dual credit or dual enrollment for postsecondary institutions with the secondary schools of the state.
(g) The state board and the department of education shall develop, amend or adopt relevant policies and guidelines to realize dual credit or dual enrollment in the public high schools.
Acts 2007, ch. 459, § 1; 2012, ch. 967, § 3.
Tenn. Code Ann. § 49-3-103 — TN Code / Title 49 / Chapter 3 / Section 49-3-103
Tennessee investment in student achievement formula established
Status: in_force

(a) The Tennessee investment in student achievement formula (TISA) is a student-based funding formula established as the system for funding education for kindergarten through grade twelve (K-12) public schools. The TISA is established to support the following goals: (1) Empowering each student to read proficiently by third grade and each grade thereafter; (2) Preparing each high school graduate to succeed in the postsecondary program or career of the graduate's choice; and (3) Providing each student with the resources needed to succeed, regardless of the student's individual circumstances. (b) The department shall implement the TISA beginning with the 2023-2024 school year. (c) The funding described in this part must be allocated in accordance with this part and with rules promulgated by the department in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. (d) By July 1, 2023, and by each July 1 thereafter, the department shall create and publish a TISA guide outlining the department's procedures for administering the TISA. At a minimum, the TISA guide must: (1) Identify the data that the department must receive from each LEA for purposes of administering the TISA; (2) Explain how and when the data identified pursuant to subdivision (d)(1) must be submitted to the department; (3) Explain how an LEA may dispute an alleged error in an allocation made to the LEA; (4) State that pursuant to § 49-3-108(h) , the comptroller shall not approve a local government budget that fails to include the local contribution; and (5) Identify each LEA that qualifies as a sparse district or a small district. Added by 2022 Tenn. Acts, ch. 966, s 1, eff. 7/1/2023.
(a) The Tennessee investment in student achievement formula (TISA) is a student-based funding formula established as the system for funding education for kindergarten through grade twelve (K-12) public schools. The TISA is established to support the following goals: (1) Empowering each student to read proficiently by third grade and each grade thereafter; (2) Preparing each high school graduate to succeed in the postsecondary program or career of the graduate's choice; and (3) Providing each student with the resources needed to succeed, regardless of the student's individual circumstances.
(1) Empowering each student to read proficiently by third grade and each grade thereafter;
(2) Preparing each high school graduate to succeed in the postsecondary program or career of the graduate's choice; and
(3) Providing each student with the resources needed to succeed, regardless of the student's individual circumstances.
(b) The department shall implement the TISA beginning with the 2023-2024 school year.
(c) The funding described in this part must be allocated in accordance with this part and with rules promulgated by the department in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(d) By July 1, 2023, and by each July 1 thereafter, the department shall create and publish a TISA guide outlining the department's procedures for administering the TISA. At a minimum, the TISA guide must: (1) Identify the data that the department must receive from each LEA for purposes of administering the TISA; (2) Explain how and when the data identified pursuant to subdivision (d)(1) must be submitted to the department; (3) Explain how an LEA may dispute an alleged error in an allocation made to the LEA; (4) State that pursuant to § 49-3-108(h) , the comptroller shall not approve a local government budget that fails to include the local contribution; and (5) Identify each LEA that qualifies as a sparse district or a small district.
(1) Identify the data that the department must receive from each LEA for purposes of administering the TISA;
(2) Explain how and when the data identified pursuant to subdivision (d)(1) must be submitted to the department;
(3) Explain how an LEA may dispute an alleged error in an allocation made to the LEA;
(4) State that pursuant to § 49-3-108(h) , the comptroller shall not approve a local government budget that fails to include the local contribution; and
(5) Identify each LEA that qualifies as a sparse district or a small district.
Added by 2022 Tenn. Acts, ch. 966, s 1, eff. 7/1/2023.
Tenn. Code Ann. § 49-1-606 — TN Code / Title 49 / Chapter 1 / Section 49-1-606
Annual estimates of teacher effects on student progress in grades three through eight (3-8)
Status: in_force

(a) Annually, data from the Tennessee comprehensive assessment program (TCAP) tests, or their future replacements, will be used to provide an estimate of the statistical distribution of teacher effects on the educational progress of students within school districts for grades three through eight (3-8). Teacher effect data shall not be retained for use in evaluations for more than the most recent five (5) years. A student must have been present for one hundred fifty (150) days of classroom instruction per year or seventy-five (75) days of classroom instruction in a block schedule before that student's record is attributable to a specific teacher. (b) (1) The estimates of specific teacher effects on the educational progress of students will not be a public record, and will be made available only to the specific teacher, the teacher's appropriate administrators as designated by the local board of education and school board members. The state department of education shall provide raw test score data to LEAs as soon as practicable after receipt of the data, but in no case later than June 30. The estimates of specific teacher effects may also be made available to the state board approved teacher preparation programs of individual teachers. The estimates made available to the preparation programs shall not be a public record and shall be used only in evaluation of the respective teacher preparation programs. Each institution or postsecondary system receiving the estimates shall develop a policy to protect the confidentiality of the data. (2) The estimates of specific teacher effects on the educational progress of students may be made available to parties conducting research for, or on behalf of, the department, schools, LEAs, or postsecondary institutions; provided, however, that the estimates made available shall not be a public record and shall be used only for research purposes. Each party receiving the estimates of specific teacher effect data for research purposes shall execute a signed data sharing agreement with the entity providing the data that includes provisions safeguarding the privacy and security of the data. Amended by 2017 Tenn. Acts, ch. 192,s 6, eff. 4/19/2017. Amended by 2014 Tenn. Acts, ch. 873,s 1, eff. 7/1/2014. Amended by 2013 Tenn. Acts, ch. 105,s 2, eff. 4/11/2013. Acts 1992, ch. 535, § 4; 1995, ch. 427, § 1; 1997, ch. 141, § 1; 2001, ch. 243, § 1; 2010 (1st Ex. Sess.), ch. 2, §§ 7, 8; 2012, ch. 703, § 1.
(a) Annually, data from the Tennessee comprehensive assessment program (TCAP) tests, or their future replacements, will be used to provide an estimate of the statistical distribution of teacher effects on the educational progress of students within school districts for grades three through eight (3-8). Teacher effect data shall not be retained for use in evaluations for more than the most recent five (5) years. A student must have been present for one hundred fifty (150) days of classroom instruction per year or seventy-five (75) days of classroom instruction in a block schedule before that student's record is attributable to a specific teacher.
(b) (1) The estimates of specific teacher effects on the educational progress of students will not be a public record, and will be made available only to the specific teacher, the teacher's appropriate administrators as designated by the local board of education and school board members. The state department of education shall provide raw test score data to LEAs as soon as practicable after receipt of the data, but in no case later than June 30. The estimates of specific teacher effects may also be made available to the state board approved teacher preparation programs of individual teachers. The estimates made available to the preparation programs shall not be a public record and shall be used only in evaluation of the respective teacher preparation programs. Each institution or postsecondary system receiving the estimates shall develop a policy to protect the confidentiality of the data. (2) The estimates of specific teacher effects on the educational progress of students may be made available to parties conducting research for, or on behalf of, the department, schools, LEAs, or postsecondary institutions; provided, however, that the estimates made available shall not be a public record and shall be used only for research purposes. Each party receiving the estimates of specific teacher effect data for research purposes shall execute a signed data sharing agreement with the entity providing the data that includes provisions safeguarding the privacy and security of the data.
(1) The estimates of specific teacher effects on the educational progress of students will not be a public record, and will be made available only to the specific teacher, the teacher's appropriate administrators as designated by the local board of education and school board members. The state department of education shall provide raw test score data to LEAs as soon as practicable after receipt of the data, but in no case later than June 30. The estimates of specific teacher effects may also be made available to the state board approved teacher preparation programs of individual teachers. The estimates made available to the preparation programs shall not be a public record and shall be used only in evaluation of the respective teacher preparation programs. Each institution or postsecondary system receiving the estimates shall develop a policy to protect the confidentiality of the data.
(2) The estimates of specific teacher effects on the educational progress of students may be made available to parties conducting research for, or on behalf of, the department, schools, LEAs, or postsecondary institutions; provided, however, that the estimates made available shall not be a public record and shall be used only for research purposes. Each party receiving the estimates of specific teacher effect data for research purposes shall execute a signed data sharing agreement with the entity providing the data that includes provisions safeguarding the privacy and security of the data.
Amended by 2017 Tenn. Acts, ch. 192,s 6, eff. 4/19/2017.
Amended by 2014 Tenn. Acts, ch. 873,s 1, eff. 7/1/2014.
Amended by 2013 Tenn. Acts, ch. 105,s 2, eff. 4/11/2013.
Acts 1992, ch. 535, § 4; 1995, ch. 427, § 1; 1997, ch. 141, § 1; 2001, ch. 243, § 1; 2010 (1st Ex. Sess.), ch. 2, §§ 7, 8; 2012, ch. 703, § 1.