Tenn. Code Ann. § 49-4-708 — TN Code / Title 49 / Chapter 4 / Section 49-4-708
[Effective until 7/1/2025] Tennessee Promise Scholarship Act of 2014
Status: in_force

(a) This section shall be known and may be cited as the "Tennessee Promise Scholarship Act of 2014". (b) As used in this section: (1) "Continuous enrollment" has the same meaning as defined in § 49-4-902 ; except that a student enrolled in a Tennessee college of applied technology shall be enrolled in accordance with the institution's requirements; (2) "Eligible high school": (A) Has the same meaning as defined in § 49-4-902 ; and (B) Includes a high school located in a neighboring state in a county contiguous to this state; (3) "Eligible postsecondary institution" means: (A) A postsecondary institution that was eligible for the Tennessee education lottery scholarship, as defined in § 49-4-902 , on July 1, 2013, and remains eligible thereafter; and (B) A private, nonprofit technical school that: (i) Has had its primary campus domiciled in this state for at least seventy-five (75) consecutive years; (ii) Is accredited by the council on occupational education; and (iii) In addition to offering diploma, certificate, and associate degree programs, offers a baccalaureate degree through an articulation agreement with a regionally accredited postsecondary institution; (4) "Eligible program of study": (A) Means, beginning with the fall semester of the 2021-2022 academic year: (i) A curriculum of courses leading to a QNDC, certificate, or diploma at a Tennessee college of applied technology; or (ii) A federal Title IV-eligible curriculum of courses leading to a certificate, diploma, or associate degree at an eligible postsecondary institution; and (B) Does not include courses taken at a four-year postsecondary institution prior to a student's admission in, or that were taken by a student to fulfill prerequisite requirements for, a curriculum of courses described in subdivision (b)(4)(A)(i) or (ii); (5) "Full-time student" means a student who is enrolled in a minimum of twelve (12) semester hours, or a student who is enrolled in a full-time program at a Tennessee college of applied technology. "Full-time student" includes a student with a documented learning disability who receives accommodations because of the student's disability and who is unable to take twelve (12) semester hours per semester as a direct result of the student's disability; provided, that the student takes the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt; (6) "Gift aid" means financial aid received from the federal Pell grant, the Tennessee education lottery scholarship, or the Tennessee student assistance award; (7) "Home school student" means: (A) A Tennessee resident who completed high school in a home school program prior to July 1, 2021, meeting the requirements of § 49-6-3050(a)(2), (a)(3), or (b) ; or (B) A Tennessee resident who completed high school in a home school program on or after July 1, 2021; (8) "In-demand occupation" has the same meaning as defined in § 49-4-902 ; (9) "Quality non-degree credential" or "QNDC" has the same meaning as defined in § 49-4-902 ; (10) "Resident" means a student classified as a resident of this state pursuant to § 49-8-104 ; (11) "Semester" has the same meaning as defined in § 49-4-902 ; (12) "Tennessee Promise scholarship student" means a student admitted to and enrolled in an eligible program of study; and (13) "TSAC" means the Tennessee student assistance corporation. (c) TSAC shall administer the Tennessee Promise scholarship program for residents of this state seeking an associate's degree, certificate or diploma from an eligible postsecondary institution under the following terms and conditions: (1) (A) To be eligible for the scholarship a student shall be admitted to, and enrolled full-time in, an eligible postsecondary program no later than the fall term immediately following: (i) Graduation from an eligible high school; (ii) Completion of high school as a Tennessee home school student; (iii) Obtaining a high school equivalency credential approved by the state board of education; provided, that the student obtains the high school equivalency credential approved by the state board of education prior to the student reaching nineteen (19) years of age; or (iv) Graduation from an out-of-state secondary school operated by the government of the United States, accredited by the appropriate regional accrediting association for the state in which the school is located, or accredited by an accrediting association recognized by the foreign nation in which the school is located. This subdivision (c)(1)(A)(iv) shall apply only to a dependent child of a military parent, as defined in § 49-4-926 . Notwithstanding the definition of resident in subdivision (b)(8), this subdivision (c)(1)(A)(iv) shall apply to dependent children as described in § 49-4-926(c) ; and (B) Exceptions to initial enrollment may be made for extenuating circumstances as provided in rules promulgated by TSAC. (C) [Deleted by 2024 amendment.] (2) Students applying for the scholarship shall complete the Tennessee Promise scholarship application for their initial year of enrollment in accordance with the schedule determined by TSAC. Students shall complete the free application for federal student aid (FAFSA) each academic year in which they seek to receive the Tennessee Promise scholarship; (3) To continue to receive a Tennessee Promise scholarship at an eligible two-year or four-year postsecondary institution, a student shall maintain a minimum cumulative grade point average of 2.0 as set forth in the rules promulgated by TSAC. To continue to receive a Tennessee Promise scholarship at a Tennessee college of applied technology, a student shall maintain satisfactory academic progress as determined by the institution; (4) Scholarship recipients shall participate in mentoring and community service programs under the rules promulgated by TSAC. TSAC shall develop the selection and renewal criteria for students and shall have the authority to work with outside organizations to develop the most effective means for delivering the scholarships. In selecting outside organizations for participation in the Tennessee Promise scholarship program, TSAC shall give preference to locally established entities that meet designated standards specified by the program's promulgated rules; (5) A Tennessee Promise scholarship at a Tennessee public two-year postsecondary institution or Tennessee college of applied technology shall be the cost of tuition and mandatory fees at the eligible postsecondary institution attended less all other gift aid. Gift aid shall be credited first to the student's tuition and mandatory fees; (6) Notwithstanding subdivision (c)(5), the amount of the Tennessee Promise scholarship at an eligible four-year public postsecondary institution or an eligible private institution shall be the average cost of tuition and mandatory fees at the public two-year postsecondary institutions less all other gift aid. Gift aid shall be credited first to the average tuition and mandatory fees as described in subdivision (c)(5); (7) A Tennessee Promise scholarship student who has an approved medical or personal leave of absence from an eligible postsecondary institution may continue to receive the scholarship upon resuming the student's education at an eligible postsecondary institution so long as the student continues to meet all applicable eligibility requirements. The sum of all approved leaves of absence shall not exceed six (6) months, except as provided for in rules promulgated by TSAC; (8) (A) A student shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for five (5) semesters if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence; (B) A student with a documented learning disability shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for the minimum number of semesters the eligible postsecondary institution establishes as feasible for the student to complete the course work for the certificate, diploma, or associate degree the student is attempting to obtain, if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence; (9) (A) To be eligible for a Tennessee Promise scholarship, a student shall maintain continuous enrollment as a full-time student in each semester while receiving the scholarship; (B) The requirement of subdivision (c)(9)(A) that a Tennessee Promise scholarship student maintain continuous enrollment does not apply to a Tennessee Promise scholarship student who is on a medical or personal leave, as approved by the student's eligible postsecondary institution; (10) Notwithstanding the requirement of subdivisions (c)(1) and (9)(A) that a Tennessee Promise scholarship student maintain full-time enrollment, a student who does not have a documented learning disability may enroll in fewer than twelve (12) semester hours if required by the academic program in which the student is enrolled. A student with a documented learning disability shall enroll each semester in the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt; and (11) TSAC is authorized to promulgate rules to establish deadlines for applications, and appeal procedures for the denial or revocation of the scholarship, and to otherwise effectuate the purposes of this part. The rules shall be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. (d) The Tennessee Promise scholarship endowment fund is created. The Tennessee Promise scholarship endowment fund shall be established and funded under the following terms and conditions: (1) This fund shall be an irrevocable trust that the state treasurer shall administer. The attorney general and reporter shall approve the terms of the trust instrument. The trust shall consist of the Tennessee Promise endowment account and the Tennessee Promise scholarship special reserve account; (2) The trustees of the trust shall be as follows: (A) The governor, or a member of the governor's cabinet or a cabinet-level staff member who is designated by the governor; (B) The state treasurer or the treasurer's designee; (C) The comptroller of the treasury or the comptroller's designee; (D) The secretary of state or the secretary's designee; (E) The commissioner of finance and administration or the commissioner's designee; (F) The chair of the finance, ways and means committee of the house of representatives or the chair's designee; (G) The chair of the finance, ways and means committee of the senate or the chair's designee; and (H) One (1) member appointed by the governor who shall serve at the pleasure of the governor; (3) The state treasurer shall serve as the chair of the trustees and shall preside over all meetings and proceedings of the trustees; (4) The trust may invest in any security or investment in which the Tennessee consolidated retirement system is permitted to invest; provided, that investments by the trust shall be governed by the investment policies and guidelines adopted by the trustees of the trust in accordance with this part. The state treasurer shall be responsible for the investment and reinvestment of trust funds in accordance with the policies and guidelines established by the trustees; (5) The trust shall be initially funded in fiscal year 2014-2015 by a deposit of: (A) The program-generated revenues of TSAC invested as a part of the chairs of excellence endowment fund established by § 49-7-501 and pursuant to chapter 98 of the Public Acts of 2013, and any income earned from the investment of such funds; and (B) The balance of the lottery for education account established in accordance with § 4-51-111(b) , but excluding the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and the sum of ten million dollars ($10,000,000); (6) The initial deposit shall constitute the principal of the trust. Subsequent transfers to the trust and trust income, as defined in this section, shall not increase, or constitute an addition to, the principal of the trust, but shall be placed in the Tennessee Promise scholarship special reserve account provided in subdivision (d)(9); (7) Beginning in fiscal year 2014-2015, all funds in the lottery for education account, established in § 4-51-111(b) , in excess of the sum of the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and ten million dollars ($10,000,000), shall be transferred on at least an annual basis to the Tennessee Promise scholarship special reserve account, or more frequently as determined by the state treasurer and the commissioner of finance and administration. Such transfers shall occur after all required expenditures have been made for Tennessee education lottery scholarship programs, Tennessee student assistance awards, and administrative expenses, and after any required deposits into the general shortfall reserve subaccount have been made. The Tennessee Promise scholarship special reserve account shall be a part of the trust, and the funds in the special reserve account may be commingled with, co-invested with, and invested or reinvested with the other assets of the trust; (8) The principal of the trust shall not be expended for any purpose. Trust income shall be expended only to fund the Tennessee Promise scholarship program and pay expenses incurred in administering and investing the trust assets. Trust income means the income from the trust's investment portfolio from whatever source derived, including, but not limited to, interest, dividends, and realized capital gains or losses; (9) Any trust income not allocated or distributed to the beneficiaries of the Tennessee Promise scholarship program shall be maintained in a Tennessee Promise scholarship special reserve account and may be subject to future allocations and distributions in accordance with this section; (10) Any funds transferred for the Tennessee Promise scholarship program after the initial deposit in subdivision (d)(5), including matching funds or future appropriations made by the general assembly, shall be placed in the Tennessee Promise scholarship special reserve account of the trust. Unexpended funds remaining in the trust in any fiscal year, whether principal or funds in the Tennessee Promise scholarship special reserve account shall not revert to the general fund; (11) The funds transferred to this trust may be commingled with, co-invested with, and invested or reinvested with other assets transferred to the trust. All or a portion of the trust may be invested, reinvested and co-invested with other funds, not a part of the trust, which are held by the state treasurer, including, but not limited to, assets of the Tennessee consolidated retirement system and the state pooled investment fund established pursuant to title 9, chapter 4, part 6. The state treasurer shall account for such trust funds in one (1) or more separate accounts in accordance with this section and other law; (12) Notwithstanding any law to the contrary, all funds placed in the Tennessee Promise scholarship special reserve account shall be available for allocation and distribution as authorized herein only to the extent that funds are available in the Tennessee Promise scholarship special reserve account, and the state shall not be liable for any amount in excess of such sum. All requests for withdrawals for the payment of program funding that are presented to the state treasurer shall be used only to fund the Tennessee Promise scholarship program. Such requests for withdrawals shall not be commingled with requests for withdrawals presented to the state treasurer for any other purpose, and the individual or entity requesting the withdrawal of funds shall attest to the same upon presentation of the request for withdrawal to the state treasurer; and (13) The provisions of the irrevocable trust are provided in this subsection (d), but the trust shall not include the provisions contained in other subsections of this section, which shall be subject to amendment by legislative enactment. (e) TSAC and the Tennessee higher education commission shall provide assistance to the general assembly by researching and analyzing data concerning the scholarship program created under this part, including, but not limited to, student success and scholarship retention. TSAC and the Tennessee higher education commission shall publish its findings annually in the report required by § 49-4-903(b) . (f) The comptroller of the treasury, through the comptroller's office of research and education accountability, shall review and study the Tennessee Promise scholarship program to determine the effectiveness of the program. The study shall be done in the third year of the program and every four (4) years thereafter. The comptroller of the treasury shall report the findings and conclusions of the study to the speakers of the senate and house of representatives and the members of the education committee of the senate and the education administration committee of the house of representatives. (g) The TSAC board of directors shall appoint a special advisory committee comprised of representatives from existing college access programs in the state. The committee shall take steps necessary to eliminate barriers to access to scholarships and hold mentoring organizations to the highest standard in serving the students receiving the scholarship. Members of the committee shall serve without compensation. (h) (1) To encourage public school teachers to volunteer to be mentors in the Tennessee Promise scholarship program, teachers may be granted credit for up to one (1) day of in-service each year for becoming mentors and completing all required mentorship tasks. The one (1) day of credit for mentoring shall count as one (1) day of in-service for those days in which a teacher is permitted to choose the in-service activity. (2) (A) To encourage retired teachers to volunteer to be mentors in the Tennessee Promise scholarship program, participation in the Tennessee state employee discount program, except for the tuition waivers granted to state employees under § 8-50-114 and tuition discounts granted to children of state employees under § 8-50-115 , shall be granted to retired teachers who become mentors and complete all required mentorship tasks. (B) Retired teachers who mentor Promise recipients shall be eligible for the Tennessee state employee discount program, as provided in subdivision (2)(A), for one (1) year following the completion of all required mentorship tasks for an academic year. Amended by 2024 Tenn. Acts, ch. 925,s 2, eff. 7/1/2024. Amended by 2024 Tenn. Acts, ch. 925,s 3, eff. 7/1/2024. Amended by 2024 Tenn. Acts, ch. 540,s 2, eff. 7/1/2024. Amended by 2024 Tenn. Acts, ch. 540,s 1, eff. 7/1/2024. Amended by 2023 Tenn. Acts, ch. 114, s 13, eff. 7/1/2023. Amended by 2023 Tenn. Acts, ch. 114, s 14, eff. 7/1/2023. Amended by 2022 Tenn. Acts, ch. 1107, s 11, eff. 7/1/2022. Amended by 2022 Tenn. Acts, ch. 1107, s 10, eff. 7/1/2022. Amended by 2022 Tenn. Acts, ch. 1125, s 1, eff. 6/1/2022. Amended by 2021 Tenn. Acts, ch. 467, s 1, eff. 7/1/2021. Amended by 2021 Tenn. Acts, ch. 183, s 2, eff. 7/1/2021. Amended by 2020 Tenn. Acts, ch. 794, Secs.s 21, s 23, s 24, eff. 8/1/2020 and s 22 eff. 7/1/2021. Amended by 2019 Tenn. Acts, ch. 385, s 2, eff. 8/1/2023. Amended by 2019 Tenn. Acts, ch. 385, s 1, eff. 7/1/2019. Amended by 2019 Tenn. Acts, ch. 345, s 92, eff. 5/10/2019. Amended by 2018 Tenn. Acts, ch. 818, s 1, eff. 8/1/2018. Amended by 2018 Tenn. Acts, ch. 558, s 1, eff. 3/14/2018. Amended by 2016 Tenn. Acts, ch. 971, Secs.s 1, s 2, s 3 eff. 4/27/2016. Amended by 2016 Tenn. Acts, ch. 752, s 1, eff. 4/12/2016. Amended by 2016 Tenn. Acts, ch. 750, s 1, eff. 7/1/2016. Amended by 2015 Tenn. Acts, ch. 186, s 1, eff. 7/1/2015. Amended by 2015 Tenn. Acts, ch. 186, s 2, s 3, Sec.s 4, Secs.s 5, s 6, s 7, s 8, s 9, s 10, s 11 eff. 7/1/2015. Amended by 2015 Tenn. Acts, ch. 182, s 36, eff. 7/1/2015. Amended by 2015 Tenn. Acts, ch. 182, s 37, eff. 7/1/2015. Amended by 2014 Tenn. Acts, ch. 900, s 1, eff. 7/1/2015. Added by 2013 Tenn. Acts, ch. 98, s 2, eff. 4/11/2013.
(a) This section shall be known and may be cited as the "Tennessee Promise Scholarship Act of 2014".
(b) As used in this section: (1) "Continuous enrollment" has the same meaning as defined in § 49-4-902 ; except that a student enrolled in a Tennessee college of applied technology shall be enrolled in accordance with the institution's requirements; (2) "Eligible high school": (A) Has the same meaning as defined in § 49-4-902 ; and (B) Includes a high school located in a neighboring state in a county contiguous to this state; (3) "Eligible postsecondary institution" means: (A) A postsecondary institution that was eligible for the Tennessee education lottery scholarship, as defined in § 49-4-902 , on July 1, 2013, and remains eligible thereafter; and (B) A private, nonprofit technical school that: (i) Has had its primary campus domiciled in this state for at least seventy-five (75) consecutive years; (ii) Is accredited by the council on occupational education; and (iii) In addition to offering diploma, certificate, and associate degree programs, offers a baccalaureate degree through an articulation agreement with a regionally accredited postsecondary institution; (4) "Eligible program of study": (A) Means, beginning with the fall semester of the 2021-2022 academic year: (i) A curriculum of courses leading to a QNDC, certificate, or diploma at a Tennessee college of applied technology; or (ii) A federal Title IV-eligible curriculum of courses leading to a certificate, diploma, or associate degree at an eligible postsecondary institution; and (B) Does not include courses taken at a four-year postsecondary institution prior to a student's admission in, or that were taken by a student to fulfill prerequisite requirements for, a curriculum of courses described in subdivision (b)(4)(A)(i) or (ii); (5) "Full-time student" means a student who is enrolled in a minimum of twelve (12) semester hours, or a student who is enrolled in a full-time program at a Tennessee college of applied technology. "Full-time student" includes a student with a documented learning disability who receives accommodations because of the student's disability and who is unable to take twelve (12) semester hours per semester as a direct result of the student's disability; provided, that the student takes the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt; (6) "Gift aid" means financial aid received from the federal Pell grant, the Tennessee education lottery scholarship, or the Tennessee student assistance award; (7) "Home school student" means: (A) A Tennessee resident who completed high school in a home school program prior to July 1, 2021, meeting the requirements of § 49-6-3050(a)(2), (a)(3), or (b) ; or (B) A Tennessee resident who completed high school in a home school program on or after July 1, 2021; (8) "In-demand occupation" has the same meaning as defined in § 49-4-902 ; (9) "Quality non-degree credential" or "QNDC" has the same meaning as defined in § 49-4-902 ; (10) "Resident" means a student classified as a resident of this state pursuant to § 49-8-104 ; (11) "Semester" has the same meaning as defined in § 49-4-902 ; (12) "Tennessee Promise scholarship student" means a student admitted to and enrolled in an eligible program of study; and (13) "TSAC" means the Tennessee student assistance corporation.
(1) "Continuous enrollment" has the same meaning as defined in § 49-4-902 ; except that a student enrolled in a Tennessee college of applied technology shall be enrolled in accordance with the institution's requirements;
(2) "Eligible high school": (A) Has the same meaning as defined in § 49-4-902 ; and (B) Includes a high school located in a neighboring state in a county contiguous to this state;
(A) Has the same meaning as defined in § 49-4-902 ; and
(B) Includes a high school located in a neighboring state in a county contiguous to this state;
(3) "Eligible postsecondary institution" means: (A) A postsecondary institution that was eligible for the Tennessee education lottery scholarship, as defined in § 49-4-902 , on July 1, 2013, and remains eligible thereafter; and (B) A private, nonprofit technical school that: (i) Has had its primary campus domiciled in this state for at least seventy-five (75) consecutive years; (ii) Is accredited by the council on occupational education; and (iii) In addition to offering diploma, certificate, and associate degree programs, offers a baccalaureate degree through an articulation agreement with a regionally accredited postsecondary institution;
(A) A postsecondary institution that was eligible for the Tennessee education lottery scholarship, as defined in § 49-4-902 , on July 1, 2013, and remains eligible thereafter; and
(B) A private, nonprofit technical school that: (i) Has had its primary campus domiciled in this state for at least seventy-five (75) consecutive years; (ii) Is accredited by the council on occupational education; and (iii) In addition to offering diploma, certificate, and associate degree programs, offers a baccalaureate degree through an articulation agreement with a regionally accredited postsecondary institution;
(i) Has had its primary campus domiciled in this state for at least seventy-five (75) consecutive years;
(ii) Is accredited by the council on occupational education; and
(iii) In addition to offering diploma, certificate, and associate degree programs, offers a baccalaureate degree through an articulation agreement with a regionally accredited postsecondary institution;
(4) "Eligible program of study": (A) Means, beginning with the fall semester of the 2021-2022 academic year: (i) A curriculum of courses leading to a QNDC, certificate, or diploma at a Tennessee college of applied technology; or (ii) A federal Title IV-eligible curriculum of courses leading to a certificate, diploma, or associate degree at an eligible postsecondary institution; and (B) Does not include courses taken at a four-year postsecondary institution prior to a student's admission in, or that were taken by a student to fulfill prerequisite requirements for, a curriculum of courses described in subdivision (b)(4)(A)(i) or (ii);
(A) Means, beginning with the fall semester of the 2021-2022 academic year: (i) A curriculum of courses leading to a QNDC, certificate, or diploma at a Tennessee college of applied technology; or (ii) A federal Title IV-eligible curriculum of courses leading to a certificate, diploma, or associate degree at an eligible postsecondary institution; and
(i) A curriculum of courses leading to a QNDC, certificate, or diploma at a Tennessee college of applied technology; or
(ii) A federal Title IV-eligible curriculum of courses leading to a certificate, diploma, or associate degree at an eligible postsecondary institution; and
(B) Does not include courses taken at a four-year postsecondary institution prior to a student's admission in, or that were taken by a student to fulfill prerequisite requirements for, a curriculum of courses described in subdivision (b)(4)(A)(i) or (ii);
(5) "Full-time student" means a student who is enrolled in a minimum of twelve (12) semester hours, or a student who is enrolled in a full-time program at a Tennessee college of applied technology. "Full-time student" includes a student with a documented learning disability who receives accommodations because of the student's disability and who is unable to take twelve (12) semester hours per semester as a direct result of the student's disability; provided, that the student takes the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt;
(6) "Gift aid" means financial aid received from the federal Pell grant, the Tennessee education lottery scholarship, or the Tennessee student assistance award;
(7) "Home school student" means: (A) A Tennessee resident who completed high school in a home school program prior to July 1, 2021, meeting the requirements of § 49-6-3050(a)(2), (a)(3), or (b) ; or (B) A Tennessee resident who completed high school in a home school program on or after July 1, 2021;
(A) A Tennessee resident who completed high school in a home school program prior to July 1, 2021, meeting the requirements of § 49-6-3050(a)(2), (a)(3), or (b) ; or
(B) A Tennessee resident who completed high school in a home school program on or after July 1, 2021;
(8) "In-demand occupation" has the same meaning as defined in § 49-4-902 ;
(9) "Quality non-degree credential" or "QNDC" has the same meaning as defined in § 49-4-902 ;
(10) "Resident" means a student classified as a resident of this state pursuant to § 49-8-104 ;
(11) "Semester" has the same meaning as defined in § 49-4-902 ;
(12) "Tennessee Promise scholarship student" means a student admitted to and enrolled in an eligible program of study; and
(13) "TSAC" means the Tennessee student assistance corporation.
(c) TSAC shall administer the Tennessee Promise scholarship program for residents of this state seeking an associate's degree, certificate or diploma from an eligible postsecondary institution under the following terms and conditions: (1) (A) To be eligible for the scholarship a student shall be admitted to, and enrolled full-time in, an eligible postsecondary program no later than the fall term immediately following: (i) Graduation from an eligible high school; (ii) Completion of high school as a Tennessee home school student; (iii) Obtaining a high school equivalency credential approved by the state board of education; provided, that the student obtains the high school equivalency credential approved by the state board of education prior to the student reaching nineteen (19) years of age; or (iv) Graduation from an out-of-state secondary school operated by the government of the United States, accredited by the appropriate regional accrediting association for the state in which the school is located, or accredited by an accrediting association recognized by the foreign nation in which the school is located. This subdivision (c)(1)(A)(iv) shall apply only to a dependent child of a military parent, as defined in § 49-4-926 . Notwithstanding the definition of resident in subdivision (b)(8), this subdivision (c)(1)(A)(iv) shall apply to dependent children as described in § 49-4-926(c) ; and (B) Exceptions to initial enrollment may be made for extenuating circumstances as provided in rules promulgated by TSAC. (C) [Deleted by 2024 amendment.] (2) Students applying for the scholarship shall complete the Tennessee Promise scholarship application for their initial year of enrollment in accordance with the schedule determined by TSAC. Students shall complete the free application for federal student aid (FAFSA) each academic year in which they seek to receive the Tennessee Promise scholarship; (3) To continue to receive a Tennessee Promise scholarship at an eligible two-year or four-year postsecondary institution, a student shall maintain a minimum cumulative grade point average of 2.0 as set forth in the rules promulgated by TSAC. To continue to receive a Tennessee Promise scholarship at a Tennessee college of applied technology, a student shall maintain satisfactory academic progress as determined by the institution; (4) Scholarship recipients shall participate in mentoring and community service programs under the rules promulgated by TSAC. TSAC shall develop the selection and renewal criteria for students and shall have the authority to work with outside organizations to develop the most effective means for delivering the scholarships. In selecting outside organizations for participation in the Tennessee Promise scholarship program, TSAC shall give preference to locally established entities that meet designated standards specified by the program's promulgated rules; (5) A Tennessee Promise scholarship at a Tennessee public two-year postsecondary institution or Tennessee college of applied technology shall be the cost of tuition and mandatory fees at the eligible postsecondary institution attended less all other gift aid. Gift aid shall be credited first to the student's tuition and mandatory fees; (6) Notwithstanding subdivision (c)(5), the amount of the Tennessee Promise scholarship at an eligible four-year public postsecondary institution or an eligible private institution shall be the average cost of tuition and mandatory fees at the public two-year postsecondary institutions less all other gift aid. Gift aid shall be credited first to the average tuition and mandatory fees as described in subdivision (c)(5); (7) A Tennessee Promise scholarship student who has an approved medical or personal leave of absence from an eligible postsecondary institution may continue to receive the scholarship upon resuming the student's education at an eligible postsecondary institution so long as the student continues to meet all applicable eligibility requirements. The sum of all approved leaves of absence shall not exceed six (6) months, except as provided for in rules promulgated by TSAC; (8) (A) A student shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for five (5) semesters if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence; (B) A student with a documented learning disability shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for the minimum number of semesters the eligible postsecondary institution establishes as feasible for the student to complete the course work for the certificate, diploma, or associate degree the student is attempting to obtain, if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence; (9) (A) To be eligible for a Tennessee Promise scholarship, a student shall maintain continuous enrollment as a full-time student in each semester while receiving the scholarship; (B) The requirement of subdivision (c)(9)(A) that a Tennessee Promise scholarship student maintain continuous enrollment does not apply to a Tennessee Promise scholarship student who is on a medical or personal leave, as approved by the student's eligible postsecondary institution; (10) Notwithstanding the requirement of subdivisions (c)(1) and (9)(A) that a Tennessee Promise scholarship student maintain full-time enrollment, a student who does not have a documented learning disability may enroll in fewer than twelve (12) semester hours if required by the academic program in which the student is enrolled. A student with a documented learning disability shall enroll each semester in the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt; and (11) TSAC is authorized to promulgate rules to establish deadlines for applications, and appeal procedures for the denial or revocation of the scholarship, and to otherwise effectuate the purposes of this part. The rules shall be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(1) (A) To be eligible for the scholarship a student shall be admitted to, and enrolled full-time in, an eligible postsecondary program no later than the fall term immediately following: (i) Graduation from an eligible high school; (ii) Completion of high school as a Tennessee home school student; (iii) Obtaining a high school equivalency credential approved by the state board of education; provided, that the student obtains the high school equivalency credential approved by the state board of education prior to the student reaching nineteen (19) years of age; or (iv) Graduation from an out-of-state secondary school operated by the government of the United States, accredited by the appropriate regional accrediting association for the state in which the school is located, or accredited by an accrediting association recognized by the foreign nation in which the school is located. This subdivision (c)(1)(A)(iv) shall apply only to a dependent child of a military parent, as defined in § 49-4-926 . Notwithstanding the definition of resident in subdivision (b)(8), this subdivision (c)(1)(A)(iv) shall apply to dependent children as described in § 49-4-926(c) ; and (B) Exceptions to initial enrollment may be made for extenuating circumstances as provided in rules promulgated by TSAC. (C) [Deleted by 2024 amendment.]
(A) To be eligible for the scholarship a student shall be admitted to, and enrolled full-time in, an eligible postsecondary program no later than the fall term immediately following: (i) Graduation from an eligible high school; (ii) Completion of high school as a Tennessee home school student; (iii) Obtaining a high school equivalency credential approved by the state board of education; provided, that the student obtains the high school equivalency credential approved by the state board of education prior to the student reaching nineteen (19) years of age; or (iv) Graduation from an out-of-state secondary school operated by the government of the United States, accredited by the appropriate regional accrediting association for the state in which the school is located, or accredited by an accrediting association recognized by the foreign nation in which the school is located. This subdivision (c)(1)(A)(iv) shall apply only to a dependent child of a military parent, as defined in § 49-4-926 . Notwithstanding the definition of resident in subdivision (b)(8), this subdivision (c)(1)(A)(iv) shall apply to dependent children as described in § 49-4-926(c) ; and
(i) Graduation from an eligible high school;
(ii) Completion of high school as a Tennessee home school student;
(iii) Obtaining a high school equivalency credential approved by the state board of education; provided, that the student obtains the high school equivalency credential approved by the state board of education prior to the student reaching nineteen (19) years of age; or
(iv) Graduation from an out-of-state secondary school operated by the government of the United States, accredited by the appropriate regional accrediting association for the state in which the school is located, or accredited by an accrediting association recognized by the foreign nation in which the school is located. This subdivision (c)(1)(A)(iv) shall apply only to a dependent child of a military parent, as defined in § 49-4-926 . Notwithstanding the definition of resident in subdivision (b)(8), this subdivision (c)(1)(A)(iv) shall apply to dependent children as described in § 49-4-926(c) ; and
(B) Exceptions to initial enrollment may be made for extenuating circumstances as provided in rules promulgated by TSAC.
(C) [Deleted by 2024 amendment.]
(2) Students applying for the scholarship shall complete the Tennessee Promise scholarship application for their initial year of enrollment in accordance with the schedule determined by TSAC. Students shall complete the free application for federal student aid (FAFSA) each academic year in which they seek to receive the Tennessee Promise scholarship;
(3) To continue to receive a Tennessee Promise scholarship at an eligible two-year or four-year postsecondary institution, a student shall maintain a minimum cumulative grade point average of 2.0 as set forth in the rules promulgated by TSAC. To continue to receive a Tennessee Promise scholarship at a Tennessee college of applied technology, a student shall maintain satisfactory academic progress as determined by the institution;
(4) Scholarship recipients shall participate in mentoring and community service programs under the rules promulgated by TSAC. TSAC shall develop the selection and renewal criteria for students and shall have the authority to work with outside organizations to develop the most effective means for delivering the scholarships. In selecting outside organizations for participation in the Tennessee Promise scholarship program, TSAC shall give preference to locally established entities that meet designated standards specified by the program's promulgated rules;
(5) A Tennessee Promise scholarship at a Tennessee public two-year postsecondary institution or Tennessee college of applied technology shall be the cost of tuition and mandatory fees at the eligible postsecondary institution attended less all other gift aid. Gift aid shall be credited first to the student's tuition and mandatory fees;
(6) Notwithstanding subdivision (c)(5), the amount of the Tennessee Promise scholarship at an eligible four-year public postsecondary institution or an eligible private institution shall be the average cost of tuition and mandatory fees at the public two-year postsecondary institutions less all other gift aid. Gift aid shall be credited first to the average tuition and mandatory fees as described in subdivision (c)(5);
(7) A Tennessee Promise scholarship student who has an approved medical or personal leave of absence from an eligible postsecondary institution may continue to receive the scholarship upon resuming the student's education at an eligible postsecondary institution so long as the student continues to meet all applicable eligibility requirements. The sum of all approved leaves of absence shall not exceed six (6) months, except as provided for in rules promulgated by TSAC;
(8) (A) A student shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for five (5) semesters if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence; (B) A student with a documented learning disability shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for the minimum number of semesters the eligible postsecondary institution establishes as feasible for the student to complete the course work for the certificate, diploma, or associate degree the student is attempting to obtain, if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence;
(A) A student shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for five (5) semesters if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence;
(i) The student has earned a certificate, diploma or associate degree; or
(ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for five (5) semesters if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence;
(B) A student with a documented learning disability shall be eligible for the Tennessee Promise scholarship until the occurrence of the first of the following events: (i) The student has earned a certificate, diploma or associate degree; or (ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for the minimum number of semesters the eligible postsecondary institution establishes as feasible for the student to complete the course work for the certificate, diploma, or associate degree the student is attempting to obtain, if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence;
(i) The student has earned a certificate, diploma or associate degree; or
(ii) The student has attended an eligible postsecondary institution as a Tennessee Promise scholarship student for the minimum number of semesters the eligible postsecondary institution establishes as feasible for the student to complete the course work for the certificate, diploma, or associate degree the student is attempting to obtain, if the institution is on a semester system, or its equivalent if the institution is on a system other than a semester system. Such semester limit shall not include an approved leave of absence;
(9) (A) To be eligible for a Tennessee Promise scholarship, a student shall maintain continuous enrollment as a full-time student in each semester while receiving the scholarship; (B) The requirement of subdivision (c)(9)(A) that a Tennessee Promise scholarship student maintain continuous enrollment does not apply to a Tennessee Promise scholarship student who is on a medical or personal leave, as approved by the student's eligible postsecondary institution;
(A) To be eligible for a Tennessee Promise scholarship, a student shall maintain continuous enrollment as a full-time student in each semester while receiving the scholarship;
(B) The requirement of subdivision (c)(9)(A) that a Tennessee Promise scholarship student maintain continuous enrollment does not apply to a Tennessee Promise scholarship student who is on a medical or personal leave, as approved by the student's eligible postsecondary institution;
(10) Notwithstanding the requirement of subdivisions (c)(1) and (9)(A) that a Tennessee Promise scholarship student maintain full-time enrollment, a student who does not have a documented learning disability may enroll in fewer than twelve (12) semester hours if required by the academic program in which the student is enrolled. A student with a documented learning disability shall enroll each semester in the maximum number of semester hours that is established by the eligible postsecondary institution as feasible for the student to attempt; and
(11) TSAC is authorized to promulgate rules to establish deadlines for applications, and appeal procedures for the denial or revocation of the scholarship, and to otherwise effectuate the purposes of this part. The rules shall be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(d) The Tennessee Promise scholarship endowment fund is created. The Tennessee Promise scholarship endowment fund shall be established and funded under the following terms and conditions: (1) This fund shall be an irrevocable trust that the state treasurer shall administer. The attorney general and reporter shall approve the terms of the trust instrument. The trust shall consist of the Tennessee Promise endowment account and the Tennessee Promise scholarship special reserve account; (2) The trustees of the trust shall be as follows: (A) The governor, or a member of the governor's cabinet or a cabinet-level staff member who is designated by the governor; (B) The state treasurer or the treasurer's designee; (C) The comptroller of the treasury or the comptroller's designee; (D) The secretary of state or the secretary's designee; (E) The commissioner of finance and administration or the commissioner's designee; (F) The chair of the finance, ways and means committee of the house of representatives or the chair's designee; (G) The chair of the finance, ways and means committee of the senate or the chair's designee; and (H) One (1) member appointed by the governor who shall serve at the pleasure of the governor; (3) The state treasurer shall serve as the chair of the trustees and shall preside over all meetings and proceedings of the trustees; (4) The trust may invest in any security or investment in which the Tennessee consolidated retirement system is permitted to invest; provided, that investments by the trust shall be governed by the investment policies and guidelines adopted by the trustees of the trust in accordance with this part. The state treasurer shall be responsible for the investment and reinvestment of trust funds in accordance with the policies and guidelines established by the trustees; (5) The trust shall be initially funded in fiscal year 2014-2015 by a deposit of: (A) The program-generated revenues of TSAC invested as a part of the chairs of excellence endowment fund established by § 49-7-501 and pursuant to chapter 98 of the Public Acts of 2013, and any income earned from the investment of such funds; and (B) The balance of the lottery for education account established in accordance with § 4-51-111(b) , but excluding the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and the sum of ten million dollars ($10,000,000); (6) The initial deposit shall constitute the principal of the trust. Subsequent transfers to the trust and trust income, as defined in this section, shall not increase, or constitute an addition to, the principal of the trust, but shall be placed in the Tennessee Promise scholarship special reserve account provided in subdivision (d)(9); (7) Beginning in fiscal year 2014-2015, all funds in the lottery for education account, established in § 4-51-111(b) , in excess of the sum of the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and ten million dollars ($10,000,000), shall be transferred on at least an annual basis to the Tennessee Promise scholarship special reserve account, or more frequently as determined by the state treasurer and the commissioner of finance and administration. Such transfers shall occur after all required expenditures have been made for Tennessee education lottery scholarship programs, Tennessee student assistance awards, and administrative expenses, and after any required deposits into the general shortfall reserve subaccount have been made. The Tennessee Promise scholarship special reserve account shall be a part of the trust, and the funds in the special reserve account may be commingled with, co-invested with, and invested or reinvested with the other assets of the trust; (8) The principal of the trust shall not be expended for any purpose. Trust income shall be expended only to fund the Tennessee Promise scholarship program and pay expenses incurred in administering and investing the trust assets. Trust income means the income from the trust's investment portfolio from whatever source derived, including, but not limited to, interest, dividends, and realized capital gains or losses; (9) Any trust income not allocated or distributed to the beneficiaries of the Tennessee Promise scholarship program shall be maintained in a Tennessee Promise scholarship special reserve account and may be subject to future allocations and distributions in accordance with this section; (10) Any funds transferred for the Tennessee Promise scholarship program after the initial deposit in subdivision (d)(5), including matching funds or future appropriations made by the general assembly, shall be placed in the Tennessee Promise scholarship special reserve account of the trust. Unexpended funds remaining in the trust in any fiscal year, whether principal or funds in the Tennessee Promise scholarship special reserve account shall not revert to the general fund; (11) The funds transferred to this trust may be commingled with, co-invested with, and invested or reinvested with other assets transferred to the trust. All or a portion of the trust may be invested, reinvested and co-invested with other funds, not a part of the trust, which are held by the state treasurer, including, but not limited to, assets of the Tennessee consolidated retirement system and the state pooled investment fund established pursuant to title 9, chapter 4, part 6. The state treasurer shall account for such trust funds in one (1) or more separate accounts in accordance with this section and other law; (12) Notwithstanding any law to the contrary, all funds placed in the Tennessee Promise scholarship special reserve account shall be available for allocation and distribution as authorized herein only to the extent that funds are available in the Tennessee Promise scholarship special reserve account, and the state shall not be liable for any amount in excess of such sum. All requests for withdrawals for the payment of program funding that are presented to the state treasurer shall be used only to fund the Tennessee Promise scholarship program. Such requests for withdrawals shall not be commingled with requests for withdrawals presented to the state treasurer for any other purpose, and the individual or entity requesting the withdrawal of funds shall attest to the same upon presentation of the request for withdrawal to the state treasurer; and (13) The provisions of the irrevocable trust are provided in this subsection (d), but the trust shall not include the provisions contained in other subsections of this section, which shall be subject to amendment by legislative enactment.
(1) This fund shall be an irrevocable trust that the state treasurer shall administer. The attorney general and reporter shall approve the terms of the trust instrument. The trust shall consist of the Tennessee Promise endowment account and the Tennessee Promise scholarship special reserve account;
(2) The trustees of the trust shall be as follows: (A) The governor, or a member of the governor's cabinet or a cabinet-level staff member who is designated by the governor; (B) The state treasurer or the treasurer's designee; (C) The comptroller of the treasury or the comptroller's designee; (D) The secretary of state or the secretary's designee; (E) The commissioner of finance and administration or the commissioner's designee; (F) The chair of the finance, ways and means committee of the house of representatives or the chair's designee; (G) The chair of the finance, ways and means committee of the senate or the chair's designee; and (H) One (1) member appointed by the governor who shall serve at the pleasure of the governor;
(A) The governor, or a member of the governor's cabinet or a cabinet-level staff member who is designated by the governor;
(B) The state treasurer or the treasurer's designee;
(C) The comptroller of the treasury or the comptroller's designee;
(D) The secretary of state or the secretary's designee;
(E) The commissioner of finance and administration or the commissioner's designee;
(F) The chair of the finance, ways and means committee of the house of representatives or the chair's designee;
(G) The chair of the finance, ways and means committee of the senate or the chair's designee; and
(H) One (1) member appointed by the governor who shall serve at the pleasure of the governor;
(3) The state treasurer shall serve as the chair of the trustees and shall preside over all meetings and proceedings of the trustees;
(4) The trust may invest in any security or investment in which the Tennessee consolidated retirement system is permitted to invest; provided, that investments by the trust shall be governed by the investment policies and guidelines adopted by the trustees of the trust in accordance with this part. The state treasurer shall be responsible for the investment and reinvestment of trust funds in accordance with the policies and guidelines established by the trustees;
(5) The trust shall be initially funded in fiscal year 2014-2015 by a deposit of: (A) The program-generated revenues of TSAC invested as a part of the chairs of excellence endowment fund established by § 49-7-501 and pursuant to chapter 98 of the Public Acts of 2013, and any income earned from the investment of such funds; and (B) The balance of the lottery for education account established in accordance with § 4-51-111(b) , but excluding the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and the sum of ten million dollars ($10,000,000);
(A) The program-generated revenues of TSAC invested as a part of the chairs of excellence endowment fund established by § 49-7-501 and pursuant to chapter 98 of the Public Acts of 2013, and any income earned from the investment of such funds; and
(B) The balance of the lottery for education account established in accordance with § 4-51-111(b) , but excluding the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and the sum of ten million dollars ($10,000,000);
(6) The initial deposit shall constitute the principal of the trust. Subsequent transfers to the trust and trust income, as defined in this section, shall not increase, or constitute an addition to, the principal of the trust, but shall be placed in the Tennessee Promise scholarship special reserve account provided in subdivision (d)(9);
(7) Beginning in fiscal year 2014-2015, all funds in the lottery for education account, established in § 4-51-111(b) , in excess of the sum of the general shortfall reserve subaccount provided in § 4-51-111(b)(3) and ten million dollars ($10,000,000), shall be transferred on at least an annual basis to the Tennessee Promise scholarship special reserve account, or more frequently as determined by the state treasurer and the commissioner of finance and administration. Such transfers shall occur after all required expenditures have been made for Tennessee education lottery scholarship programs, Tennessee student assistance awards, and administrative expenses, and after any required deposits into the general shortfall reserve subaccount have been made. The Tennessee Promise scholarship special reserve account shall be a part of the trust, and the funds in the special reserve account may be commingled with, co-invested with, and invested or reinvested with the other assets of the trust;
(8) The principal of the trust shall not be expended for any purpose. Trust income shall be expended only to fund the Tennessee Promise scholarship program and pay expenses incurred in administering and investing the trust assets. Trust income means the income from the trust's investment portfolio from whatever source derived, including, but not limited to, interest, dividends, and realized capital gains or losses;
(9) Any trust income not allocated or distributed to the beneficiaries of the Tennessee Promise scholarship program shall be maintained in a Tennessee Promise scholarship special reserve account and may be subject to future allocations and distributions in accordance with this section;
(10) Any funds transferred for the Tennessee Promise scholarship program after the initial deposit in subdivision (d)(5), including matching funds or future appropriations made by the general assembly, shall be placed in the Tennessee Promise scholarship special reserve account of the trust. Unexpended funds remaining in the trust in any fiscal year, whether principal or funds in the Tennessee Promise scholarship special reserve account shall not revert to the general fund;
(11) The funds transferred to this trust may be commingled with, co-invested with, and invested or reinvested with other assets transferred to the trust. All or a portion of the trust may be invested, reinvested and co-invested with other funds, not a part of the trust, which are held by the state treasurer, including, but not limited to, assets of the Tennessee consolidated retirement system and the state pooled investment fund established pursuant to title 9, chapter 4, part 6. The state treasurer shall account for such trust funds in one (1) or more separate accounts in accordance with this section and other law;
(12) Notwithstanding any law to the contrary, all funds placed in the Tennessee Promise scholarship special reserve account shall be available for allocation and distribution as authorized herein only to the extent that funds are available in the Tennessee Promise scholarship special reserve account, and the state shall not be liable for any amount in excess of such sum. All requests for withdrawals for the payment of program funding that are presented to the state treasurer shall be used only to fund the Tennessee Promise scholarship program. Such requests for withdrawals shall not be commingled with requests for withdrawals presented to the state treasurer for any other purpose, and the individual or entity requesting the withdrawal of funds shall attest to the same upon presentation of the request for withdrawal to the state treasurer; and
(13) The provisions of the irrevocable trust are provided in this subsection (d), but the trust shall not include the provisions contained in other subsections of this section, which shall be subject to amendment by legislative enactment.
(e) TSAC and the Tennessee higher education commission shall provide assistance to the general assembly by researching and analyzing data concerning the scholarship program created under this part, including, but not limited to, student success and scholarship retention. TSAC and the Tennessee higher education commission shall publish its findings annually in the report required by § 49-4-903(b) .
(f) The comptroller of the treasury, through the comptroller's office of research and education accountability, shall review and study the Tennessee Promise scholarship program to determine the effectiveness of the program. The study shall be done in the third year of the program and every four (4) years thereafter. The comptroller of the treasury shall report the findings and conclusions of the study to the speakers of the senate and house of representatives and the members of the education committee of the senate and the education administration committee of the house of representatives.
(g) The TSAC board of directors shall appoint a special advisory committee comprised of representatives from existing college access programs in the state. The committee shall take steps necessary to eliminate barriers to access to scholarships and hold mentoring organizations to the highest standard in serving the students receiving the scholarship. Members of the committee shall serve without compensation.
(h) (1) To encourage public school teachers to volunteer to be mentors in the Tennessee Promise scholarship program, teachers may be granted credit for up to one (1) day of in-service each year for becoming mentors and completing all required mentorship tasks. The one (1) day of credit for mentoring shall count as one (1) day of in-service for those days in which a teacher is permitted to choose the in-service activity. (2) (A) To encourage retired teachers to volunteer to be mentors in the Tennessee Promise scholarship program, participation in the Tennessee state employee discount program, except for the tuition waivers granted to state employees under § 8-50-114 and tuition discounts granted to children of state employees under § 8-50-115 , shall be granted to retired teachers who become mentors and complete all required mentorship tasks. (B) Retired teachers who mentor Promise recipients shall be eligible for the Tennessee state employee discount program, as provided in subdivision (2)(A), for one (1) year following the completion of all required mentorship tasks for an academic year.
(1) To encourage public school teachers to volunteer to be mentors in the Tennessee Promise scholarship program, teachers may be granted credit for up to one (1) day of in-service each year for becoming mentors and completing all required mentorship tasks. The one (1) day of credit for mentoring shall count as one (1) day of in-service for those days in which a teacher is permitted to choose the in-service activity.
(2) (A) To encourage retired teachers to volunteer to be mentors in the Tennessee Promise scholarship program, participation in the Tennessee state employee discount program, except for the tuition waivers granted to state employees under § 8-50-114 and tuition discounts granted to children of state employees under § 8-50-115 , shall be granted to retired teachers who become mentors and complete all required mentorship tasks. (B) Retired teachers who mentor Promise recipients shall be eligible for the Tennessee state employee discount program, as provided in subdivision (2)(A), for one (1) year following the completion of all required mentorship tasks for an academic year.
(A) To encourage retired teachers to volunteer to be mentors in the Tennessee Promise scholarship program, participation in the Tennessee state employee discount program, except for the tuition waivers granted to state employees under § 8-50-114 and tuition discounts granted to children of state employees under § 8-50-115 , shall be granted to retired teachers who become mentors and complete all required mentorship tasks.
(B) Retired teachers who mentor Promise recipients shall be eligible for the Tennessee state employee discount program, as provided in subdivision (2)(A), for one (1) year following the completion of all required mentorship tasks for an academic year.
Amended by 2024 Tenn. Acts, ch. 925,s 2, eff. 7/1/2024.
Amended by 2024 Tenn. Acts, ch. 925,s 3, eff. 7/1/2024.
Amended by 2024 Tenn. Acts, ch. 540,s 2, eff. 7/1/2024.
Amended by 2024 Tenn. Acts, ch. 540,s 1, eff. 7/1/2024.
Amended by 2023 Tenn. Acts, ch. 114, s 13, eff. 7/1/2023.
Amended by 2023 Tenn. Acts, ch. 114, s 14, eff. 7/1/2023.
Amended by 2022 Tenn. Acts, ch. 1107, s 11, eff. 7/1/2022.
Amended by 2022 Tenn. Acts, ch. 1107, s 10, eff. 7/1/2022.
Amended by 2022 Tenn. Acts, ch. 1125, s 1, eff. 6/1/2022.
Amended by 2021 Tenn. Acts, ch. 467, s 1, eff. 7/1/2021.
Amended by 2021 Tenn. Acts, ch. 183, s 2, eff. 7/1/2021.
Amended by 2020 Tenn. Acts, ch. 794, Secs.s 21, s 23, s 24, eff. 8/1/2020 and s 22 eff. 7/1/2021.
Amended by 2019 Tenn. Acts, ch. 385, s 2, eff. 8/1/2023.
Amended by 2019 Tenn. Acts, ch. 385, s 1, eff. 7/1/2019.
Amended by 2019 Tenn. Acts, ch. 345, s 92, eff. 5/10/2019.
Amended by 2018 Tenn. Acts, ch. 818, s 1, eff. 8/1/2018.
Amended by 2018 Tenn. Acts, ch. 558, s 1, eff. 3/14/2018.
Amended by 2016 Tenn. Acts, ch. 971, Secs.s 1, s 2, s 3 eff. 4/27/2016.
Amended by 2016 Tenn. Acts, ch. 752, s 1, eff. 4/12/2016.
Amended by 2016 Tenn. Acts, ch. 750, s 1, eff. 7/1/2016.
Amended by 2015 Tenn. Acts, ch. 186, s 1, eff. 7/1/2015.
Amended by 2015 Tenn. Acts, ch. 186, s 2, s 3, Sec.s 4, Secs.s 5, s 6, s 7, s 8, s 9, s 10, s 11 eff. 7/1/2015.
Amended by 2015 Tenn. Acts, ch. 182, s 36, eff. 7/1/2015.
Amended by 2015 Tenn. Acts, ch. 182, s 37, eff. 7/1/2015.
Amended by 2014 Tenn. Acts, ch. 900, s 1, eff. 7/1/2015.
Added by 2013 Tenn. Acts, ch. 98, s 2, eff. 4/11/2013.
Tenn. Code Ann. § 49-7-1310 — TN Code / Title 49 / Chapter 7 / Section 49-7-1310
Identification and development of uniform methods to assess and maximize academic credit awarded for experience, education and training obtained during military service - Deadline for adoption of policies
Status: in_force

(a) State institutions of higher education shall develop and implement uniform procedures for awarding academic credit applicable toward a degree or credential for military education, training, experience, and occupational specialties in the form of course credit equivalencies. State institutions of higher education shall provide these course equivalencies to veterans and service members as they transition from military service to higher education. (b) (1) To achieve the goal of uniform evaluation of military credit, THEC shall select military occupational specialties and academic programs with the potential to promote veteran credential completion and employment based on workforce needs and occupational demand. On or before November 1, 2017, THEC shall submit this information to the respective state institution governing boards for review. (2) Following the review provided by subdivision (b)(1), THEC, working with the governing boards, shall convene appropriate faculty and subject matter experts to provide initial support as institutions develop course equivalencies, applicable to specific armed forces career fields, that maximize academic credit awarded for education, training, and experience obtained during military service. (c) In developing course equivalencies and awarding academic credits, state institutions shall: (1) Consider skills developed in all aspects of military education, training, and experience, beyond the physical fitness or activity components; (2) Provide progress reports to the commission, upon request, as course equivalencies are developed and implemented; and (3) Submit course equivalencies to THEC on or before December 15, 2018, detailing how academic credit toward the institution's respective credentials will be awarded. This data and information shall be submitted using the format and procedures prescribed by THEC. (d) Course equivalencies developed pursuant to this section shall result in the award of academic credit to veterans and service members consistent with the standards of the American Council on Education or equivalent standards for awarding academic credits. (e) Using the course equivalencies provided by state institutions pursuant to this section, THEC shall develop and maintain a website to inform potential students with military experience of the academic credit available to them prior to enrollment at a state institution of higher education. The website shall include databases sortable by military occupational specialty, with clear descriptions of the academic credit available to the veteran or service member, the degrees or other credentials to which that academic credit is applicable, and the state institutions offering the credit and credentials. (f) Tennessee Technological University is specifically authorized to assist the commission, as requested, by providing technical and other assistance in the development and maintenance of an electronic course equivalency database. (g) The chancellor of the board of regents may utilize board office resources in furtherance of the purposes of this section and is authorized to adopt, where applicable and appropriate, uniform system-wide course equivalencies for community colleges and colleges of applied technology. (h) The executive director of THEC is authorized to develop procedures and convene representatives from each state institution of higher education or system, as necessary, to effect the purposes of this section. (i) On or before February 15, 2019, THEC shall submit a report to the education committee of the senate and the education committee of the house of representatives detailing progress made in formalizing processes for uniform evaluation of military credit, and the extent to which the credit awarded will facilitate efficient and timely credential completion in alignment with state goals. Amended by 2019 Tenn. Acts, ch. 345,s 117, eff. 5/10/2019. Amended by 2017 Tenn. Acts, ch. 31,s 2, eff. 3/29/2017. Amended by 2015 Tenn. Acts, ch. 219,s 3, eff. 4/20/2015.
(a) State institutions of higher education shall develop and implement uniform procedures for awarding academic credit applicable toward a degree or credential for military education, training, experience, and occupational specialties in the form of course credit equivalencies. State institutions of higher education shall provide these course equivalencies to veterans and service members as they transition from military service to higher education.
(b) (1) To achieve the goal of uniform evaluation of military credit, THEC shall select military occupational specialties and academic programs with the potential to promote veteran credential completion and employment based on workforce needs and occupational demand. On or before November 1, 2017, THEC shall submit this information to the respective state institution governing boards for review. (2) Following the review provided by subdivision (b)(1), THEC, working with the governing boards, shall convene appropriate faculty and subject matter experts to provide initial support as institutions develop course equivalencies, applicable to specific armed forces career fields, that maximize academic credit awarded for education, training, and experience obtained during military service.
(1) To achieve the goal of uniform evaluation of military credit, THEC shall select military occupational specialties and academic programs with the potential to promote veteran credential completion and employment based on workforce needs and occupational demand. On or before November 1, 2017, THEC shall submit this information to the respective state institution governing boards for review.
(2) Following the review provided by subdivision (b)(1), THEC, working with the governing boards, shall convene appropriate faculty and subject matter experts to provide initial support as institutions develop course equivalencies, applicable to specific armed forces career fields, that maximize academic credit awarded for education, training, and experience obtained during military service.
(c) In developing course equivalencies and awarding academic credits, state institutions shall: (1) Consider skills developed in all aspects of military education, training, and experience, beyond the physical fitness or activity components; (2) Provide progress reports to the commission, upon request, as course equivalencies are developed and implemented; and (3) Submit course equivalencies to THEC on or before December 15, 2018, detailing how academic credit toward the institution's respective credentials will be awarded. This data and information shall be submitted using the format and procedures prescribed by THEC.
(1) Consider skills developed in all aspects of military education, training, and experience, beyond the physical fitness or activity components;
(2) Provide progress reports to the commission, upon request, as course equivalencies are developed and implemented; and
(3) Submit course equivalencies to THEC on or before December 15, 2018, detailing how academic credit toward the institution's respective credentials will be awarded. This data and information shall be submitted using the format and procedures prescribed by THEC.
(d) Course equivalencies developed pursuant to this section shall result in the award of academic credit to veterans and service members consistent with the standards of the American Council on Education or equivalent standards for awarding academic credits.
(e) Using the course equivalencies provided by state institutions pursuant to this section, THEC shall develop and maintain a website to inform potential students with military experience of the academic credit available to them prior to enrollment at a state institution of higher education. The website shall include databases sortable by military occupational specialty, with clear descriptions of the academic credit available to the veteran or service member, the degrees or other credentials to which that academic credit is applicable, and the state institutions offering the credit and credentials.
(f) Tennessee Technological University is specifically authorized to assist the commission, as requested, by providing technical and other assistance in the development and maintenance of an electronic course equivalency database.
(g) The chancellor of the board of regents may utilize board office resources in furtherance of the purposes of this section and is authorized to adopt, where applicable and appropriate, uniform system-wide course equivalencies for community colleges and colleges of applied technology.
(h) The executive director of THEC is authorized to develop procedures and convene representatives from each state institution of higher education or system, as necessary, to effect the purposes of this section.
(i) On or before February 15, 2019, THEC shall submit a report to the education committee of the senate and the education committee of the house of representatives detailing progress made in formalizing processes for uniform evaluation of military credit, and the extent to which the credit awarded will facilitate efficient and timely credential completion in alignment with state goals.
Amended by 2019 Tenn. Acts, ch. 345,s 117, eff. 5/10/2019.
Amended by 2017 Tenn. Acts, ch. 31,s 2, eff. 3/29/2017.
Amended by 2015 Tenn. Acts, ch. 219,s 3, eff. 4/20/2015.
Tenn. Code Ann. § 49-6-3115 — TN Code / Title 49 / Chapter 6 / Section 49-6-3115
Promotion of students from third grade
Status: in_force

(a) (1) Beginning with the 2022-2023 school year, a student in the third grade shall not be promoted to the next grade level unless the student is determined to be proficient in English language arts (ELA) based on the student's achieving a performance level rating of "on track" or "mastered" on the ELA portion of the student's most recent Tennessee comprehensive assessment program (TCAP) test. (2) Notwithstanding subdivision (a)(1): (A) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student is retested before the beginning the next school year and scores proficient in ELA; (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year, maintains a ninety percent (90%) attendance rate at the camp, and the student's performance on the post-test administered to the student at the end of the learning loss bridge camp, as required under § 49-6-1502(4)(F) , demonstrates adequate growth, as determined by the department; (v) The student is assigned a tutor through the Tennessee accelerating literacy and learning corps (TALLC) to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department; or (vi) Beginning with the 2023-2024 school year, the student demonstrates proficiency in ELA standards based on the student's scoring within the fiftieth percentile on the most recently administered state-provided benchmark assessment, if the benchmark assessment is administered to the student in a test environment, as determined by the department, and the student's LEA or public charter school agrees to provide tutoring services to the student for the entirety of the student's fourth-grade year based on tutoring requirements established by the department. If a student is promoted to the fourth grade pursuant to this subdivision (a)(2)(A)(vi), then the student's LEA or public charter school shall notify the student's parent or guardian, in writing, of the benefits of enrolling their student in a learning loss bridge camp and encouraging the parent or guardian to do so; and (B) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "below" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student retested before the beginning the next school year and scores proficient in ELA; or (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year and maintains a ninety percent (90%) attendance rate at the camp, and is assigned a tutor through the TALLC to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department. (3) (A) A student who is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) may be promoted to the fifth grade if the student shows adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test. (B) If a student is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) and does not show adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test, then the student's LEA or public charter school shall convene a conference that must be attended by the following categories of participants: the student's parent or guardian, the student's ELA teacher, and the student's school principal. The recommendation made by a majority of the categories of participants in the conference determines whether the student must be: (i) Promoted to the fifth grade and assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department; or (ii) Retained in the fourth grade; provided, that a student must not be retained in the fourth grade more than once. (C) Each student who is promoted to the fifth grade pursuant to subdivision (a)(3)(B)(i) must be assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department. (b) Subject to available funding, and to the extent authorized by federal law, LEAs and public charter schools may use temporary assistance for needy families (TANF) program funds to cover up to fifty percent (50%) of the costs associated with providing tutoring services for students pursuant to subdivision (a)(2)(B)(iv). (c) (1) Subsection (a) does not supersede an LEA's or public charter school's obligation to comply with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.) or Section 504 of the Rehabilitation Act ( 29 U.S.C. § 794 ). (2) LEAs and public charter schools shall not retain a student based on the student's disability or suspected disability. (d) (1) The state board of education shall promulgate rules to establish an appeal process, to be administered by the department, for a student who is identified for retention in third grade pursuant to subdivision (a)(1) based on the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test. The rules must provide, for the 2023-2024 school year and each school year thereafter: (A) That if an appeal is filed, the filing must be made by the student's parent or guardian unless the student's parent or guardian consents, in writing, to a principal, guidance counselor, teacher, or other administrator of the student's school filing the appeal, in which case the appeal may be filed by such individual; and (B) The process by which a principal, guidance counselor, teacher, or other administrator of the student's school must obtain the written consent of a student's parent or guardian for purposes of filing an appeal on behalf of the student's parent or guardian. (2) The rules must be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. (e) (1) For the 2023-2024 school year and each school year thereafter, the department shall report for each LEA: (A) The number of students identified for mandatory retention pursuant to subdivision (a)(1) who were promoted to the fourth grade pursuant to subdivision (a)(2)(A)(vi); (B) The provider, format, and frequency of tutoring services provided to students in the fourth grade who were promoted pursuant to subdivision (a)(2)(A)(vi); (C) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi) that demonstrated growth or proficiency in ELA after receiving tutoring services in the fourth grade; (D) The number of students promoted pursuant to subdivision (a)(2)(A)(vi) that enrolled in a learning loss bridge camp; and (E) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi), and who enrolled in a learning loss bridge camp, that demonstrated growth or proficiency in ELA at the conclusion of the camp. (2) The department shall report to the education committees of the senate and house of representatives: (A) The information described in subdivision (e)(1)(A) no later than December 1, 2024, and each December 1 thereafter; and (B) The information described in subdivisions (e)(1)(B)-(E) no later than December 1, 2025, and each December 1 thereafter. (f) (1) Beginning with the 2023-2024 school year, a student who is retained in any of the grades kindergarten through three (K-3) must be assigned a tutor to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department. (2) The department may procure up to three (3) online tutoring providers for LEAs and public charter schools to use to provide online tutoring services to students. The chief procurement officer is authorized to approve an emergency purchase of online tutoring providers pursuant to this subdivision (f)(2) using procurement methods authorized by § 12-3-505 and the rules of the department of general services' central procurement office. Amended by 2024 Tenn. Acts, ch. 989,s 1, eff. 5/21/2024, app. to the 2023-2024 school year and each school year thereafter. Amended by 2023 Tenn. Acts, ch. 338, s 4, eff. 5/5/2023. Amended by 2023 Tenn. Acts, ch. 338, s 3, eff. 5/5/2023. Amended by 2023 Tenn. Acts, ch. 338, s 2, eff. 5/5/2023. Amended by 2023 Tenn. Acts, ch. 338, s 1, eff. 5/5/2023. Amended by 2021 Tenn. Acts, ch. 367, s 1, eff. 5/11/2021. Amended by 2021EX1 Tenn. Acts, ch. 1, s 2, eff. 7/1/2022. Acts 2011 , ch. 351, § 1; 2012 , ch. 909, § 1.
(a) (1) Beginning with the 2022-2023 school year, a student in the third grade shall not be promoted to the next grade level unless the student is determined to be proficient in English language arts (ELA) based on the student's achieving a performance level rating of "on track" or "mastered" on the ELA portion of the student's most recent Tennessee comprehensive assessment program (TCAP) test. (2) Notwithstanding subdivision (a)(1): (A) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student is retested before the beginning the next school year and scores proficient in ELA; (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year, maintains a ninety percent (90%) attendance rate at the camp, and the student's performance on the post-test administered to the student at the end of the learning loss bridge camp, as required under § 49-6-1502(4)(F) , demonstrates adequate growth, as determined by the department; (v) The student is assigned a tutor through the Tennessee accelerating literacy and learning corps (TALLC) to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department; or (vi) Beginning with the 2023-2024 school year, the student demonstrates proficiency in ELA standards based on the student's scoring within the fiftieth percentile on the most recently administered state-provided benchmark assessment, if the benchmark assessment is administered to the student in a test environment, as determined by the department, and the student's LEA or public charter school agrees to provide tutoring services to the student for the entirety of the student's fourth-grade year based on tutoring requirements established by the department. If a student is promoted to the fourth grade pursuant to this subdivision (a)(2)(A)(vi), then the student's LEA or public charter school shall notify the student's parent or guardian, in writing, of the benefits of enrolling their student in a learning loss bridge camp and encouraging the parent or guardian to do so; and (B) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "below" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student retested before the beginning the next school year and scores proficient in ELA; or (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year and maintains a ninety percent (90%) attendance rate at the camp, and is assigned a tutor through the TALLC to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department. (3) (A) A student who is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) may be promoted to the fifth grade if the student shows adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test. (B) If a student is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) and does not show adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test, then the student's LEA or public charter school shall convene a conference that must be attended by the following categories of participants: the student's parent or guardian, the student's ELA teacher, and the student's school principal. The recommendation made by a majority of the categories of participants in the conference determines whether the student must be: (i) Promoted to the fifth grade and assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department; or (ii) Retained in the fourth grade; provided, that a student must not be retained in the fourth grade more than once. (C) Each student who is promoted to the fifth grade pursuant to subdivision (a)(3)(B)(i) must be assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department.
(1) Beginning with the 2022-2023 school year, a student in the third grade shall not be promoted to the next grade level unless the student is determined to be proficient in English language arts (ELA) based on the student's achieving a performance level rating of "on track" or "mastered" on the ELA portion of the student's most recent Tennessee comprehensive assessment program (TCAP) test.
(2) Notwithstanding subdivision (a)(1): (A) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student is retested before the beginning the next school year and scores proficient in ELA; (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year, maintains a ninety percent (90%) attendance rate at the camp, and the student's performance on the post-test administered to the student at the end of the learning loss bridge camp, as required under § 49-6-1502(4)(F) , demonstrates adequate growth, as determined by the department; (v) The student is assigned a tutor through the Tennessee accelerating literacy and learning corps (TALLC) to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department; or (vi) Beginning with the 2023-2024 school year, the student demonstrates proficiency in ELA standards based on the student's scoring within the fiftieth percentile on the most recently administered state-provided benchmark assessment, if the benchmark assessment is administered to the student in a test environment, as determined by the department, and the student's LEA or public charter school agrees to provide tutoring services to the student for the entirety of the student's fourth-grade year based on tutoring requirements established by the department. If a student is promoted to the fourth grade pursuant to this subdivision (a)(2)(A)(vi), then the student's LEA or public charter school shall notify the student's parent or guardian, in writing, of the benefits of enrolling their student in a learning loss bridge camp and encouraging the parent or guardian to do so; and (B) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "below" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student retested before the beginning the next school year and scores proficient in ELA; or (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year and maintains a ninety percent (90%) attendance rate at the camp, and is assigned a tutor through the TALLC to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department.
(A) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student is retested before the beginning the next school year and scores proficient in ELA; (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year, maintains a ninety percent (90%) attendance rate at the camp, and the student's performance on the post-test administered to the student at the end of the learning loss bridge camp, as required under § 49-6-1502(4)(F) , demonstrates adequate growth, as determined by the department; (v) The student is assigned a tutor through the Tennessee accelerating literacy and learning corps (TALLC) to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department; or (vi) Beginning with the 2023-2024 school year, the student demonstrates proficiency in ELA standards based on the student's scoring within the fiftieth percentile on the most recently administered state-provided benchmark assessment, if the benchmark assessment is administered to the student in a test environment, as determined by the department, and the student's LEA or public charter school agrees to provide tutoring services to the student for the entirety of the student's fourth-grade year based on tutoring requirements established by the department. If a student is promoted to the fourth grade pursuant to this subdivision (a)(2)(A)(vi), then the student's LEA or public charter school shall notify the student's parent or guardian, in writing, of the benefits of enrolling their student in a learning loss bridge camp and encouraging the parent or guardian to do so; and
(i) The student is an English language learner and has received less than two (2) years of ELA instruction;
(ii) The student was previously retained in any of the grades kindergarten through three (K-3);
(iii) The student is retested before the beginning the next school year and scores proficient in ELA;
(iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year, maintains a ninety percent (90%) attendance rate at the camp, and the student's performance on the post-test administered to the student at the end of the learning loss bridge camp, as required under § 49-6-1502(4)(F) , demonstrates adequate growth, as determined by the department;
(v) The student is assigned a tutor through the Tennessee accelerating literacy and learning corps (TALLC) to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department; or
(vi) Beginning with the 2023-2024 school year, the student demonstrates proficiency in ELA standards based on the student's scoring within the fiftieth percentile on the most recently administered state-provided benchmark assessment, if the benchmark assessment is administered to the student in a test environment, as determined by the department, and the student's LEA or public charter school agrees to provide tutoring services to the student for the entirety of the student's fourth-grade year based on tutoring requirements established by the department. If a student is promoted to the fourth grade pursuant to this subdivision (a)(2)(A)(vi), then the student's LEA or public charter school shall notify the student's parent or guardian, in writing, of the benefits of enrolling their student in a learning loss bridge camp and encouraging the parent or guardian to do so; and
(B) A student who is not proficient in ELA, as determined by the student's achieving a performance level rating of "below" on the ELA portion of the student's most recent TCAP test may be promoted if: (i) The student is an English language learner and has received less than two (2) years of ELA instruction; (ii) The student was previously retained in any of the grades kindergarten through three (K-3); (iii) The student retested before the beginning the next school year and scores proficient in ELA; or (iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year and maintains a ninety percent (90%) attendance rate at the camp, and is assigned a tutor through the TALLC to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department.
(i) The student is an English language learner and has received less than two (2) years of ELA instruction;
(ii) The student was previously retained in any of the grades kindergarten through three (K-3);
(iii) The student retested before the beginning the next school year and scores proficient in ELA; or
(iv) The student attends a learning loss bridge camp before the beginning of the upcoming school year and maintains a ninety percent (90%) attendance rate at the camp, and is assigned a tutor through the TALLC to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department.
(3) (A) A student who is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) may be promoted to the fifth grade if the student shows adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test. (B) If a student is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) and does not show adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test, then the student's LEA or public charter school shall convene a conference that must be attended by the following categories of participants: the student's parent or guardian, the student's ELA teacher, and the student's school principal. The recommendation made by a majority of the categories of participants in the conference determines whether the student must be: (i) Promoted to the fifth grade and assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department; or (ii) Retained in the fourth grade; provided, that a student must not be retained in the fourth grade more than once. (C) Each student who is promoted to the fifth grade pursuant to subdivision (a)(3)(B)(i) must be assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department.
(A) A student who is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) may be promoted to the fifth grade if the student shows adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test.
(B) If a student is promoted to the fourth grade pursuant to subdivision (a)(2)(A)(v) or (a)(2)(B)(iv) and does not show adequate growth, as determined by the department, on the fourth-grade ELA portion of the TCAP test, then the student's LEA or public charter school shall convene a conference that must be attended by the following categories of participants: the student's parent or guardian, the student's ELA teacher, and the student's school principal. The recommendation made by a majority of the categories of participants in the conference determines whether the student must be: (i) Promoted to the fifth grade and assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department; or (ii) Retained in the fourth grade; provided, that a student must not be retained in the fourth grade more than once.
(i) Promoted to the fifth grade and assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department; or
(ii) Retained in the fourth grade; provided, that a student must not be retained in the fourth grade more than once.
(C) Each student who is promoted to the fifth grade pursuant to subdivision (a)(3)(B)(i) must be assigned a tutor to provide tutoring services to the student for the entirety of the student's fifth-grade year based on tutoring requirements established by the department.
(b) Subject to available funding, and to the extent authorized by federal law, LEAs and public charter schools may use temporary assistance for needy families (TANF) program funds to cover up to fifty percent (50%) of the costs associated with providing tutoring services for students pursuant to subdivision (a)(2)(B)(iv).
(c) (1) Subsection (a) does not supersede an LEA's or public charter school's obligation to comply with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.) or Section 504 of the Rehabilitation Act ( 29 U.S.C. § 794 ). (2) LEAs and public charter schools shall not retain a student based on the student's disability or suspected disability.
(1) Subsection (a) does not supersede an LEA's or public charter school's obligation to comply with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.) or Section 504 of the Rehabilitation Act ( 29 U.S.C. § 794 ).
(2) LEAs and public charter schools shall not retain a student based on the student's disability or suspected disability.
(d) (1) The state board of education shall promulgate rules to establish an appeal process, to be administered by the department, for a student who is identified for retention in third grade pursuant to subdivision (a)(1) based on the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test. The rules must provide, for the 2023-2024 school year and each school year thereafter: (A) That if an appeal is filed, the filing must be made by the student's parent or guardian unless the student's parent or guardian consents, in writing, to a principal, guidance counselor, teacher, or other administrator of the student's school filing the appeal, in which case the appeal may be filed by such individual; and (B) The process by which a principal, guidance counselor, teacher, or other administrator of the student's school must obtain the written consent of a student's parent or guardian for purposes of filing an appeal on behalf of the student's parent or guardian. (2) The rules must be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(1) The state board of education shall promulgate rules to establish an appeal process, to be administered by the department, for a student who is identified for retention in third grade pursuant to subdivision (a)(1) based on the student's achieving a performance level rating of "approaching" on the ELA portion of the student's most recent TCAP test. The rules must provide, for the 2023-2024 school year and each school year thereafter: (A) That if an appeal is filed, the filing must be made by the student's parent or guardian unless the student's parent or guardian consents, in writing, to a principal, guidance counselor, teacher, or other administrator of the student's school filing the appeal, in which case the appeal may be filed by such individual; and (B) The process by which a principal, guidance counselor, teacher, or other administrator of the student's school must obtain the written consent of a student's parent or guardian for purposes of filing an appeal on behalf of the student's parent or guardian.
(A) That if an appeal is filed, the filing must be made by the student's parent or guardian unless the student's parent or guardian consents, in writing, to a principal, guidance counselor, teacher, or other administrator of the student's school filing the appeal, in which case the appeal may be filed by such individual; and
(B) The process by which a principal, guidance counselor, teacher, or other administrator of the student's school must obtain the written consent of a student's parent or guardian for purposes of filing an appeal on behalf of the student's parent or guardian.
(2) The rules must be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(e) (1) For the 2023-2024 school year and each school year thereafter, the department shall report for each LEA: (A) The number of students identified for mandatory retention pursuant to subdivision (a)(1) who were promoted to the fourth grade pursuant to subdivision (a)(2)(A)(vi); (B) The provider, format, and frequency of tutoring services provided to students in the fourth grade who were promoted pursuant to subdivision (a)(2)(A)(vi); (C) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi) that demonstrated growth or proficiency in ELA after receiving tutoring services in the fourth grade; (D) The number of students promoted pursuant to subdivision (a)(2)(A)(vi) that enrolled in a learning loss bridge camp; and (E) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi), and who enrolled in a learning loss bridge camp, that demonstrated growth or proficiency in ELA at the conclusion of the camp. (2) The department shall report to the education committees of the senate and house of representatives: (A) The information described in subdivision (e)(1)(A) no later than December 1, 2024, and each December 1 thereafter; and (B) The information described in subdivisions (e)(1)(B)-(E) no later than December 1, 2025, and each December 1 thereafter.
(1) For the 2023-2024 school year and each school year thereafter, the department shall report for each LEA: (A) The number of students identified for mandatory retention pursuant to subdivision (a)(1) who were promoted to the fourth grade pursuant to subdivision (a)(2)(A)(vi); (B) The provider, format, and frequency of tutoring services provided to students in the fourth grade who were promoted pursuant to subdivision (a)(2)(A)(vi); (C) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi) that demonstrated growth or proficiency in ELA after receiving tutoring services in the fourth grade; (D) The number of students promoted pursuant to subdivision (a)(2)(A)(vi) that enrolled in a learning loss bridge camp; and (E) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi), and who enrolled in a learning loss bridge camp, that demonstrated growth or proficiency in ELA at the conclusion of the camp.
(A) The number of students identified for mandatory retention pursuant to subdivision (a)(1) who were promoted to the fourth grade pursuant to subdivision (a)(2)(A)(vi);
(B) The provider, format, and frequency of tutoring services provided to students in the fourth grade who were promoted pursuant to subdivision (a)(2)(A)(vi);
(C) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi) that demonstrated growth or proficiency in ELA after receiving tutoring services in the fourth grade;
(D) The number of students promoted pursuant to subdivision (a)(2)(A)(vi) that enrolled in a learning loss bridge camp; and
(E) The percentage of students promoted pursuant to subdivision (a)(2)(A)(vi), and who enrolled in a learning loss bridge camp, that demonstrated growth or proficiency in ELA at the conclusion of the camp.
(2) The department shall report to the education committees of the senate and house of representatives: (A) The information described in subdivision (e)(1)(A) no later than December 1, 2024, and each December 1 thereafter; and (B) The information described in subdivisions (e)(1)(B)-(E) no later than December 1, 2025, and each December 1 thereafter.
(A) The information described in subdivision (e)(1)(A) no later than December 1, 2024, and each December 1 thereafter; and
(B) The information described in subdivisions (e)(1)(B)-(E) no later than December 1, 2025, and each December 1 thereafter.
(f) (1) Beginning with the 2023-2024 school year, a student who is retained in any of the grades kindergarten through three (K-3) must be assigned a tutor to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department. (2) The department may procure up to three (3) online tutoring providers for LEAs and public charter schools to use to provide online tutoring services to students. The chief procurement officer is authorized to approve an emergency purchase of online tutoring providers pursuant to this subdivision (f)(2) using procurement methods authorized by § 12-3-505 and the rules of the department of general services' central procurement office.
(1) Beginning with the 2023-2024 school year, a student who is retained in any of the grades kindergarten through three (K-3) must be assigned a tutor to provide the student with tutoring services for the entirety of the upcoming school year based on tutoring requirements established by the department.
(2) The department may procure up to three (3) online tutoring providers for LEAs and public charter schools to use to provide online tutoring services to students. The chief procurement officer is authorized to approve an emergency purchase of online tutoring providers pursuant to this subdivision (f)(2) using procurement methods authorized by § 12-3-505 and the rules of the department of general services' central procurement office.
Amended by 2024 Tenn. Acts, ch. 989,s 1, eff. 5/21/2024, app. to the 2023-2024 school year and each school year thereafter.
Amended by 2023 Tenn. Acts, ch. 338, s 4, eff. 5/5/2023.
Amended by 2023 Tenn. Acts, ch. 338, s 3, eff. 5/5/2023.
Amended by 2023 Tenn. Acts, ch. 338, s 2, eff. 5/5/2023.
Amended by 2023 Tenn. Acts, ch. 338, s 1, eff. 5/5/2023.
Amended by 2021 Tenn. Acts, ch. 367, s 1, eff. 5/11/2021.
Amended by 2021EX1 Tenn. Acts, ch. 1, s 2, eff. 7/1/2022.
Acts 2011 , ch. 351, § 1; 2012 , ch. 909, § 1.
Tenn. Code Ann. § 49-2-213 — TN Code / Title 49 / Chapter 2 / Section 49-2-213
Removal of local board of education member by registered voters
Status: in_force

(a) A local board of education member that is elected, or appointed to fill a vacancy, under this chapter may be removed from office by the registered voters of the county. (b) (1) A person who resides within the geographic boundaries of the local board of education district of which a local board of education member is sought to be removed may file a petition with the county election commission that demands the recall of the local board of education member. The petition must be signed by registered voters who reside within the geographic boundaries of the local board of education district of which the local board of education member is sought to be removed equal in number to at least sixty-six percent (66%) of the total vote cast for that member in the last regular election. Each person signing the petition must sign the person's name, provide the date of signing, and provide the signer's place of residence by street and number or by other customary designation. (2) The petition must contain a general statement of the grounds upon which the removal is sought. (3) A petition must include a sworn affidavit by the petition circulator stating the number of petition signers, that each petition signature is the genuine signature of the person whose name it purports to be, and that the signatures were made in the presence of the affiant. (4) Within fifteen (15) days of receipt of the petition, the county election commission shall determine the sufficiency of the petition signatures. The county election commission shall attach a certificate to the petition with the results. If the county election commission determines the petition signatures are: (A) Sufficient, then, within seven (7) days of such determination, the county election commission shall give notice of the filed petition by publication in a newspaper of general circulation and shall provide the grounds upon which removal of a local board of education member is sought; or (B) Insufficient, then the person who filed the petition may amend the petition within ten (10) days from the date of the certificate and file the amended petition with the county election commission. Within fifteen (15) days of receipt of an amended petition, the county election commission shall make a sufficiency determination. If the amended petition is still deemed insufficient or if no amended petition is filed, then the county election commission shall attach a certificate to the petition and return the petition to the person who filed the petition. If an amended petition is deemed sufficient, then the county election commission shall provide notice as required by subdivision (b)(4)(A). (c) A separate petition must be filed for each local board of education member sought to be removed. (d) A county election commission shall call an election on the question of whether to recall a local board of education member if the county election commission determines that a petition is sufficient in accordance with subdivision (b)(4). The question must only be posed to voters who are represented by the local board of education member sought to be removed. The question on the ballot must ask whether the local board of education member should be recalled, and the voter must be provided the option to vote "for recall" or "against recall." If sixty-six percent (66%) or more of those voting vote "for recall," then the person named shall be declared removed from office and the office must be declared vacant. A vacancy must be filled in accordance with § 49-2-202(e) . No election for the purpose of recall shall be held within a period beginning ninety (90) days before and ending ninety (90) days after a regular election. (e) This section only applies in counties having a population of not less than ninety-eight thousand two hundred (98,200) nor more than ninety-eight thousand three hundred (98,300), according to the 2010 federal census or any subsequent federal census. (f) This section does not apply to an innovative school district as defined in § 49-8-1502 . Amended by 2024 Tenn. Acts, ch. 1053,s 14, eff. 5/28/2024, app. to the 2024-2025 school year and each school year thereafter. Added by 2019 Tenn. Acts, ch. 350, s 1, eff. 5/10/2019.
(a) A local board of education member that is elected, or appointed to fill a vacancy, under this chapter may be removed from office by the registered voters of the county.
(b) (1) A person who resides within the geographic boundaries of the local board of education district of which a local board of education member is sought to be removed may file a petition with the county election commission that demands the recall of the local board of education member. The petition must be signed by registered voters who reside within the geographic boundaries of the local board of education district of which the local board of education member is sought to be removed equal in number to at least sixty-six percent (66%) of the total vote cast for that member in the last regular election. Each person signing the petition must sign the person's name, provide the date of signing, and provide the signer's place of residence by street and number or by other customary designation. (2) The petition must contain a general statement of the grounds upon which the removal is sought. (3) A petition must include a sworn affidavit by the petition circulator stating the number of petition signers, that each petition signature is the genuine signature of the person whose name it purports to be, and that the signatures were made in the presence of the affiant. (4) Within fifteen (15) days of receipt of the petition, the county election commission shall determine the sufficiency of the petition signatures. The county election commission shall attach a certificate to the petition with the results. If the county election commission determines the petition signatures are: (A) Sufficient, then, within seven (7) days of such determination, the county election commission shall give notice of the filed petition by publication in a newspaper of general circulation and shall provide the grounds upon which removal of a local board of education member is sought; or (B) Insufficient, then the person who filed the petition may amend the petition within ten (10) days from the date of the certificate and file the amended petition with the county election commission. Within fifteen (15) days of receipt of an amended petition, the county election commission shall make a sufficiency determination. If the amended petition is still deemed insufficient or if no amended petition is filed, then the county election commission shall attach a certificate to the petition and return the petition to the person who filed the petition. If an amended petition is deemed sufficient, then the county election commission shall provide notice as required by subdivision (b)(4)(A).
(1) A person who resides within the geographic boundaries of the local board of education district of which a local board of education member is sought to be removed may file a petition with the county election commission that demands the recall of the local board of education member. The petition must be signed by registered voters who reside within the geographic boundaries of the local board of education district of which the local board of education member is sought to be removed equal in number to at least sixty-six percent (66%) of the total vote cast for that member in the last regular election. Each person signing the petition must sign the person's name, provide the date of signing, and provide the signer's place of residence by street and number or by other customary designation.
(2) The petition must contain a general statement of the grounds upon which the removal is sought.
(3) A petition must include a sworn affidavit by the petition circulator stating the number of petition signers, that each petition signature is the genuine signature of the person whose name it purports to be, and that the signatures were made in the presence of the affiant.
(4) Within fifteen (15) days of receipt of the petition, the county election commission shall determine the sufficiency of the petition signatures. The county election commission shall attach a certificate to the petition with the results. If the county election commission determines the petition signatures are: (A) Sufficient, then, within seven (7) days of such determination, the county election commission shall give notice of the filed petition by publication in a newspaper of general circulation and shall provide the grounds upon which removal of a local board of education member is sought; or (B) Insufficient, then the person who filed the petition may amend the petition within ten (10) days from the date of the certificate and file the amended petition with the county election commission. Within fifteen (15) days of receipt of an amended petition, the county election commission shall make a sufficiency determination. If the amended petition is still deemed insufficient or if no amended petition is filed, then the county election commission shall attach a certificate to the petition and return the petition to the person who filed the petition. If an amended petition is deemed sufficient, then the county election commission shall provide notice as required by subdivision (b)(4)(A).
(A) Sufficient, then, within seven (7) days of such determination, the county election commission shall give notice of the filed petition by publication in a newspaper of general circulation and shall provide the grounds upon which removal of a local board of education member is sought; or
(B) Insufficient, then the person who filed the petition may amend the petition within ten (10) days from the date of the certificate and file the amended petition with the county election commission. Within fifteen (15) days of receipt of an amended petition, the county election commission shall make a sufficiency determination. If the amended petition is still deemed insufficient or if no amended petition is filed, then the county election commission shall attach a certificate to the petition and return the petition to the person who filed the petition. If an amended petition is deemed sufficient, then the county election commission shall provide notice as required by subdivision (b)(4)(A).
(c) A separate petition must be filed for each local board of education member sought to be removed.
(d) A county election commission shall call an election on the question of whether to recall a local board of education member if the county election commission determines that a petition is sufficient in accordance with subdivision (b)(4). The question must only be posed to voters who are represented by the local board of education member sought to be removed. The question on the ballot must ask whether the local board of education member should be recalled, and the voter must be provided the option to vote "for recall" or "against recall." If sixty-six percent (66%) or more of those voting vote "for recall," then the person named shall be declared removed from office and the office must be declared vacant. A vacancy must be filled in accordance with § 49-2-202(e) . No election for the purpose of recall shall be held within a period beginning ninety (90) days before and ending ninety (90) days after a regular election.
(e) This section only applies in counties having a population of not less than ninety-eight thousand two hundred (98,200) nor more than ninety-eight thousand three hundred (98,300), according to the 2010 federal census or any subsequent federal census.
(f) This section does not apply to an innovative school district as defined in § 49-8-1502 .
Amended by 2024 Tenn. Acts, ch. 1053,s 14, eff. 5/28/2024, app. to the 2024-2025 school year and each school year thereafter.
Added by 2019 Tenn. Acts, ch. 350, s 1, eff. 5/10/2019.
Tenn. Code Ann. § 49-7-2111 — TN Code / Title 49 / Chapter 7 / Section 49-7-2111
Notice to educational institution
Status: in_force

(a) As used in this section, "communicating or attempting to communicate" means contacting or attempting to contact by an in-person meeting, a record, or any other method that conveys or attempts to convey a message. (b) Not later than seventy-two (72) hours after entering into an agency contract, or before the next scheduled athletic event in which the student athlete may participate, whichever occurs first, the athlete agent shall give notice in a record of the existence of the contract to the athletic director of the educational institution at which the athlete is enrolled or at which the agent has reasonable grounds to believe the athlete intends to enroll. (c) A copy of the notice required pursuant to subsection (b) must be provided to the educational institution's general counsel. (d) If the educational institution does not have an athletic director, the notice required pursuant to subsection (b) must be provided to the president of the educational institution. (e) Not later than seventy-two (72) hours after entering into an agency contract, or before the next scheduled athletic event in which the student athlete may participate, whichever occurs first, the athlete shall inform the athletic director of the educational institution at which the athlete is enrolled that the athlete has entered into an agency contract and the name and contact information of the athlete agent. (f) A copy of the notice required pursuant to subsection (e) must be provided to the educational institution's general counsel. (g) If the educational institution does not have an athletic director, the notice required pursuant to subsection (e) must be provided to the president of the educational institution. (h) If an athlete agent enters into an agency contract with a student athlete and the athlete subsequently enrolls at an educational institution, the agent shall notify the athletic director of the institution of the existence of the contract not later than seventy-two (72) hours after the agent knew or should have known the athlete enrolled. (i) A copy of the notice required pursuant to subsection (h) must be provided to the educational institution's general counsel. (j) If the educational institution does not have an athletic director, the notice required pursuant to subsection (h) must be provided to the president of the educational institution. (k) If an athlete agent has a relationship with a student athlete before the athlete enrolls in an educational institution and receives an athletic scholarship from the institution, the agent shall notify the athletic director of the educational institution of the relationship not later than ten (10) days after the enrollment, if the agent knows or should have known of the enrollment and: (1) The relationship was motivated in whole or part by the intention of the agent to recruit or solicit the athlete to enter an agency contract in the future; or (2) The agent directly or indirectly recruited or solicited the athlete to enter an agency contract before the enrollment. (l) A copy of the notice required pursuant to subsection (k) must be provided to the educational institution's general counsel. (m) If the educational institution does not have an athletic director, the notice required pursuant to subsection (k) must be provided to the president of the educational institution. (n) An athlete agent shall give notice in a record to the athletic director of any educational institution at which a student athlete is enrolled before the agent communicates or attempts to communicate with: (1) The athlete or, if the athlete is a minor, a parent or guardian of the athlete, to influence the athlete or parent or guardian to enter into an agency contract; or (2) Another individual to have that individual influence the athlete or, if the athlete is a minor, the parent or guardian of the athlete to enter into an agency contract. (o) A copy of the notice required pursuant to subsection (n) must be provided to the educational institution's general counsel. (p) If the educational institution does not have an athletic director, the notice required pursuant to subsection (n) must be provided to the president of the educational institution. (q) If a communication or attempt to communicate with an athlete agent is initiated by a student athlete or another individual on behalf of the athlete, the agent shall notify in a record the athletic director of any educational institution at which the athlete is enrolled. The notification must be made not later than ten (10) days after the communication or attempt. (r) A copy of the notice required pursuant to subsection (q) must be provided to the educational institution's general counsel. (s) If the educational institution does not have an athletic director, the notice required pursuant to subsection (q) must be provided to the president of the educational institution. (t) An educational institution that becomes aware of a violation of this part by an athlete agent shall notify the secretary of state and any professional league or players association with which the institution is aware the agent is licensed or registered of the violation. Added by 2017 Tenn. Acts, ch. 216,s 1, eff. 9/1/2017.
(a) As used in this section, "communicating or attempting to communicate" means contacting or attempting to contact by an in-person meeting, a record, or any other method that conveys or attempts to convey a message.
(b) Not later than seventy-two (72) hours after entering into an agency contract, or before the next scheduled athletic event in which the student athlete may participate, whichever occurs first, the athlete agent shall give notice in a record of the existence of the contract to the athletic director of the educational institution at which the athlete is enrolled or at which the agent has reasonable grounds to believe the athlete intends to enroll.
(c) A copy of the notice required pursuant to subsection (b) must be provided to the educational institution's general counsel.
(d) If the educational institution does not have an athletic director, the notice required pursuant to subsection (b) must be provided to the president of the educational institution.
(e) Not later than seventy-two (72) hours after entering into an agency contract, or before the next scheduled athletic event in which the student athlete may participate, whichever occurs first, the athlete shall inform the athletic director of the educational institution at which the athlete is enrolled that the athlete has entered into an agency contract and the name and contact information of the athlete agent.
(f) A copy of the notice required pursuant to subsection (e) must be provided to the educational institution's general counsel.
(g) If the educational institution does not have an athletic director, the notice required pursuant to subsection (e) must be provided to the president of the educational institution.
(h) If an athlete agent enters into an agency contract with a student athlete and the athlete subsequently enrolls at an educational institution, the agent shall notify the athletic director of the institution of the existence of the contract not later than seventy-two (72) hours after the agent knew or should have known the athlete enrolled.
(i) A copy of the notice required pursuant to subsection (h) must be provided to the educational institution's general counsel.
(j) If the educational institution does not have an athletic director, the notice required pursuant to subsection (h) must be provided to the president of the educational institution.
(k) If an athlete agent has a relationship with a student athlete before the athlete enrolls in an educational institution and receives an athletic scholarship from the institution, the agent shall notify the athletic director of the educational institution of the relationship not later than ten (10) days after the enrollment, if the agent knows or should have known of the enrollment and: (1) The relationship was motivated in whole or part by the intention of the agent to recruit or solicit the athlete to enter an agency contract in the future; or (2) The agent directly or indirectly recruited or solicited the athlete to enter an agency contract before the enrollment.
(1) The relationship was motivated in whole or part by the intention of the agent to recruit or solicit the athlete to enter an agency contract in the future; or
(2) The agent directly or indirectly recruited or solicited the athlete to enter an agency contract before the enrollment.
(l) A copy of the notice required pursuant to subsection (k) must be provided to the educational institution's general counsel.
(m) If the educational institution does not have an athletic director, the notice required pursuant to subsection (k) must be provided to the president of the educational institution.
(n) An athlete agent shall give notice in a record to the athletic director of any educational institution at which a student athlete is enrolled before the agent communicates or attempts to communicate with: (1) The athlete or, if the athlete is a minor, a parent or guardian of the athlete, to influence the athlete or parent or guardian to enter into an agency contract; or (2) Another individual to have that individual influence the athlete or, if the athlete is a minor, the parent or guardian of the athlete to enter into an agency contract.
(1) The athlete or, if the athlete is a minor, a parent or guardian of the athlete, to influence the athlete or parent or guardian to enter into an agency contract; or
(2) Another individual to have that individual influence the athlete or, if the athlete is a minor, the parent or guardian of the athlete to enter into an agency contract.
(o) A copy of the notice required pursuant to subsection (n) must be provided to the educational institution's general counsel.
(p) If the educational institution does not have an athletic director, the notice required pursuant to subsection (n) must be provided to the president of the educational institution.
(q) If a communication or attempt to communicate with an athlete agent is initiated by a student athlete or another individual on behalf of the athlete, the agent shall notify in a record the athletic director of any educational institution at which the athlete is enrolled. The notification must be made not later than ten (10) days after the communication or attempt.
(r) A copy of the notice required pursuant to subsection (q) must be provided to the educational institution's general counsel.
(s) If the educational institution does not have an athletic director, the notice required pursuant to subsection (q) must be provided to the president of the educational institution.
(t) An educational institution that becomes aware of a violation of this part by an athlete agent shall notify the secretary of state and any professional league or players association with which the institution is aware the agent is licensed or registered of the violation.
Added by 2017 Tenn. Acts, ch. 216,s 1, eff. 9/1/2017.
Tenn. Code Ann. § 49-6-1701 — TN Code / Title 49 / Chapter 6 / Section 49-6-1701
Short title
Status: in_force

This part shall be known and may be cited as the "Financial Literacy Program Act of 2010." Acts 2010, ch. 1097, § 1; 2011, ch. 212, § 3; T.C.A. § 49-7-3101 .
This part shall be known and may be cited as the "Financial Literacy Program Act of 2010."
Acts 2010, ch. 1097, § 1; 2011, ch. 212, § 3; T.C.A. § 49-7-3101 .
Tenn. Code Ann. § 49-7-217 — TN Code / Title 49 / Chapter 7 / Section 49-7-217
Initiative on historically black colleges and universities
Status: in_force

(a) The "Initiative on Historically Black Colleges and Universities (HBCUs)" or "initiative", as used in this section, is an organizational unit of the commission, established and administered by the executive director for the purpose of providing oversight to focus on ways to strengthen the capacity of historically black colleges and universities to provide the highest quality education, increase opportunities for these institutions to participate in and benefit from state programs, and ensure that Tennessee has the highest proportion of college graduates from HBCUs in the country. The initiative shall operate in consultation with the consortium of historically black colleges and universities, pursuant to part 29 of this chapter. (b) The initiative shall work with state departments, agencies, offices, the private sector, educational associations, philanthropic organizations, and other partners to increase the capacity of HBCUs to provide the highest quality education to a greater number of students, and to take advantage of these institutions' capabilities in serving the state's needs through five (5) core tasks: (1) Strengthening the capacity of HBCUs to participate in state programs; (2) Fostering enduring private-sector initiatives and public-private partnerships while promoting specific areas and centers of academic research and programmatic excellence throughout all HBCUs; (3) Improving the availability, dissemination, and quality of information concerning HBCUs to inform public policy and practice; (4) Sharing administrative and programmatic practices within the consortium for the benefit of all; and (5) Exploring new ways of improving the relationship between the state and HBCUs. (c) (1) The commission is authorized and directed to provide all necessary and appropriate guidance, assistance, and support to facilitate strategy development and coordinated implementation by the initiative and the partnership to accomplish the respective and mutual key tasks of the initiative as outlined in subsection (b). (2) In furtherance of subdivision (c)(1), the commission may enter into one (1) or more memoranda of cooperation with the initiative and the partnership on terms deemed by the commission to be appropriate, mutually beneficial, and in the best interest of the consortium and the partnership. (d) All state departments and agencies are encouraged to create an annual plan of its efforts to strengthen the capacity of HBCUs through increased participation in appropriate federal programs and initiatives. Where appropriate, each agency plan shall address, among other things, the agency's proposed efforts to: (1) Establish how the department or agency intends to increase the capacity of HBCUs to compete effectively for grants, contracts, or cooperative agreements and to encourage HBCUs to participate in state programs; (2) Identify state programs and initiatives in which HBCUs may be either underserved or underused as national resources, and improve HBCUs' participation therein; and (3) Encourage public-sector, private-sector, and community involvement in improving the overall capacity of HBCUs. (e) If a department or agency creates an annual plan pursuant to subsection (d), then the department or agency shall: (1) Provide appropriate measurable objectives and, after the first year, shall annually assess that department's or agency's performance on the goals set in the previous year's agency plan; and (2) Provide a written summary of the objectives and goals to the education committee of the senate and the education administration committee of the house of representatives within thirty (30) days of the annual assessment required in subdivision (e)(1). (f) The initiative may establish a board of advisors to consist of no more than twenty-five (25) members appointed by the commission. The board shall include representatives of a variety of sectors, including philanthropy, education, business, finance, entrepreneurship, innovation, and private foundations, as well as sitting HBCU presidents. The board may advise the commission and the initiative in the following areas: (1) Improving the identity, visibility, and distinctive capabilities and overall competitiveness of HBCUs; (2) Engaging the philanthropic, business, government, military, homeland security, and education communities in a dialogue regarding new HBCU programs and initiatives; (3) Improving the ability of HBCUs to remain fiscally secure institutions that can assist the state in reaching its educational goals; (4) Elevating the public awareness of HBCUs; and (5) Encouraging public-private investments in HBCUs. Amended by 2021 Tenn. Acts, ch. 64, s 100, eff. 3/29/2021. Amended by 2019 Tenn. Acts, ch. 345, s 114, eff. 5/10/2019. Added by 2017 Tenn. Acts, ch. 464, s 1, eff. 5/25/2017.
(a) The "Initiative on Historically Black Colleges and Universities (HBCUs)" or "initiative", as used in this section, is an organizational unit of the commission, established and administered by the executive director for the purpose of providing oversight to focus on ways to strengthen the capacity of historically black colleges and universities to provide the highest quality education, increase opportunities for these institutions to participate in and benefit from state programs, and ensure that Tennessee has the highest proportion of college graduates from HBCUs in the country. The initiative shall operate in consultation with the consortium of historically black colleges and universities, pursuant to part 29 of this chapter.
(b) The initiative shall work with state departments, agencies, offices, the private sector, educational associations, philanthropic organizations, and other partners to increase the capacity of HBCUs to provide the highest quality education to a greater number of students, and to take advantage of these institutions' capabilities in serving the state's needs through five (5) core tasks: (1) Strengthening the capacity of HBCUs to participate in state programs; (2) Fostering enduring private-sector initiatives and public-private partnerships while promoting specific areas and centers of academic research and programmatic excellence throughout all HBCUs; (3) Improving the availability, dissemination, and quality of information concerning HBCUs to inform public policy and practice; (4) Sharing administrative and programmatic practices within the consortium for the benefit of all; and (5) Exploring new ways of improving the relationship between the state and HBCUs.
(1) Strengthening the capacity of HBCUs to participate in state programs;
(2) Fostering enduring private-sector initiatives and public-private partnerships while promoting specific areas and centers of academic research and programmatic excellence throughout all HBCUs;
(3) Improving the availability, dissemination, and quality of information concerning HBCUs to inform public policy and practice;
(4) Sharing administrative and programmatic practices within the consortium for the benefit of all; and
(5) Exploring new ways of improving the relationship between the state and HBCUs.
(c) (1) The commission is authorized and directed to provide all necessary and appropriate guidance, assistance, and support to facilitate strategy development and coordinated implementation by the initiative and the partnership to accomplish the respective and mutual key tasks of the initiative as outlined in subsection (b). (2) In furtherance of subdivision (c)(1), the commission may enter into one (1) or more memoranda of cooperation with the initiative and the partnership on terms deemed by the commission to be appropriate, mutually beneficial, and in the best interest of the consortium and the partnership.
(1) The commission is authorized and directed to provide all necessary and appropriate guidance, assistance, and support to facilitate strategy development and coordinated implementation by the initiative and the partnership to accomplish the respective and mutual key tasks of the initiative as outlined in subsection (b).
(2) In furtherance of subdivision (c)(1), the commission may enter into one (1) or more memoranda of cooperation with the initiative and the partnership on terms deemed by the commission to be appropriate, mutually beneficial, and in the best interest of the consortium and the partnership.
(d) All state departments and agencies are encouraged to create an annual plan of its efforts to strengthen the capacity of HBCUs through increased participation in appropriate federal programs and initiatives. Where appropriate, each agency plan shall address, among other things, the agency's proposed efforts to: (1) Establish how the department or agency intends to increase the capacity of HBCUs to compete effectively for grants, contracts, or cooperative agreements and to encourage HBCUs to participate in state programs; (2) Identify state programs and initiatives in which HBCUs may be either underserved or underused as national resources, and improve HBCUs' participation therein; and (3) Encourage public-sector, private-sector, and community involvement in improving the overall capacity of HBCUs.
(1) Establish how the department or agency intends to increase the capacity of HBCUs to compete effectively for grants, contracts, or cooperative agreements and to encourage HBCUs to participate in state programs;
(2) Identify state programs and initiatives in which HBCUs may be either underserved or underused as national resources, and improve HBCUs' participation therein; and
(3) Encourage public-sector, private-sector, and community involvement in improving the overall capacity of HBCUs.
(e) If a department or agency creates an annual plan pursuant to subsection (d), then the department or agency shall: (1) Provide appropriate measurable objectives and, after the first year, shall annually assess that department's or agency's performance on the goals set in the previous year's agency plan; and (2) Provide a written summary of the objectives and goals to the education committee of the senate and the education administration committee of the house of representatives within thirty (30) days of the annual assessment required in subdivision (e)(1).
(1) Provide appropriate measurable objectives and, after the first year, shall annually assess that department's or agency's performance on the goals set in the previous year's agency plan; and
(2) Provide a written summary of the objectives and goals to the education committee of the senate and the education administration committee of the house of representatives within thirty (30) days of the annual assessment required in subdivision (e)(1).
(f) The initiative may establish a board of advisors to consist of no more than twenty-five (25) members appointed by the commission. The board shall include representatives of a variety of sectors, including philanthropy, education, business, finance, entrepreneurship, innovation, and private foundations, as well as sitting HBCU presidents. The board may advise the commission and the initiative in the following areas: (1) Improving the identity, visibility, and distinctive capabilities and overall competitiveness of HBCUs; (2) Engaging the philanthropic, business, government, military, homeland security, and education communities in a dialogue regarding new HBCU programs and initiatives; (3) Improving the ability of HBCUs to remain fiscally secure institutions that can assist the state in reaching its educational goals; (4) Elevating the public awareness of HBCUs; and (5) Encouraging public-private investments in HBCUs.
(1) Improving the identity, visibility, and distinctive capabilities and overall competitiveness of HBCUs;
(2) Engaging the philanthropic, business, government, military, homeland security, and education communities in a dialogue regarding new HBCU programs and initiatives;
(3) Improving the ability of HBCUs to remain fiscally secure institutions that can assist the state in reaching its educational goals;
(4) Elevating the public awareness of HBCUs; and
(5) Encouraging public-private investments in HBCUs.
Amended by 2021 Tenn. Acts, ch. 64, s 100, eff. 3/29/2021.
Amended by 2019 Tenn. Acts, ch. 345, s 114, eff. 5/10/2019.
Added by 2017 Tenn. Acts, ch. 464, s 1, eff. 5/25/2017.
Tenn. Code Ann. § 49-6-1501 — TN Code / Title 49 / Chapter 6 / Section 49-6-1501
Short title
Status: in_force

This part is known and may be cited as the "Tennessee Learning Loss Remediation and Student Acceleration Act." Added by 2021EX1 Tenn. Acts, ch. 1, s 1, eff. 2/3/2021.
This part is known and may be cited as the "Tennessee Learning Loss Remediation and Student Acceleration Act."
Added by 2021EX1 Tenn. Acts, ch. 1, s 1, eff. 2/3/2021.
Tenn. Code Ann. § 49-6-2405 — TN Code / Title 49 / Chapter 6 / Section 49-6-2405
Board and department to support and encourage LEAs in creation of community schools - Funding - Qualifications for community school grant - Duties of grant recipients
Status: in_force

(a) The state board of education and the department shall support and encourage LEAs in the creation of community schools. All policies, guidelines, and rules and regulations adopted by the state board pursuant to this part shall actively foster the formation, development and operation of community schools. Such policies, guidelines, or rules and regulations shall permit teachers to receive in-service credit for teaching classes for parents, such as parenting classes, at the community school outside of normal school hours. (b) (1) The department shall strongly encourage LEAs and schools to combine multiple funding sources to create community schools and to support the schools. Federal funds that may be used for such purposes include, but are not limited to, grants provided under Titles I and IV of the Every Student Succeeds Act (Pub. L. No. 114-95). (2) The department is encouraged to provide LEAs and schools with technical assistance, directly or through a resource and referral directory established and maintained by the department, to locate other available funding sources to create community schools and to support the schools, such as competitive grants, foundation awards, and private donations. (c) (1) Subject to the availability of funding from private sources for creation and support of community schools, the department shall make community school grants available to fund community schools and to enhance programs at community schools. If funding is available for community school grants, then a request-for-proposal process shall be used in awarding the grants. Proposals may be submitted on behalf of a school, an LEA, or a consortium of two (2) or more schools or LEAs. Proposals shall be evaluated and scored on the basis of criteria consistent with this part and other factors developed and adopted by the state board. (2) No funds shall be appropriated for the 2014-2015 fiscal year for the creation and support of community schools. However, nothing in this part shall prohibit the general assembly from appropriating funds in fiscal years subsequent to the 2014-2015 fiscal year for creation and support of community schools. (d) In order to qualify for a community school grant under this section, a community school must: (1) Meet the requirements of § 49-6-2404(c) and (d) ; (2) Have, at a minimum, the following components: (A) Before and after school programming each school day to meet the identified needs of students; (B) Weekend programming; (C) Four (4) weeks of summer programming, which may be conducted during consecutive or nonconsecutive weeks; (D) A local advisory group composed of school leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming; (E) A program director or resource coordinator who is responsible for establishing the local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after school, weekend, and summer programming, and overseeing the implementation of programming to ensure high-quality, robust participation; (F) Programming that includes academic excellence aligned with the curriculum, life skills, healthy minds and bodies, parental support and community engagement, and that promotes staying in school, nonviolent behavior, and nonviolent conflict resolution; (G) Maintenance of attendance records in all programming components; (H) Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults; (I) Documentation of true collaboration between the school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers; and (J) A nondiscrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, or disability; and (3) (A) Conduct a baseline analysis of the school, the contents of which must be developed by the department of education in consultation with the LEA and any community partner providing community school programming; and (B) Transmit the data collected from the analysis conducted under subdivision (3)(A) to the department at intervals determined by the department in order to measure the effectiveness of the community school programming implemented at the school. (e) Each grant recipient under subsection (c) shall: (1) Conduct periodic evaluations of the progress achieved with funds allocated under a grant, consistent with the purposes of this part; (2) Use the evaluations to refine and improve activities conducted with the grant and the performance measures for the activities; (3) Make the results of the evaluations publicly available, including providing public notice of the availability; and (4) Identify best practices and lessons learned for the purpose of helping other LEAs and schools in the formation of community schools and to revise the community school policies of the state board and the department. Amended by 2019 Tenn. Acts, ch. 453, Secs.s 2, s 3 eff. 5/22/2019. Amended by 2018 Tenn. Acts, ch. 554, s 1, eff. 7/1/2018. Added by 2014 Tenn. Acts, ch. 968,s 6, eff. 5/19/2014.
(a) The state board of education and the department shall support and encourage LEAs in the creation of community schools. All policies, guidelines, and rules and regulations adopted by the state board pursuant to this part shall actively foster the formation, development and operation of community schools. Such policies, guidelines, or rules and regulations shall permit teachers to receive in-service credit for teaching classes for parents, such as parenting classes, at the community school outside of normal school hours.
(b) (1) The department shall strongly encourage LEAs and schools to combine multiple funding sources to create community schools and to support the schools. Federal funds that may be used for such purposes include, but are not limited to, grants provided under Titles I and IV of the Every Student Succeeds Act (Pub. L. No. 114-95). (2) The department is encouraged to provide LEAs and schools with technical assistance, directly or through a resource and referral directory established and maintained by the department, to locate other available funding sources to create community schools and to support the schools, such as competitive grants, foundation awards, and private donations.
(1) The department shall strongly encourage LEAs and schools to combine multiple funding sources to create community schools and to support the schools. Federal funds that may be used for such purposes include, but are not limited to, grants provided under Titles I and IV of the Every Student Succeeds Act (Pub. L. No. 114-95).
(2) The department is encouraged to provide LEAs and schools with technical assistance, directly or through a resource and referral directory established and maintained by the department, to locate other available funding sources to create community schools and to support the schools, such as competitive grants, foundation awards, and private donations.
(c) (1) Subject to the availability of funding from private sources for creation and support of community schools, the department shall make community school grants available to fund community schools and to enhance programs at community schools. If funding is available for community school grants, then a request-for-proposal process shall be used in awarding the grants. Proposals may be submitted on behalf of a school, an LEA, or a consortium of two (2) or more schools or LEAs. Proposals shall be evaluated and scored on the basis of criteria consistent with this part and other factors developed and adopted by the state board. (2) No funds shall be appropriated for the 2014-2015 fiscal year for the creation and support of community schools. However, nothing in this part shall prohibit the general assembly from appropriating funds in fiscal years subsequent to the 2014-2015 fiscal year for creation and support of community schools.
(1) Subject to the availability of funding from private sources for creation and support of community schools, the department shall make community school grants available to fund community schools and to enhance programs at community schools. If funding is available for community school grants, then a request-for-proposal process shall be used in awarding the grants. Proposals may be submitted on behalf of a school, an LEA, or a consortium of two (2) or more schools or LEAs. Proposals shall be evaluated and scored on the basis of criteria consistent with this part and other factors developed and adopted by the state board.
(2) No funds shall be appropriated for the 2014-2015 fiscal year for the creation and support of community schools. However, nothing in this part shall prohibit the general assembly from appropriating funds in fiscal years subsequent to the 2014-2015 fiscal year for creation and support of community schools.
(d) In order to qualify for a community school grant under this section, a community school must: (1) Meet the requirements of § 49-6-2404(c) and (d) ; (2) Have, at a minimum, the following components: (A) Before and after school programming each school day to meet the identified needs of students; (B) Weekend programming; (C) Four (4) weeks of summer programming, which may be conducted during consecutive or nonconsecutive weeks; (D) A local advisory group composed of school leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming; (E) A program director or resource coordinator who is responsible for establishing the local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after school, weekend, and summer programming, and overseeing the implementation of programming to ensure high-quality, robust participation; (F) Programming that includes academic excellence aligned with the curriculum, life skills, healthy minds and bodies, parental support and community engagement, and that promotes staying in school, nonviolent behavior, and nonviolent conflict resolution; (G) Maintenance of attendance records in all programming components; (H) Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults; (I) Documentation of true collaboration between the school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers; and (J) A nondiscrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, or disability; and (3) (A) Conduct a baseline analysis of the school, the contents of which must be developed by the department of education in consultation with the LEA and any community partner providing community school programming; and (B) Transmit the data collected from the analysis conducted under subdivision (3)(A) to the department at intervals determined by the department in order to measure the effectiveness of the community school programming implemented at the school.
(1) Meet the requirements of § 49-6-2404(c) and (d) ;
(2) Have, at a minimum, the following components: (A) Before and after school programming each school day to meet the identified needs of students; (B) Weekend programming; (C) Four (4) weeks of summer programming, which may be conducted during consecutive or nonconsecutive weeks; (D) A local advisory group composed of school leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming; (E) A program director or resource coordinator who is responsible for establishing the local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after school, weekend, and summer programming, and overseeing the implementation of programming to ensure high-quality, robust participation; (F) Programming that includes academic excellence aligned with the curriculum, life skills, healthy minds and bodies, parental support and community engagement, and that promotes staying in school, nonviolent behavior, and nonviolent conflict resolution; (G) Maintenance of attendance records in all programming components; (H) Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults; (I) Documentation of true collaboration between the school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers; and (J) A nondiscrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, or disability; and
(A) Before and after school programming each school day to meet the identified needs of students;
(B) Weekend programming;
(C) Four (4) weeks of summer programming, which may be conducted during consecutive or nonconsecutive weeks;
(D) A local advisory group composed of school leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming;
(E) A program director or resource coordinator who is responsible for establishing the local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after school, weekend, and summer programming, and overseeing the implementation of programming to ensure high-quality, robust participation;
(F) Programming that includes academic excellence aligned with the curriculum, life skills, healthy minds and bodies, parental support and community engagement, and that promotes staying in school, nonviolent behavior, and nonviolent conflict resolution;
(G) Maintenance of attendance records in all programming components;
(H) Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults;
(I) Documentation of true collaboration between the school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers; and
(J) A nondiscrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, or disability; and
(3) (A) Conduct a baseline analysis of the school, the contents of which must be developed by the department of education in consultation with the LEA and any community partner providing community school programming; and (B) Transmit the data collected from the analysis conducted under subdivision (3)(A) to the department at intervals determined by the department in order to measure the effectiveness of the community school programming implemented at the school.
(A) Conduct a baseline analysis of the school, the contents of which must be developed by the department of education in consultation with the LEA and any community partner providing community school programming; and
(B) Transmit the data collected from the analysis conducted under subdivision (3)(A) to the department at intervals determined by the department in order to measure the effectiveness of the community school programming implemented at the school.
(e) Each grant recipient under subsection (c) shall: (1) Conduct periodic evaluations of the progress achieved with funds allocated under a grant, consistent with the purposes of this part; (2) Use the evaluations to refine and improve activities conducted with the grant and the performance measures for the activities; (3) Make the results of the evaluations publicly available, including providing public notice of the availability; and (4) Identify best practices and lessons learned for the purpose of helping other LEAs and schools in the formation of community schools and to revise the community school policies of the state board and the department.
(1) Conduct periodic evaluations of the progress achieved with funds allocated under a grant, consistent with the purposes of this part;
(2) Use the evaluations to refine and improve activities conducted with the grant and the performance measures for the activities;
(3) Make the results of the evaluations publicly available, including providing public notice of the availability; and
(4) Identify best practices and lessons learned for the purpose of helping other LEAs and schools in the formation of community schools and to revise the community school policies of the state board and the department.
Amended by 2019 Tenn. Acts, ch. 453, Secs.s 2, s 3 eff. 5/22/2019.
Amended by 2018 Tenn. Acts, ch. 554, s 1, eff. 7/1/2018.
Added by 2014 Tenn. Acts, ch. 968,s 6, eff. 5/19/2014.
Tenn. Code Ann. § 49-6-1016 — TN Code / Title 49 / Chapter 6 / Section 49-6-1016
Firearms safety and storage training - Age appropriate instruction - Instruction requirements - Brand affiliation prohibited
Status: in_force

(a) The departments of education and safety, in consultation with the Tennessee fish and wildlife commission, shall determine the earliest grade in which it is appropriate for students to begin receiving instruction on firearm safety. In determining the earliest appropriate grade for instruction on firearm safety, the departments shall study all relevant data and risk factors, including the earliest age at which incidents of injury involving firearms are reported and the earliest age at which children are susceptible to harm from found firearms. (b) Beginning with the 2025-2026 school year, each LEA and public charter school shall annually provide students with age-appropriate and grade-appropriate instruction on firearm safety. The instruction must begin with the earliest appropriate grade, as determined by the departments under subsection (a), and must continue in each subsequent grade through grade twelve (12). (c) The instruction required under subsection (b) must: (1) Teach students: (A) Safe storage of firearms; (B) School safety relating to firearms; (C) How to avoid injury if the student finds a firearm; (D) To never touch a found firearm; and (E) To immediately notify an adult of the location of a found firearm; (2) Be viewpoint neutral on political topics, such as gun rights, gun violence, and the Second Amendment to the United States Constitution; and (3) Not include the use or presence of live ammunition, live fire, or live firearms. (d) (1) The departments of education and safety, in consultation with the Tennessee fish and wildlife commission, shall develop or approve a curriculum or program of instruction on firearm safety that meets the requirements of this section and that LEAs and public charter schools are required to implement for purposes of providing the instruction required under subsection (b). The departments shall not approve a curriculum or program of instruction if the curriculum, program of instruction, or any of the instructional materials used as part of the curriculum or program of instruction bear a brand or organizational affiliation. (2) The instruction required under subsection (b) may be provided in a classroom setting, through the viewing of a video, or through the review of online resources or materials, as determined by the department of education. (3) Each LEA and public charter school shall determine how best to incorporate the instruction required under subsection (b) into the school year. Amended by 2024 Tenn. Acts, ch. 800,s 1, eff. 4/23/2024. Acts 2005, ch. 202, § 1; 2009 , ch. 153, § 1; 2011 , ch. 251, § 1; 2012 , ch. 992, § 2.
(a) The departments of education and safety, in consultation with the Tennessee fish and wildlife commission, shall determine the earliest grade in which it is appropriate for students to begin receiving instruction on firearm safety. In determining the earliest appropriate grade for instruction on firearm safety, the departments shall study all relevant data and risk factors, including the earliest age at which incidents of injury involving firearms are reported and the earliest age at which children are susceptible to harm from found firearms.
(b) Beginning with the 2025-2026 school year, each LEA and public charter school shall annually provide students with age-appropriate and grade-appropriate instruction on firearm safety. The instruction must begin with the earliest appropriate grade, as determined by the departments under subsection (a), and must continue in each subsequent grade through grade twelve (12).
(c) The instruction required under subsection (b) must: (1) Teach students: (A) Safe storage of firearms; (B) School safety relating to firearms; (C) How to avoid injury if the student finds a firearm; (D) To never touch a found firearm; and (E) To immediately notify an adult of the location of a found firearm; (2) Be viewpoint neutral on political topics, such as gun rights, gun violence, and the Second Amendment to the United States Constitution; and (3) Not include the use or presence of live ammunition, live fire, or live firearms.
(1) Teach students: (A) Safe storage of firearms; (B) School safety relating to firearms; (C) How to avoid injury if the student finds a firearm; (D) To never touch a found firearm; and (E) To immediately notify an adult of the location of a found firearm;
(A) Safe storage of firearms;
(B) School safety relating to firearms;
(C) How to avoid injury if the student finds a firearm;
(D) To never touch a found firearm; and
(E) To immediately notify an adult of the location of a found firearm;
(2) Be viewpoint neutral on political topics, such as gun rights, gun violence, and the Second Amendment to the United States Constitution; and
(3) Not include the use or presence of live ammunition, live fire, or live firearms.
(d) (1) The departments of education and safety, in consultation with the Tennessee fish and wildlife commission, shall develop or approve a curriculum or program of instruction on firearm safety that meets the requirements of this section and that LEAs and public charter schools are required to implement for purposes of providing the instruction required under subsection (b). The departments shall not approve a curriculum or program of instruction if the curriculum, program of instruction, or any of the instructional materials used as part of the curriculum or program of instruction bear a brand or organizational affiliation. (2) The instruction required under subsection (b) may be provided in a classroom setting, through the viewing of a video, or through the review of online resources or materials, as determined by the department of education. (3) Each LEA and public charter school shall determine how best to incorporate the instruction required under subsection (b) into the school year.
(1) The departments of education and safety, in consultation with the Tennessee fish and wildlife commission, shall develop or approve a curriculum or program of instruction on firearm safety that meets the requirements of this section and that LEAs and public charter schools are required to implement for purposes of providing the instruction required under subsection (b). The departments shall not approve a curriculum or program of instruction if the curriculum, program of instruction, or any of the instructional materials used as part of the curriculum or program of instruction bear a brand or organizational affiliation.
(2) The instruction required under subsection (b) may be provided in a classroom setting, through the viewing of a video, or through the review of online resources or materials, as determined by the department of education.
(3) Each LEA and public charter school shall determine how best to incorporate the instruction required under subsection (b) into the school year.
Amended by 2024 Tenn. Acts, ch. 800,s 1, eff. 4/23/2024.
Acts 2005, ch. 202, § 1; 2009 , ch. 153, § 1; 2011 , ch. 251, § 1; 2012 , ch. 992, § 2.
Tenn. Code Ann. § 49-8-116 — TN Code / Title 49 / Chapter 8 / Section 49-8-116
Trenton community college facility
Status: in_force

(a) The community college satellite facility at Trenton, authorized by chapter 1085, § 41, item 6 of the Public Acts of 1990, is transferred to the ownership of the board of regents for the benefit of Dyersburg State Community College, which shall be responsible for the maintenance and upkeep of the Trenton facility. (b) Ownership of the community college satellite facility at Trenton shall be relinquished by the board of regents and returned to the City of Trenton if the facility is used for other than educational purposes. Acts 1993, ch. 114, § 1; 1994, ch. 769, § 1.
(a) The community college satellite facility at Trenton, authorized by chapter 1085, § 41, item 6 of the Public Acts of 1990, is transferred to the ownership of the board of regents for the benefit of Dyersburg State Community College, which shall be responsible for the maintenance and upkeep of the Trenton facility.
(b) Ownership of the community college satellite facility at Trenton shall be relinquished by the board of regents and returned to the City of Trenton if the facility is used for other than educational purposes.
Acts 1993, ch. 114, § 1; 1994, ch. 769, § 1.
Tenn. Code Ann. § 49-6-4103 — TN Code / Title 49 / Chapter 6 / Section 49-6-4103
Corporal punishment
Status: in_force

(a) (1) Any teacher or school principal may use corporal punishment in a reasonable manner against any pupil for good cause in order to maintain discipline and order within the public schools. (2) (A) Notwithstanding subsection (a)(1), prior to the administration of corporal punishment against a student, the student's teacher or school principal must document in the student's educational record that they have: (i) Acted to address the student's behavior; (ii) Provided consequences to the student to address the behavior; (iii) Consulted with the student's parent or legal guardian about the student's behavior; and (iv) Considered the need to conduct an initial evaluation to determine whether the student has a disability in accordance with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), chapter 10 of this title, and the state board of education's rules. (B) If, as a result of an evaluation conducted pursuant to subdivision (a)(2)(A)(iv), a student is found to have a disability, then corporal punishment may only be administered against the student if authorized in accordance with subsection (b). (b) (1) Notwithstanding subsection (a), teachers, school principals, or other school personnel are prohibited from using corporal punishment against any student who has a disability, unless an LEA's discipline policy permits the use of corporal punishment and a parent of a child who has a disability permits, in writing, the use of corporal punishment against the parent's child. The written permission must state the type of corporal punishment that may be used and the circumstances in which the use of corporal punishment is permitted. The school's principal must keep the written permission on file at the school. The school's principal must notify the parent any time corporal punishment is used. The school's principal must inform the parent, when the written permission for the use of corporal punishment is submitted, that the parent may revoke the permission to use corporal punishment at any time by giving written notice to the school's principal that corporal punishment may no longer be used against the parent's child who has a disability. (2) As used in this subsection (b): (A) "School personnel" includes all individuals employed on a full-time or part-time basis by a public school; and (B) "Student who has a disability" means a student who has an individualized education program (IEP) under the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), or a Section 504 plan under the Rehabilitation Act ( 29 U.S.C. § 701 et seq.). (3) This subsection (b) does not authorize the use of corporal punishment by a person who is not permitted to administer corporal punishment under subsection (a). Amended by 2023 Tenn. Acts, ch. 275, s 1, eff. 4/28/2023. Amended by 2018 Tenn. Acts, ch. 900, s 1, eff. 7/1/2018. Acts 1979, ch. 131, § 1; T.C.A., §§ 49-903, 49-9-103.
(a) (1) Any teacher or school principal may use corporal punishment in a reasonable manner against any pupil for good cause in order to maintain discipline and order within the public schools. (2) (A) Notwithstanding subsection (a)(1), prior to the administration of corporal punishment against a student, the student's teacher or school principal must document in the student's educational record that they have: (i) Acted to address the student's behavior; (ii) Provided consequences to the student to address the behavior; (iii) Consulted with the student's parent or legal guardian about the student's behavior; and (iv) Considered the need to conduct an initial evaluation to determine whether the student has a disability in accordance with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), chapter 10 of this title, and the state board of education's rules. (B) If, as a result of an evaluation conducted pursuant to subdivision (a)(2)(A)(iv), a student is found to have a disability, then corporal punishment may only be administered against the student if authorized in accordance with subsection (b).
(1) Any teacher or school principal may use corporal punishment in a reasonable manner against any pupil for good cause in order to maintain discipline and order within the public schools.
(2) (A) Notwithstanding subsection (a)(1), prior to the administration of corporal punishment against a student, the student's teacher or school principal must document in the student's educational record that they have: (i) Acted to address the student's behavior; (ii) Provided consequences to the student to address the behavior; (iii) Consulted with the student's parent or legal guardian about the student's behavior; and (iv) Considered the need to conduct an initial evaluation to determine whether the student has a disability in accordance with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), chapter 10 of this title, and the state board of education's rules. (B) If, as a result of an evaluation conducted pursuant to subdivision (a)(2)(A)(iv), a student is found to have a disability, then corporal punishment may only be administered against the student if authorized in accordance with subsection (b).
(A) Notwithstanding subsection (a)(1), prior to the administration of corporal punishment against a student, the student's teacher or school principal must document in the student's educational record that they have: (i) Acted to address the student's behavior; (ii) Provided consequences to the student to address the behavior; (iii) Consulted with the student's parent or legal guardian about the student's behavior; and (iv) Considered the need to conduct an initial evaluation to determine whether the student has a disability in accordance with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), chapter 10 of this title, and the state board of education's rules.
(i) Acted to address the student's behavior;
(ii) Provided consequences to the student to address the behavior;
(iii) Consulted with the student's parent or legal guardian about the student's behavior; and
(iv) Considered the need to conduct an initial evaluation to determine whether the student has a disability in accordance with the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), chapter 10 of this title, and the state board of education's rules.
(B) If, as a result of an evaluation conducted pursuant to subdivision (a)(2)(A)(iv), a student is found to have a disability, then corporal punishment may only be administered against the student if authorized in accordance with subsection (b).
(b) (1) Notwithstanding subsection (a), teachers, school principals, or other school personnel are prohibited from using corporal punishment against any student who has a disability, unless an LEA's discipline policy permits the use of corporal punishment and a parent of a child who has a disability permits, in writing, the use of corporal punishment against the parent's child. The written permission must state the type of corporal punishment that may be used and the circumstances in which the use of corporal punishment is permitted. The school's principal must keep the written permission on file at the school. The school's principal must notify the parent any time corporal punishment is used. The school's principal must inform the parent, when the written permission for the use of corporal punishment is submitted, that the parent may revoke the permission to use corporal punishment at any time by giving written notice to the school's principal that corporal punishment may no longer be used against the parent's child who has a disability. (2) As used in this subsection (b): (A) "School personnel" includes all individuals employed on a full-time or part-time basis by a public school; and (B) "Student who has a disability" means a student who has an individualized education program (IEP) under the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), or a Section 504 plan under the Rehabilitation Act ( 29 U.S.C. § 701 et seq.). (3) This subsection (b) does not authorize the use of corporal punishment by a person who is not permitted to administer corporal punishment under subsection (a).
(1) Notwithstanding subsection (a), teachers, school principals, or other school personnel are prohibited from using corporal punishment against any student who has a disability, unless an LEA's discipline policy permits the use of corporal punishment and a parent of a child who has a disability permits, in writing, the use of corporal punishment against the parent's child. The written permission must state the type of corporal punishment that may be used and the circumstances in which the use of corporal punishment is permitted. The school's principal must keep the written permission on file at the school. The school's principal must notify the parent any time corporal punishment is used. The school's principal must inform the parent, when the written permission for the use of corporal punishment is submitted, that the parent may revoke the permission to use corporal punishment at any time by giving written notice to the school's principal that corporal punishment may no longer be used against the parent's child who has a disability.
(2) As used in this subsection (b): (A) "School personnel" includes all individuals employed on a full-time or part-time basis by a public school; and (B) "Student who has a disability" means a student who has an individualized education program (IEP) under the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), or a Section 504 plan under the Rehabilitation Act ( 29 U.S.C. § 701 et seq.).
(A) "School personnel" includes all individuals employed on a full-time or part-time basis by a public school; and
(B) "Student who has a disability" means a student who has an individualized education program (IEP) under the Individuals with Disabilities Education Act ( 20 U.S.C. § 1400 et seq.), or a Section 504 plan under the Rehabilitation Act ( 29 U.S.C. § 701 et seq.).
(3) This subsection (b) does not authorize the use of corporal punishment by a person who is not permitted to administer corporal punishment under subsection (a).
Amended by 2023 Tenn. Acts, ch. 275, s 1, eff. 4/28/2023.
Amended by 2018 Tenn. Acts, ch. 900, s 1, eff. 7/1/2018.
Acts 1979, ch. 131, § 1; T.C.A., §§ 49-903, 49-9-103.
Tenn. Code Ann. § 49-13-110 — TN Code / Title 49 / Chapter 13 / Section 49-13-110
Charter agreement
Status: in_force

(a) An authorizer's approval of a public charter school application must be in the form of a written charter agreement signed by the sponsor and the authorizer, which shall be binding upon the governing body of the public charter school. The charter agreement for a public charter school must be in writing and must contain all material components of the approved application required under § 49-13-107(b) . (b) A charter agreement expires ten (10) academic years after the first day of instruction. A public charter school may delay, for a period not to exceed one (1) academic year, the school's initial opening. If the public charter school requires a delay in the school's initial opening of more than one (1) academic year, then the school must obtain approval of the delay from the school's authorizer. (c) A renewal of a charter agreement shall be for a period of ten (10) academic years. (d) The governing body of the public charter school may petition the authorizer to amend the original charter agreement. The state board of education shall determine the timelines for approval and the appeal process until 11:59 p.m. on June 30, 2021. Beginning July 1, 2021, the commission shall determine the timelines for approval and the appeal process. If the authorizer is the state board of education or the commission, then an appeal shall not be made of the state board of education's or the commission's decision to deny a petition to amend the charter agreement. The governing body of a public charter school may petition the authorizer for voluntary termination of the charter agreement before the charter agreement expires. (e) If an LEA's local board of education changes the grade bands for the LEA's elementary schools, middle schools, elementary and secondary schools, or elementary or secondary schools, as those terms are defined in § 49-6-301 , then the local board of education shall notify each public charter school authorized by the LEA at least one hundred twenty (120) days before the grade band changes are implemented to allow the public charter school to seek an amendment to the school's charter agreement. (f) (1) Upon the termination of a charter agreement and upon the closure of a public charter school for any reason, any unencumbered public funds from the public charter school automatically revert back to the authorizer. If a charter agreement is terminated and the public charter school is closed, all property and improvements, furnishings, and equipment purchased with public funds automatically revert back to the LEA, subject to complete satisfaction of any lawful liens or encumbrances. (2) If a public charter school is closed for any reason, then the public charter school is responsible for all debts of the public charter school. The authorizer shall not assume the debt from any contract for goods or services made between the governing body of the public charter school and a third party, except for a debt that is previously detailed and agreed upon in writing by the authorizer and the governing body of the public charter school, and that may not reasonably be assumed to have been satisfied by the authorizer. Amended by 2023 Tenn. Acts, ch. 206, s 2, eff. 4/24/2023. Amended by 2021 Tenn. Acts, ch. 493, s 35, eff. 5/25/2021. Amended by 2019 Tenn. Acts, ch. 219, Secs.s 26, s 27, s 28, s 29eff. 4/26/2019. Amended by 2014 Tenn. Acts, ch. 850, s 9, eff. 4/30/2014. Acts 2002, ch. 850, § 10.
(a) An authorizer's approval of a public charter school application must be in the form of a written charter agreement signed by the sponsor and the authorizer, which shall be binding upon the governing body of the public charter school. The charter agreement for a public charter school must be in writing and must contain all material components of the approved application required under § 49-13-107(b) .
(b) A charter agreement expires ten (10) academic years after the first day of instruction. A public charter school may delay, for a period not to exceed one (1) academic year, the school's initial opening. If the public charter school requires a delay in the school's initial opening of more than one (1) academic year, then the school must obtain approval of the delay from the school's authorizer.
(c) A renewal of a charter agreement shall be for a period of ten (10) academic years.
(d) The governing body of the public charter school may petition the authorizer to amend the original charter agreement. The state board of education shall determine the timelines for approval and the appeal process until 11:59 p.m. on June 30, 2021. Beginning July 1, 2021, the commission shall determine the timelines for approval and the appeal process. If the authorizer is the state board of education or the commission, then an appeal shall not be made of the state board of education's or the commission's decision to deny a petition to amend the charter agreement. The governing body of a public charter school may petition the authorizer for voluntary termination of the charter agreement before the charter agreement expires.
(e) If an LEA's local board of education changes the grade bands for the LEA's elementary schools, middle schools, elementary and secondary schools, or elementary or secondary schools, as those terms are defined in § 49-6-301 , then the local board of education shall notify each public charter school authorized by the LEA at least one hundred twenty (120) days before the grade band changes are implemented to allow the public charter school to seek an amendment to the school's charter agreement.
(f) (1) Upon the termination of a charter agreement and upon the closure of a public charter school for any reason, any unencumbered public funds from the public charter school automatically revert back to the authorizer. If a charter agreement is terminated and the public charter school is closed, all property and improvements, furnishings, and equipment purchased with public funds automatically revert back to the LEA, subject to complete satisfaction of any lawful liens or encumbrances. (2) If a public charter school is closed for any reason, then the public charter school is responsible for all debts of the public charter school. The authorizer shall not assume the debt from any contract for goods or services made between the governing body of the public charter school and a third party, except for a debt that is previously detailed and agreed upon in writing by the authorizer and the governing body of the public charter school, and that may not reasonably be assumed to have been satisfied by the authorizer.
(1) Upon the termination of a charter agreement and upon the closure of a public charter school for any reason, any unencumbered public funds from the public charter school automatically revert back to the authorizer. If a charter agreement is terminated and the public charter school is closed, all property and improvements, furnishings, and equipment purchased with public funds automatically revert back to the LEA, subject to complete satisfaction of any lawful liens or encumbrances.
(2) If a public charter school is closed for any reason, then the public charter school is responsible for all debts of the public charter school. The authorizer shall not assume the debt from any contract for goods or services made between the governing body of the public charter school and a third party, except for a debt that is previously detailed and agreed upon in writing by the authorizer and the governing body of the public charter school, and that may not reasonably be assumed to have been satisfied by the authorizer.
Amended by 2023 Tenn. Acts, ch. 206, s 2, eff. 4/24/2023.
Amended by 2021 Tenn. Acts, ch. 493, s 35, eff. 5/25/2021.
Amended by 2019 Tenn. Acts, ch. 219, Secs.s 26, s 27, s 28, s 29eff. 4/26/2019.
Amended by 2014 Tenn. Acts, ch. 850, s 9, eff. 4/30/2014.
Acts 2002, ch. 850, § 10.