Tennessee lawmakers and education leaders clashed this week over whether students with a career and technical education (CTE) focus might be able to substitute CTE courses for core subjects that are currently required for graduation.¶
Earlier this year, lawmakers considered legislation that would’ve allowed students the ability to substitute up to four CTE-related courses for algebra II, chemistry, computer science, and foreign language courses. That legislation failed in committee.¶
The debate over the issue continued Wednesday morning at the Advisory Committee on Innovations in K-12 Education, where presentations from state officials, district leaders, and education organizations revealed sharp differences over how much flexibility Tennessee should allow in its graduation policies.¶
The committee will make formal recommendations to the General Assembly in early 2026.¶
Origins of the Algebra II Requirement¶
The possibility of replacing Algebra II received the most attention at Wednesday’s meeting.¶
Tennessee added Algebra II as a requirement in 2009 through the Tennessee Diploma Project, which increased the number of credits needed to graduate from 20 to 22. The move followed a 2007 report from the U.S. Chamber of Commerce that gave Tennessee failing grades for “inflated proficiency rates, large achievement gaps, and poor college and career readiness.”¶
Since then, supporters argue the higher bar has helped Tennessee students remain competitive nationally.¶
“Nearly all states require at least three credits of math,” said SCORE Policy Analyst Jack Roberts-Jue. “Algebra II is foundational for preparing students for life after high school. Without a statewide requirement, some districts might not offer the course at all.”¶
SCORE officials also noted that Algebra II covers more than half of the math standards needed to score 20 or above on the ACT, the threshold that opens doors to many colleges and scholarships.¶
The State Stresses Rigorous Standards¶
At Wednesday’s meeting, Tennessee Department of Education (TDOE) officials further emphasized that the state’s requirements are designed to balance high expectations with room for customization.¶
“Our rigorous graduation requirements allow for what’s best for all students, while our flexibilities are about what’s best for individual students,” said Kristy Brown, the department’s chief financial officer.¶
She also pointed to existing policies that allow world language or fine arts credits to be waived with parent permission, or for agricultural science courses to count toward a lab science credit.¶
“The throughline, the most important element, is individualized advising,” Brown added. “We want students ready to enroll, engage, or enlist — at all levels of postsecondary.”¶
District Leaders Cite Stress and Burden¶
Still, some district leaders argued that Algebra II places unnecessary burdens on students already juggling multiple high-stakes tests.¶
Dr. Lee Anne Strickland, Federal Programs Director for Monroe County Schools, said about 80 percent of students in her rural, high-poverty district are on a CTE pathway, and that forcing them into Algebra II does not match their goals. She suggested the ACT itself could serve as an accountability tool.¶
“Our juniors face both the ACT and the Algebra II end-of-course exam,” she said. “That pressure, especially for students with disabilities, adds stress with no real benefit.”¶
Others in Monroe County noted that teachers often feel stretched thin between preparing students for both the state exam and national college entrance tests.¶
Education Leaders Warn Against Narrowing Student Options¶
Leaders from Bradley County’s Partnerships in Industry and Education (PIE) Center pushed back on proposals to change requirements for CTE students and warned lawmakers not to substitute away critical courses like Algebra II.¶
The course is required for admission into most four-year universities, including the University of Tennessee.¶
“By allowing CTE to substitute for Algebra II or a world language, we would risk taking away, not adding to our students’ opportunities,” said PIE Director Brittany Cannon. “These courses are gateways to college admissions and successful careers. If students are locked into a pathway without those foundations, they face barriers later on.”¶
Bradley County CTE Director Arlette Robinson added that decisions made at age 15 shouldn’t permanently limit students’ futures.¶
“We don’t think a 19-year-old should be accountable for their 15-year-old decisions,” she said.¶
State Representative Scott Cepicky, R-Culleoka, was among those on the advisory committee who agreed with the need to preserve the graduation requirements for CTE students, saying the state needs to hold students to “the highest standard.”¶
“We don’t want to put students at a disadvantage for higher education admission, especially since they’re competing with students from all around the world,” said Rep. Scott Cepicky, R-Culleoka.¶
National Data and Shifting Postsecondary Trends¶
Beyond Tennessee, national studies provide ammunition for keeping core courses. Research from TNTP and the Fordham Institute has shown that higher academic expectations can drive stronger student persistence and achievement.¶
At the same time, some states are reconsidering rigid course requirements, and considering evolving workforce demands.¶
During the pandemic, more than 80 percent of colleges temporarily abandoned standardized tests like the ACT and SAT in admissions, relying instead on GPA and coursework. Senator Adam Lowe, R-Calhoun, reflected on this, adding that while many have reinstated test requirements, the “oscillation” reflects shifting views of what best predicts success after high school.¶
What’s Next¶
The Advisory Committee on Innovations in K-12 Education will meet again in October to formalize recommendations for testing, teacher licensure and evaluation requirements, and potential changes to the 180-day school calendar. These recommendations will go to state lawmakers to consider during the 2026 session.¶
