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STUDENT ENROLLMENT IS AN ECONOMIC INDICATOR  [View/Download PDF]

Education statistics often show numbers in government reports: enrollment increases in some places, decreases in others, higher spending, and more degrees awarded. However, when we look at these figures together, they tell a bigger story about our economy, workforce, and communities.

The connection between education and economic success is increasingly evident. Enrollment trends from preschool through postsecondary education indicate the preparedness of the future workforce. Engaged students benefit the entire community, while declining enrollment or disengagement can negatively impact the economy.

The latest national education data reveal that America’s declining birthrate is leading to lower student enrollment in many school districts. This trend doesn’t stem from families leaving public schools but rather from fewer children being born. It affects school funding, workforce planning, and long-term economic growth, ultimately impacting retirement and Social Security.

There is a growing trend in early childhood education, with enrollment for 3- and 4-year-olds increasing from 49% to 50% and for 5-year-olds from 85% to 86% between 2023 and 2024. While this one-percentage-point rise may appear slight, it highlights the increasing awareness of the importance of early learning, especially in public schools. However, we still need to ensure that all children have access to quality preschool programs.

Research shows that the academic benefits of preschool often diminish by 2nd grade, but children in high-quality programs are more likely to read well and graduate high school. In 2024, about 62% of children aged 3 to 5 were enrolled in preschool, with access depending on socioeconomic status. The aim is to support children from under-resourced backgrounds through rich language exposure, purposeful play, and supportive relationships, helping them develop critical skills for reading and math.

Public schools serve most of America's children, but their enrollment has been slowly decreasing. From 2014 to 2024, the total number of public school students dropped from 50.3 million to 49.4 million, a decrease of about 2%. The pandemic worsened this trend, but we are starting to see stabilization, especially in high school enrollment.

These declines should be understood in a broader context. Today’s smaller kindergarten classes will lead to smaller graduating classes in the future. This creates difficult choices for school districts regarding hiring and budgets. Colleges and employers will compete more for the fewer young people entering the education system.

Total public education spending reached about $1.04 trillion in 2022-2023, funded by state (45%), local (42%), and federal (13%) sources. As federal pandemic relief funds expire, districts must reassess long-term spending plans. Tennessee's school enrollment is stable overall, though some rural districts are experiencing declines.

Tennessee has invested in early literacy, career education, and workforce development. These investments demonstrate how education affects economic growth. Businesses now consider school quality before deciding where to invest.

Enrollment in undergraduate programs has declined by 5% since 2014, with only 18% of students in 2024 being first-time freshmen. Schools are facing rising costs and need to adapt their recruitment strategies and academic programs. The University of Tennessee System Board of Trustees has approved a framework to create reduced-credit undergraduate degrees, typically consisting of 90 credit hours, often referred to as three-year or “applied bachelor's degrees.” We expect this to be replicated statewide.

This initiative is in the early development phase and currently lacks specific implementation details or licensure pathways. Financial aid plays a crucial role, as nearly 87% of first-time undergraduates receive support. However, changes to federal grants necessitate new strategies to enhance affordability and improve graduation rates.

Earnings data further underscores the connection between education and economic outcomes. In 2024, adults aged 25 to 34 with a master’s degree or higher earned a median annual income of about $85,800. Higher educational attainment is associated with higher earnings and lower unemployment.

A positive sign is that the share of young adults neither working nor in school has declined from 16% in 2014 to 13% in 2024. More young people are finding jobs or enrolling in school. This matters because education benefits individuals and communities by increasing workforce participation, boosting tax revenue, and improving public health.

Enrollment numbers play a vital role in shaping our future economy. Their significance cannot be overstated. With declining birth rates, each student becomes more valuable. It's essential to provide all children with a K-12 education that prepares them for citizenship and careers. Tennessee faces this challenge but attracts employers in various fields. To sustain progress, we need graduates equipped with both knowledge and job skills.

Educational success is vital for economic development. Policymakers should invest in early childhood education, enhance public schools, recruit and retain teachers, and address achievement gaps. These actions will shape Tennessee's workforce and economy. With a declining birthrate, education is an essential resource that prepares students for future challenges and opportunities.

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JC Bowman is the Executive Director of Professional Educators of Tennessee.  

Karolyn Marino is the vice president of Professional Educators of Tennessee.

Legal Notice:  Permission to reprint this editorial in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited.

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EDUCATION IN THE FAST LANE  [View/Download PDF]

Public education debates are fast-paced and can be overwhelming. Issues such as vouchers, curriculum choices, testing, accountability, AI, Chromebooks, and textbooks come up quickly. Each issue has its own headlines and opinions. When the public focuses on one topic, another appears, leaving many people tired and wondering whether it's worth their attention. You may not notice, but you are caught up in the race.

What if these debates are not just random issues in education? What if they are part of a bigger picture that needs our focus? This question is important, and its effects reach far and wide.

Many Americans focus on current education issues, but we need to understand how laws, court decisions, demographic shifts, and varying levels of funding influence education policy. It can be tempting to see each policy decision as a separate event, but when we look at them together, the real debate becomes clear. That's where it really matters.

Schools across the country are facing serious problems. They are grappling with budget cuts, declining enrollment, and a shortage of teachers. Many school buildings are old and in need of repair, and people are losing faith in these institutions. Communities are starting to wonder whether schools can truly meet their educational needs. However, they often forget that the alternatives can be much worse.

As trust in local schools declines, more people are calling for state involvement. The state’s role increases, school management changes, local control is lost, and accountability measures are revamped. Alternative education methods are becoming more popular and accepted, like a new driver winning a NASCAR race. However, there is still little evidence that the state can effectively handle these challenges.

People have different opinions about whether recent changes are necessary improvements or a concerning shift away from local control. What matters is to look at the series of events that brought us to this point.

Many citizens believe the current public school system has failed by the time changes are made. This often leads to discussions that focus more on shutting down or completely changing schools instead of solving the real problems that communities face. Keep fighting, even when you are tired.

Change is a constant necessity in public education. Schools must adapt to new demographics, workforce needs, and technology. Families want schools to prepare students for a rapidly changing world. We cannot afford to stay the same. But if we rush ahead without a plan, we risk losing our way.

Every reform should raise an important question: What do we want to keep as we move forward? Schools do more than teach subjects; they prepare students to be good citizens, encourage civic responsibility, promote critical thinking, and enhance cultural understanding. Schools are central to community life. They host concerts, sports events, elections, and meetings. In many areas, schools are the most visible public institutions, leading to a key, often overlooked, question: What happens when they close?

Public schools are essential for education, community involvement, and the economy. They are often located in prime real-estate locations in growing neighborhoods. These buildings are often built to last, showcasing craftsmanship that is hard to find in modern construction. As public assets, they have benefited from years of taxpayer funding and financing.

When schools close, what happens to their buildings? Who decides to close or merge schools? What factors influence those choices? Who manages the properties of the closed schools, and how do we protect taxpayer money? Should local communities have a voice in what happens to these spaces? Are the decisions about closures based only on education, or are other motives involved?

Asking these questions is crucial for good management of public resources. Communities have the right to know that decisions about public assets are clear, logical, and focused on their long-term benefit.

Education policy goes beyond just what happens in classrooms. It shapes future workers, prepares citizens for self-governance, and reflects the values of our society for generations. This is likely why people feel so strongly about education debates—they're not just about schools; they are about our shared future.

Let’s not forget testing. Standardized assessments often prioritize rote memorization over critical thinking, creating a disconnect between educational standards and actual learning outcomes. Competing priorities and limited resources can hinder teachers, making it difficult to meet students’ needs effectively.

The real challenge is making sure we don’t simplify complex issues into catchy headlines or political slogans. Instead, we should look at how individual choices connect with larger trends that affect governance, community identity, public investment, and educational opportunities.

Some reforms will yield positive results, while others might lead to unexpected problems. Honest people can disagree on which reforms will have an effect and what that will mean for a local community. Democracy works best when citizens ask careful questions before making decisions they can't undo.

We should not only think about today’s urgent issues when considering the future of public education. We need to have a broader discussion about how we teach our children, maintain public trust, protect community resources, and ensure our choices now benefit future generations.

Sometimes, the most pressing questions are the ones that don’t make the headlines. They are the ones we haven’t yet taken the time to ask. If you don’t get it right, children and communities will lose. Education, much like life in the fast lane, can drive you to lose your mind.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.  You may schedule an interview or inquire about more information on any education issue by contacting Professional Educators of Tennessee.  Reach us by email at info@proedtn.org or give us a call at 1-800-471-4867.

Legal Notice:  Permission to reprint this editorial in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited.

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REFLECTIONS ON AMERICA’S 250TH INDEPENDENCE DAY  [View/Download PDF]

Every July 4th, we celebrate the Declaration of Independence. This day marks the birth of our nation and the important principle that governments derive their power from “the consent of the governed.”  If we think of consent as how people take part in government, then the main goal of the Revolutionary War was to achieve fair representation. The consent given to elected representatives was always temporary and could be taken back at any time.

This year, as we stand on the cusp of our 250th anniversary, the occasion holds profound significance. It invites us to pause, reflect, and recommit to the grand experiment begun in Philadelphia in 1776.

James Madison captured this moment’s essence beautifully. Nearing the 50th anniversary of our founding, he remarked, “Ever honored will be the day which gave birth to a nation, and to a System of self-government, making it a new Epoch in the History of Man.” Madison recognized that our founding was not merely a severance from monarchy; it was the deliberate crafting of a republic—one that demands our unceasing care if it is to flourish.

Benjamin Franklin conveyed this truth with striking simplicity. As he departed the Constitutional Convention, a woman inquired what form of government the delegates had bestowed upon the people. His response resonates through the ages: “A republic, if you can keep it.”

Those words were not a promise but a challenge. The founders understood that liberty would be a challenging endeavor, that self-government necessitates informed and virtuous citizens, and that each generation faces the solemn choice of whether to safeguard the inheritance placed in their hands.

As a U.S. Marine Corps veteran, I have witnessed firsthand the sacrifices required to defend the freedoms we often take for granted. In my role as an educator and leader of Professional Educators of Tennessee, I’ve spent nearly four decades observing how the next generation grapples with—or neglects—the profound narrative of our nation. Both experiences have solidified my conviction: our republic is not self-sustaining; it must be taught, modeled, and actively nurtured.

This vital work begins in our classrooms. When students engage with the Declaration’s proclamation that “all men are created equal” and are endowed with “certain unalienable Rights,” they are not simply absorbing history; they are invited to partake in a living dialogue about justice, responsibility, and human dignity. Through the study of the Constitution and the spirited debates that shaped it, they learn that compromise and principled dissent are not signs of weakness but the very essence of self-governance.

Yet too often, we treat civic education as an afterthought. We revel in fireworks and parades while neglecting the harder, yet essential, task of preparing our youth to be thoughtful stewards of the republic. The 250th anniversary offers us a natural opportunity to rectify this imbalance.

Across Tennessee and the nation, communities are hosting events to honor our shared story. These celebrations will be infinitely richer if they include deliberate efforts to teach our founding principles, scrutinize our progress and shortcomings, and reflect on what it means to “keep” the republic in our time.

Keeping the republic does not demand perfection from any generation. The founders themselves were imperfect men governing an imperfect union. What they bequeathed us was a framework robust enough to withstand civil strife, economic turmoil, and profound social change—designed to be amended and improved through ordered liberty rather than chaos.

This same framework accommodates the pioneer spirit that settled our lands, the military service that has defended them, the educators who have fortified them, and countless ordinary citizens who have quietly lived out their promises. Our mission is not to mythologize the past but to learn from it—embrace its courage, confront its contradictions, and aspire to “a more perfect Union.”

This Independence Day, as we gather with family and friends, let’s enjoy the cookouts, the music, and, yes, the fireworks—as reminders to protect the freedoms we celebrate. More importantly, let us remember that the greatest tribute we can offer to those who signed the Declaration, fought to protect it, and have upheld its ideals over the past 250 years is to renew our personal commitment to self-governance.

A republic, if we can keep it. That is both our legacy and our enduring charge. 

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JC Bowman is the Executive Director of Professional Educators of Tennessee , a non-partisan teacher association headquartered in Nashville, Tennessee.  You may schedule an interview or inquire about more information on any education issue by contacting Professional Educators of Tennessee.  Reach us by email at info@proedtn.org or give us a call at 1-800-471-4867.

Legal Notice:  Permission to reprint this editorial in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited.

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THE TEXTBOOK VERSUS CHROMEBOOK DEBATE  [View/Download PDF]

Since the pandemic, Tennessee classrooms have transformed significantly, with Chromebooks replacing traditional textbooks. Technology became essential to continue instruction during school closures. Now that the emergency has passed, we must ask: Are students actually learning better, or are we facing new challenges?

The discussion isn't about eliminating technology, as it's already integral to our education system. Every school district in Tennessee uses devices such as laptops or Chromebooks for daily instruction, with many providing each student with one. Schools, including charters, are adopting digital learning while balancing traditional teaching methods.

The financial reality is increasingly difficult to ignore. Technology budgets have grown dramatically in many districts. Devices are lost, broken, stolen, or rendered obsolete within a few years. The cycle of purchasing, repairing, replacing, updating software, and maintaining networks has become a permanent and costly obligation. Nationwide, school technology spending has surpassed $30 billion annually, with billions invested in Chromebooks alone.

Every dollar spent replacing a damaged device is a dollar that cannot be used for classroom resources, teacher salaries, professional development, or other costs. At a time when school districts face mounting financial pressures, legislators and education leaders are beginning to question whether the current balance between technology and traditional instructional materials is sensible. That conversation is already underway in Tennessee.

Many thoughtful legislators are discussing policies that would prioritize textbooks and other traditional instructional materials, particularly for students in grades K-5. Recent legislative efforts have encouraged districts to develop policies that reduce unnecessary screen time while preserving technology for targeted instructional purposes. The goal is not to turn back the clock. Rather, it is to ensure that technology serves as a tool that supports learning, rather than the primary driver of instruction.

The case for restoring greater use of textbooks rests on several important considerations. 

First, there is growing evidence that students often learn more effectively with physical materials. Research consistently shows that reading comprehension and information retention are generally stronger when students read printed texts rather than screens. Physical books encourage deeper engagement, make re-reading easier, and reduce the distractions that often accompany digital devices. This is especially true for younger learners who are still developing foundational literacy skills.

Second, reducing excessive screen time benefits students academically, socially, and physically. Many children already spend hours each day on phones, tablets, computers, and gaming systems outside of school. Adding another six or seven hours of screen time during the school day can lead to eye strain, reduced attention spans, and disrupted sleep. More importantly, excessive screen use can diminish face-to-face interactions that help students develop communication skills, emotional intelligence, and healthy relationships.

Third, restoring a greater role for textbooks places teachers back at the center of instruction. No software platform can replace an effective teacher. No algorithm can detect a student’s confusion, offer timely encouragement, adjust a lesson in real time, or build the relationships that inspire confidence and curiosity. The most important factor in student success remains the quality of the teacher standing in front of the classroom.

Too often, education policy treats technology as a substitute for human expertise rather than as a tool that enhances it. The world's highest-performing education systems recognized this long ago. Countries such as Finland focused first on attracting, developing, and retaining high-quality educators. Technology was integrated thoughtfully but never allowed to overshadow the central role of teachers. Tennessee would be wise to follow a similar path.

Any discussion should emphasize evidence-based instructional practices, including explicit, direct instruction in reading, writing, and mathematics – without stifling creativity. These approaches place teachers at the center of learning by delivering clear, systematic lessons and ensuring mastery before students advance. Technology can support practice, student assessment, and data collection, but it should never supplant professional judgment or instructional expertise.

Tennessee's TCAP assessments are still transitioning to online testing, requiring school districts to have the necessary technology in place. Should that be revisited? Digital tools can support students with disabilities and enhance specialized learning. Thus, we should adopt a balanced approach, using both textbooks and technology, where they are most effective for student learning.

Tennessee has already made significant progress through its science-of-reading initiatives and investments in high-quality instructional materials. The next step should be to empower districts to restore greater use of textbooks and printed resources in core instruction, especially in the early grades, while establishing reasonable guardrails to prevent excessive device dependency.

State leaders should find ways to help districts manage the costs of expanding traditional instructional materials. Local school boards, educators, and parents should collaborate to determine the best balance for their communities. This discussion centers on priorities: parents, educators, and taxpayers deserve an education system that prioritizes student learning over technology. Technology should enhance teaching, not replace it.

As Tennessee prepares for upcoming legislative discussions, policymakers should focus on what matters most: strong teachers, effective instructional materials, meaningful student engagement, and responsible stewardship of taxpayer dollars. If we keep these priorities at the forefront, our students—and our state—will be better served for generations to come.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee.  You may schedule an interview or inquire about more information on any education issue by contacting Professional Educators of Tennessee.  Reach us by email at info@proedtn.org or give us a call at 1-800-471-4867.

Legal Notice:  Permission to reprint this editorial in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited.

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TEACHER ATTRITION REMAINS A SIGNIFICANT CHALLENGE  [View/Download PDF]

Recently, I joined WKRN News anchor Tori Gessner on a story about teacher attrition. Tennessee saw the largest percentage decline in its teacher workforce between the 2023-24 and 2024-25 school years, losing 10.36% of its educators, or more than 7,400 teachers.

Teacher turnover is a major problem in Tennessee. The most frustrating part is that leaders often spend time arguing about how we rank nationally instead of addressing the real problems. Are we first, fifth, or tenth in teacher turnover? Honestly, it doesn’t really matter. The issue is critical. There are currently over 2000 openings in Tennessee alone.   

If a rural district can't find a special education teacher, if a principal takes months to fill vacancies, or if experienced educators leave the profession, families are not reassured by statistics. The crisis is that many classrooms are becoming harder to staff with effective educators. The question isn’t whether teacher attrition exists. It does. The question is whether we are serious enough to address it.

Tennessee deserves credit for recognizing the problem. State leaders have raised the minimum starting salary for teachers to $50,000, expanded Grow Your Own initiatives, supported teacher apprenticeships, and offered stipends for student teachers. Grow Your Own has not lived up to its potential and needs reevaluation. Yet recruitment without retention is like pouring water into a bucket riddled with holes.

We can recruit promising young teachers all day long. We can create alternative pathways into the profession. We can offer stipends, signing bonuses, and celebrate new hires. These are meaningful steps. Yet if experienced teachers continue to leave faster than they can be replaced, we are simply managing decline. The truth is that teachers do not leave solely because of pay.

Compensation matters. Veteran educators, in particular, have watched new investments focus heavily on entry-level salaries while their years of expertise often go unrewarded. But salary alone does not explain why so many capable teachers decide to pursue other careers.

Teachers repeatedly cite the same concerns: crushing workloads, endless paperwork, excessive testing requirements, inconsistent discipline policies, insufficient administrative support, and bureaucratic mandates that pull them away from actual teaching. Perhaps most importantly, many no longer feel respected.

Educator Stacia Anglin summarized it perfectly: “Respect is a retention strategy.” That statement should be printed and displayed in every legislative committee room and district office in Tennessee.

Teachers are professionals. They want to be trusted to exercise judgment, maintain orderly classrooms, and focus on student learning rather than on compliance checklists. Increasingly, many believe they are treated as interchangeable employees rather than as skilled professionals whose experience matters. Williamson County, one of the wealthiest districts in the state, has a high turnover rate. At one school, Longview Elementary, there have been three principals in three years. There are about 10 vacancies this year alone. 

Behavioral issues compound the problem. Parents know it. Teachers know it. Administrators know it.

Safe and orderly classrooms are not optional. They are prerequisites for learning. Teachers should not have to choose between maintaining high expectations and preserving their own well-being. Schools cannot become places where disruption is tolerated while educators are expected to absorb the consequences in silence. The warning signs extend beyond current vacancies.

A growing number of veteran teachers are approaching retirement. Younger educators are remaining in the profession for shorter periods. Nationwide, enrollment in teacher preparation programs has fallen dramatically over the past decade. The pipeline is shrinking just as demand is increasing.

Education author Douglas Reeves described the situation as a “perfect storm” created by diminished respect, toxic evaluation systems, adverse working conditions, inconsistent leadership, professional isolation, lack of efficacy, and inadequate compensation. He is right.

Yet amid the discouraging headlines, there remains reason for optimism. Despite criticism of public education, talented young people and second-career professionals still choose teaching. Idealism has not disappeared. They continue to enter classrooms because they believe they can change lives. They deserve better than a system that burns them out.

Tennessee should pursue a diversified strategy: reward veteran teachers, strengthen discipline policies, streamline unnecessary bureaucracy, expand pathways into teaching, improve reciprocity for educators relocating from other states, and ensure that colleges of education, classroom teachers, and local leaders all have a seat at the table. There is no one-size-fits-all solution. But doing nothing is not an option.

A state’s economic future depends on the quality of its education system, and the quality of its education system depends on the quality of its teachers. Without enough great educators, every ambitious reform eventually collapses under its own weight.

Teacher attrition is not merely an educational issue. It is an economic, workforce, and community issue. Tennessee cannot afford to lose another decade debating the problem while talent walks out the door. The time to act is now.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. For more information on this subject or any education issue please contact Professional Educators of Tennessee.  To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice: Permission to reprint this blog post in whole or in part is hereby granted, provided that the author (or authors) and Professional Educators of Tennessee are properly cited. 

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EDUCATION AND THE NEXT GOVERNOR OF TENNESSEE  [View/Download PDF]

From Left to Right:  Executive Director of Professional Educators of Tennessee JC Bowman, gubernatorial candidates Senator Marsha Blackburn, State Representative Marty Fritts and Congressman John Rose. 

I interviewed the top candidates for Tennessee's next governor. Other candidates were invited, but only three accepted. Each was thoughtful, professional, and deeply engaged with the issue of education—an encouraging sign in a political climate often dominated by spectacle rather than substance.

Education has become a central focus in Tennessee’s gubernatorial race, and that importance is well justified. The state's future depends not only on economic growth or political leadership but also on whether Tennessee can develop informed citizens, skilled workers, and strong communities through its schools. In their own ways, Monty Fritts, John Rose, and Marsha Blackburn recognize this truth. Yet their approaches reveal meaningful differences in philosophy, governance, and priorities.

Monty Fritts: Tradition, Public Trust, and Educational Stewardship

Monty Fritts grounds his educational vision in the conviction that public education is not merely another government service but a public trust—an institution essential to preserving civic virtue and expanding opportunity. His platform emphasizes:

• A return to traditional educational values centered on academic achievement, teacher support, and parental responsibility.
• Strong opposition to taxpayer-funded voucher systems, particularly out of concern that such policies could weaken already-strained rural public schools.
• A reduction in excessive standardized testing, replacing bureaucratic compliance with assessments that genuinely serve students and teachers.
• Expanded teacher autonomy, with less interference from top-down mandates.

Fritts clearly understands the frustrations many Tennesseans feel toward educational bureaucracy. His message will resonate with voters who believe schools should reflect community values rather than distant policy experiments. Still, rhetoric must eventually give way to execution. Workforce development, teacher shortages, and uneven student outcomes require practical solutions alongside philosophical clarity.

John Rose: Conservative Reform Rooted in Stability and Localism

Congressman John Rose offers a more measured approach, one grounded in both respect for Tennessee’s educational progress and a belief in conservative governance principles. His priorities include:

• Recognizing the state’s educational gains over the past twenty years while building on that momentum.
• Recruiting and retaining high-quality teachers through better compensation and policy consistency.
• Strengthening local control, ensuring communities retain meaningful authority over their schools.
• Prioritizing school safety and discipline as foundational to student success.

Rose’s vision reflects a traditional Tennessee conservatism—one that values prudence, community leadership, and institutional stability. He appears less interested in sweeping ideological transformation and more focused on reinforcing what works while addressing persistent weaknesses. The challenge for Rose, however, is moving from broad conservative principles to specific reforms capable of meeting rapidly changing educational demands.

Marsha Blackburn: Flexibility, Innovation, and Expanded Choice

Senator Marsha Blackburn brings perhaps the broadest policy framework, shaped by her national political experience and emphasis on educational flexibility. Her agenda centers on:

• Personalized learning models that acknowledge students learn differently.
• Greater parent and teacher freedom paired with accountability.
• Enhanced collaboration among parents, educators, and lawmakers.
• Expanded vocational and technical education opportunities to prepare students for multiple career pathways.

Blackburn's proposals are appealing to many families looking for alternatives to rigid educational systems that could better prepare children for college and careers. Her focus on school choice and innovation addresses concerns about adaptability. However, the success of these proposals will depend on effective implementation and of managing unexpected consequences. Factors such as funding, administrative feasibility, and measurable results will be crucial in determining their potential for transformation.

The Larger Question

Though these candidates differ in emphasis, all three demonstrate a serious commitment to public education. That alone is noteworthy. Tennessee voters are not merely choosing among personalities; they are choosing between competing visions for the future of the state’s children. A simple analysis of differences:

• Fritts calls for tradition and public trust.
• Rose champions stability and local control.
• Blackburn advocates flexibility and educational choice.

These are not minor distinctions. They reflect deeper debates about the purpose of education: Is it primarily about preserving foundational values, maximizing local governance, or adapting to students' individual needs in a changing economy?

As our citizens consider their options for Governor, they should look at policy specifics, fiscal responsibility, and effective implementation. It will matter who the next Governor appoints to lead education in our state, and the hope is that the appointee is someone from within Tennessee's public education system and well-versed in our educational history.  

The future of Tennessee’s schools—and, by extension, of Tennessee—depends on whether educational leaders can move beyond campaign rhetoric to deliver meaningful, sustainable education for the next generation of Tennesseans. Citizens should choose at the ballot box which vision best meets their needs.  

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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HAVE WE LEARNED FROM HISTORY?  [View/Download PDF]

There are moments in history when a state or nation seems to stand at a crossroads, and the air itself feels heavy with grievance, anger, and a mounting sense of despair. Are we in such a moment now? Have we learned from history?

I have advocated for education in our state for four decades and have been appalled by the behavior of some Tennesseans and some legislators during the 114th legislative session. Their conduct sets a poor example for children and would result in termination for educators or employees at any school. We can and must do better.

As a former history teacher, I know humanity has too often failed to learn from the past. We stumble, forget, and repeat. Across centuries and civilizations, the same ancient temptations persist—division, censorship, cruelty, violence, and the dangerous illusion that force can succeed where reason has failed. Yet none of those strategies has ever solved an issue.

It is not a solution. It is not courage. It is not justice. Violence, in particular, is a corrosive cycle that produces only more hatred, bitterness, and fractured communities. An assassin’s bullet has never healed a nation. Death does not silence a cause; it often sanctifies it. Martyrs are not the end of movements but their grim fuel.

So, we must ask ourselves: What kind of people are we becoming when anger is celebrated, when cruelty is mistaken for strength, and when destruction is cheered as a political victory? This is not merely a contest between left and right. It is something deeper. It is a test of our national character.

There was once an imperfect yet real understanding that political opponents were not enemies to be destroyed but fellow Americans to be debated. Some leaders reached across partisan divides, recognizing that democracy depends not only on elections but also on restraint, civility, and a shared respect for others' dignity. We are losing that understanding.

People of reason can disagree—strongly, passionately, even fundamentally—and still preserve decency. As the late Daniel Patrick Moynihan wisely said, “Everyone is entitled to his own opinion, but not to his own facts.” He also understood that culture, more than politics, determines a society’s health and future. That truth feels especially urgent today.

For if our culture abandons respect, honesty, and civil discourse, no political victory can save us. If we fail to teach the next generation that freedom requires both liberty and responsibility, civil liberties, individual rights, and the very institutions that sustain democracy may erode—not all at once, but gradually, until they become little more than relics.

Politics is rarely gentle. It is no chess match played in quiet rooms. Yet civility still matters because civilization depends on it. We need leaders who promote civil discourse and find common ground to strengthen our democracy. We shouldn't hesitate to reach across party lines to serve all Americans and make our country stronger.

Civility doesn’t mean sacrificing the truth or remaining silent in the face of wrongdoing. For people of faith, love cannot be built on lies. We uphold principles without surrendering to hatred. The challenge is to show conviction without cruelty and strength without rage. This is the only path worthy of a free people.

America's true greatness is evident in its capacity to renew itself, embrace self-governance, and show grace. Our strength comes from listening, building strong connections, and fostering the bonds that unite our diverse, free society. We can embrace our differences, unite, and still pave the way for a brighter future.

The great orator Frederick Douglass believed that freedom of speech is essential to defending liberty. For Douglass, the open exchange of ideas was essential to achieving greater political freedom. When minds are free to think, they can develop their ideas more fully through debate and reason. That’s why Douglass opposed censorship. Silencing a speaker isn’t a logical argument; it’s a form of intimidation. Shouting down someone you disagree with forces your opinion on others, the opposite of persuasion.

As the political season ramps up, candidates flood the news with promises, often trying to be "all things to all people." They may proclaim their Christian faith, but as a Christian, I believe true salvation doesn’t come from politics. Our savior isn’t found in state capitals or Washington, D.C., and too many blur the line between biblical authority and political allegiance.

This is the work before us. To resist hatred. To reject violence. To choose dialogue over destruction. To remember that at the center of politics are not abstractions but real human beings.

History has demonstrated the consequences of societies declining from within. We must be wise and courageous enough to avoid that path. Compassion is not a weakness; civility does not equate to surrender, and truth cannot be compromised. If we can restore these virtues, America may show that it has truly learned from its history.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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FIFTY FIRST WITH A BULLET  [View/Download PDF]

Every year, like a sequel in a bad movie, Tennessee receives its annual report card on education funding—and, shocker, the news is not good. Tennessee remains a bottom-tier state in education spending, with historically low teacher salaries and concerns about structural underinvestment.

This year, the National Education Association ranked Tennessee a stunning 51st in per-pupil spending. Yes, you read that correctly: 51st in a nation with only 50 states. It’s the kind of dubious honor that makes you want to throw a parade—if only we had the budget for a float. While I do not place much stock in the NEA, I will concede that it is a measure worth discussing. Methodological concerns, such as ADA calculations, may depress rankings; current expenditures exclude capital costs, and no regional cost adjustments were made.

As always, the political elite sprang into action, reacting with the same astonishment as a cat chasing a laser pointer. Some voices in the chorus called for increased funding—because, naturally, throwing more money into the pot has never failed. Others chimed in with the classic refrain of “let’s spend smarter,” as though that phrase alone could magically transform scarce resources into educational gold.

And let’s not overlook the teachers' unions, which, while raising alarms about the dire state of underfunded classrooms, have also funneled over $1 billion into political campaigns over the last decade. Yes, that’s a billion, with a capital “B.”

It raises the question: at what point does an organization ostensibly dedicated to education start to resemble a political ATM? Before you get too comfortable laughing at the teachers' union, the Koch network raised roughly $578 million and spent about $548 million during the 2024 two-year cycle. This includes Americans for Prosperity,

Union leaders argue that their political spending is crucial because education policy is deeply political. While this is undeniably true, one must wonder: if unions stepped out of the political game and returned to real advocacy for classroom teachers and students, would they not be more effective than lining the pockets of political friends and organizations that may not even be connected to education? Just a thought.

Meanwhile, Tennessee’s political leaders often justify our meager spending as a matter of “efficiency.” Efficiency? Perhaps. Or maybe our educators are simply performing miraculous feats, juggling academic demands with a budget that would bring a penny-pinching miser to tears.

Here’s a radical notion: both scenarios can coexist. Tennessee can indeed be underfunding education, while teachers' unions can simultaneously be overinvesting in their political endeavors. This political engagement actually hurts public schools, especially when you are losing elections. David Allan Coe reminded us: “Where bikers stare at cowboys who are laughing at the hippies who are praying they’ll get out of here alive.”

The true priority should not revolve around who triumphs in the ongoing partisan skirmish or who wields the most institutional power. It should center on the students and those who teach them.

Policymaking requires a focus on tangible academic outcomes, genuine support for educators, transparency in financial dealings, and responsible allocation of resources, not merely enhancing political reputations or funneling taxpayer money to good friends.

Our educators are making a difference, and if we retain them, they can make an even bigger one. Between 2003 and 2019, Tennessee's 4th-grade NAEP reading scores increased by seven points (+3.4%), ranking 5th in the U.S., while its 4th-grade math scores grew by 12 points (+5.2%), ranking 3rd. During this period, the state's 8th-grade reading scores increased by four points (+1.7%), ranking 6th in the U.S., while its 8th-grade math scores grew by 12 points (+4.4%), ranking 2nd. The results of the NAEP clearly show that schools can be efficient, which is important for policymakers who want to use funds wisely. However, there are still challenges in hiring and keeping teachers, preparing the workforce, and investing in school facilities.

At the end of the day, the future of education in Tennessee should reflect our deep commitment to nurturing both our children and educators. This commitment must take precedence over the loud, often divisive opinions in the political arena, which frequently prioritize conflict over the important task of creating a supportive and effective learning environment.

The Tennessee Investment in Student Achievement (TISA), initiated by Governor Bill Lee, shifted the funding formula from resource-based to student-based, adding more than $1 billion in state funding. However, challenges remain, including low national rankings, reliance on local matching funds, concerns about student data tracking, and criticism of lower per-pupil funding. This should be a topic in statewide races in 2026.

Let’s keep our focus on the ultimate goal: the students and those who teach them. They deserve far better than to be mere pawns in an endless game of political chess.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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LOTS OF LEGISLATIVE ACTION AND MANY UNANSWERED QUESTIONS  [View/Download PDF]

The 114th General Assembly did not sit still on education. Lawmakers advanced a wide slate of policies—expanding school choice, increasing funding, addressing workforce shortages, and tightening accountability. By any measure, it was an active session. Nearly 600 education bills were filed, and over 200 passed.

The most consequential decision was clear: Tennessee expanded its Education Freedom Scholarship program from 20,000 to 35,000 students. That is no longer a pilot. It is policy. Lawmakers also added funding protections for school districts losing enrollment and required reporting on why students leave—an acknowledgment that growth in one area creates pressure elsewhere.

At the same time, the state continued to make a significant investment in public education. The budget includes hundreds of millions in new funding, continued progress toward a $50,000 starting teacher salary, and targeted support for summer learning and student mental health. Whatever the rhetoric, the legislature did not completely walk away from traditional public schools this year.

Did it do enough? We believe there is more to do and more work ahead for us. We encourage educators and parents to be a critical source of information and a voice for our state’s children, especially those in their communities. To strengthen their position as an education expert and resource, regularly provide information, updates, and feedback to the policymaker's office. Take advantage of all channels, including letters, emails, in-person meetings, town halls, and site visits. We desperately need a debate among the Governor candidates to hear their plans for education, and we need them to hear from K-12 educators and parents.

There was also a strong push in the legislature on early childhood and workforce issues. Expanding Pre-K access, creating apprenticeship pathways for educators, allowing supervised youth employment in childcare, and cutting duplicative regulations are practical steps to address a real problem: not enough adults in the system to meet growing demand.

On the student side, lawmakers focused on the day-to-day experience. New policies limit excessive screen time in the early grades, require local districts to set clearer rules for device use, and increase physical activity requirements for elementary students. These are not headline-grabbing changes, but they reflect a growing recognition that how students learn matters as much as what they learn.

Accountability was addressed—though unevenly. The state put new pressure on underperforming virtual schools, including the possibility of closure following sustained low performance. At the same time, adjustments to testing requirements in existing ESA programs introduced greater flexibility, raising familiar concerns about whether outcomes will remain comparable across systems.

The legislature also stepped directly into governance. The decision to enable state intervention in Memphis-Shelby County Schools signals a willingness to take control when results lag. Whether that produces better outcomes—or simply shifts responsibility—depends on execution, not on intent.

Other measures rounded out the session: faster student record transfers, protections for learning pods and microschools, updates to funding formulas, and new requirements for curriculum transparency and the display of historical documents.

Taken together, this session was defined by movement. More choice. More funding. More state involvement. More flexibility in some areas and more structure in others. Individually, most of these decisions are defensible. Collectively, they indicate that the system is still in transition.

The legislature has expanded opportunity and increased investment simultaneously. That is the easy part. The harder part comes next—proving that these changes, taken together, improve student outcomes. Because passing bills is measurable, the success of legislation cannot yet be proven.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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SPECIAL EDUCATION IS A MORAL IMPERATIVE FOR TENNESSEE  [View/Download PDF]

In American education, special education too often receives insufficient attention in political discourse. This oversight is troubling because it affects countless Tennessee families and vulnerable children nationwide. Special education is not merely a political or budgetary line item—it is a moral obligation that reflects our core values of human dignity, equal opportunity, and self-sufficiency.

At its foundation, our state and nation affirm that every human life has inherent worth. This principle applies fully to students with disabilities. Their right to a meaningful education underscores our commitment to equality under the law and to the American ideal that every child deserves the chance to learn, grow, and contribute to society according to their abilities. The goal is not to guarantee equal outcomes but to provide genuine pathways for each child to develop their God-given potential.

In October 2023, parents of special-needs students at Oakland High School in Murfreesboro, Tennessee, expressed outrage after Principal John Marshall allegedly barred the Special Olympics team from participating in the homecoming parade. While a parent cited a lack of inclusion, the school district said the decision was made for safety reasons and to prepare students with physical limitations for a more inclusive future. Regardless of the actions or outcome, the debate over our core values and perceptions of special education students needs more honest discussion and understanding.

Special education must serve as a launchpad for independence rather than lifelong dependence. It should cultivate personal responsibility and actively engage families in the educational journey. By prioritizing long-term self-sufficiency—through robust transition services, vocational preparation, and competitive employment pathways—we reduce future burdens on taxpayers while fostering real success. Achievement should be measured by tangible student progress and post-school outcomes, not by bureaucratic expansion or compliance checklists.

Education is fundamentally a local endeavor, best managed by those closest to the child: parents, teachers, and local communities. The federal government’s role should be limited to providing flexible funding without imposing one-size-fits-all mandates that waste resources and stifle innovation. Parents deserve a meaningful voice in truly collaborative Individualized Education Programs (IEPs). Local districts can innovate, adapt, and maintain accountability far more effectively than a distant federal bureaucracy.

Educators rightly critique common problems in special education, including over-identification of disabilities, overly adversarial legal processes that prioritize paperwork over progress, student discipline, and funding formulas that fail to reward effective outcomes. Policymakers should push for reforms that deliver better data on what works, encourage beneficial inclusion where appropriate, prioritize job-focused transition services, and build strong safeguards against wasteful spending. We have to address discipline issues in a fair and equitable manner.

Special education transcends partisan lines. It embodies compassion grounded in realism, respect for the rule of law, and effective, limited government. By championing state and local innovation, policymakers can honor the bipartisan legacy of laws such as the Individuals with Disabilities Education Act while safeguarding against both neglect and unchecked federal overreach.

The recent Tennessee Disability Coalition report, “Special Education Behavior Supports, Policies, and Practices in Tennessee Schools,” highlights real challenges for students with disabilities. According to the report, 85% of Tennessee school districts report a shortage of special education teachers, which contributes to larger class sizes, fewer course offerings, and reduced support for many students. High turnover in these positions further exacerbates the strain.

Thoughtful engagement with these findings is essential. For example, federal and state rules prohibit schools from suspending a student with disabilities for more than 10 cumulative days in a school year (without additional procedures) if the behavior is determined to be a manifestation of the student’s disability. In such cases, schools must conduct a manifestation determination review within 10 school days and continue providing services consistent with the student’s IEP. The link between behavior and disability is a critical consideration for maintaining both fairness and appropriate support.

Tennessee’s Tennessee Investment in Student Achievement (TISA) funding formula aims to direct more resources to students with greater needs, including those with disabilities, through weighted funding for unique learning needs. However, it does not require districts to spend these additional dollars exclusively on special education services—granting local flexibility while still requiring compliance with federal IDEA obligations.

Despite annual increases in the overall K-12 funding pool, Tennessee remains among the bottom 10 states in per-student education spending. This reality should prompt an ongoing focus on efficiently directing resources to improve educational outcomes for all students, with particular attention to students with disabilities.

Tennessee leaders must proactively address these education policy challenges before they become election-year flashpoints. Bipartisan collaboration, rooted in our core principles of dignity, local control, and results-oriented reform, can ensure that children with disabilities receive the targeted support they need to thrive.

As citizens of Tennessee, our voices matter. Let us elevate this conversation, engage thoughtfully with the facts, and advocate for all children, including those with special needs. Special education policies must recognize each child’s inherent worth and prepare them for independence and contribution.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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TEACHING IN CRISIS: A PIPELINE RUN DRY  [View/Download PDF]

Everyone keeps talking about the teacher shortage. Let’s call it what it really is: a crisis of creativity, a perfect storm of bureaucracy, and a system that seems intent on making teaching about as appealing as a root canal.

The pipeline is drying up, and it’s no wonder. Fewer people are choosing teaching as a profession, and honestly, who could blame them? We have managed to suck the joy out of the job and pile on a workload that is nearly impossible for any mortal to complete. 

Enrollment in teacher preparation programs has plummeted nearly 50% over the past decade, according to federal data. That’s not just a trend; it’s a full-blown crisis. Many universities are shrinking or shuttering their programs altogether, like a sad magician who can no longer pull rabbits out of hats.

And let’s talk about the teachers already in the trenches. They’re leaving in droves, and it’s not because they suddenly discovered a passion for interpretive dance. According to the Economic Policy Institute, teachers earn about 27% less than their college-educated peers. That’s right, folks—after years of study, the reward for shaping young minds is a paycheck that feels more like a participation trophy than a salary.

Meanwhile, schools are doling out $8–10 billion annually just to replace teachers who leave for greener pastures. That’s $10 billion! Not for student resources, not for innovative programs, but for turnover. Picture that money as a giant, flaming dollar sign careening off into the sunset while classrooms go wanting.

Currently, about 1 in 8 teaching positions in the United States is either vacant or filled by someone not fully certified. That’s like hiring a mechanic who’s only ever worked on bicycles to fix your car. How do we expect students to thrive when their teachers are either MIA or not up to speed?

The pipeline is shrinking, experienced teachers are walking away, and fewer young people are choosing this noble profession. Why would anyone go into teaching, racking up student loans only to pay more to student teach? It’s like signing up to be a fireman only to find out you have to pay for the truck and the firehose.

We need to get serious about this. One way to start is by helping defray student teaching costs, which is an idea Speaker Sexton has suggested and we have long advocated.

Additionally, let’s pay student teachers a stipend. After all, they are not just putting in time; they are investing in our future.

But that’s not all. Expanding teacher pipelines must go hand-in-hand with a strong curriculum. Curriculum coherence can protect students from the dizzying inconsistencies that make learning feel like a game of hopscotch—with no clear path in sight.

Coaching and fidelity monitoring should matter. Alternative pathways need to include mandatory training in instructional delivery and ongoing coaching. Flexibility without support is like a boat without a paddle—good luck going anywhere.

It’s not complicated. If we want great teachers, we need to pay them like professionals and treat them like professionals. Otherwise, we’ll be left with a teaching landscape that resembles a ghost town.

Because when great teachers disappear, the consequences don’t stay confined to classrooms. They ripple out into society, creating a world where mediocrity becomes the norm. And let’s face it—nobody wants to live in a world where “good enough” is the gold standard.

So let’s roll up our sleeves and get to work. The future of education—and society—depends on it.  

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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STUDENT DISCIPLINE REMAINS A CHALLENGE  [View/Download PDF]

The issue of student discipline remains a pressing concern in our educational landscape, affecting teachers, students, and the overall effectiveness of our schools. The current state of affairs stems from several interrelated factors that warrant serious examination and immediate action. This has been a critical issue for Professional Educators of Tennessee for almost two decades, and we have worked to address it.

Today’s classrooms are often battlegrounds of misbehavior, where teachers struggle to maintain focus amid chaos. This disruption not only hinders learning but also erodes educators' morale, leading many to leave the profession. While student support is essential, it cannot overshadow the need for robust support for our educators. Teachers are on the frontlines, grappling with challenges that extend beyond mere curriculum delivery.

Historically, two main factors have been identified as contributors to student misbehavior. The disintegration of family structures has left many students without stability, which inevitably spills over into their school lives. A significant gap exists in parental engagement with schools, further exacerbating issues of discipline and respect.

We cannot continue to lay the blame for ongoing societal problems on public education. Public education indeed has its issues, from design to execution, but every societal problem manifests in our schools. 

Policymakers and education stakeholders must recognize these cultural challenges and work together to address them. As William Bennett astutely noted, many societal issues persist despite government intervention. Our social institutions (families, schools, and communities) must take primary responsibility for instilling values in our children.

Policymakers must not shy away from addressing student discipline head-on. It’s time for a collective commitment to implement disciplinary frameworks that prioritize accountability and remove consistently disruptive students from classrooms. We must also recognize the challenges teachers face and provide necessary protection against violence and misconduct.

Discipline is foundational to a productive learning environment. It is not merely an administrative burden but a critical component of effective education. The Teacher’s Discipline Act, passed in 2021, serves as a model for restoring order, allowing teachers to focus on their primary role—educating students. We must support our educators and ensure they have a safe work environment. Accountability for disruptive and violent students, resources for teachers, and transparency with parents about their children’s behavior are the ways we will solve this issue.

Effective discipline policies hinge on consistency and a data-driven approach. Uniform rules build trust and fairness, while data helps tailor strategies for a positive environment. Clear, consistently enforced policies are essential, and support for teachers’ authority is vital to prevent disruptive behavior. Integrating data collection allows schools to address underlying issues instead of just reacting to misbehavior.

To improve the learning environment, we should involve teachers in policy-making. They understand classroom management well and can help create effective discipline policies. Many teachers also take on counseling and emotional support roles, which are not sustainable and need attention. We need more community support and cohesive statewide education policies that enable educators, schools, and districts to address critical issues such as student discipline effectively. 

The need for a renewed focus on discipline in our schools cannot be overstated. It is time for superintendents, school boards, and policymakers to adopt comprehensive strategies that genuinely support educators and create safe, productive learning environments. By reestablishing boundaries and implementing effective policies, we can ensure that every student has the opportunity to learn and thrive without disruption.

Moving forward, we need to focus on collaboration and emphasize our commitment to restoring respect and order in our educational institutions. Teachers have cited heavy workloads, unrealistic expectations, poor treatment by administrators, and student discipline as reasons for leaving the field of education. Addressing these issues, especially student discipline, is essential if we want to attract and retain dedicated teachers who can shape our children's future. 

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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STRIKING THE RIGHT BALANCE BETWEEN AI AND FOUNDATIONAL SKILLS  [View/Download PDF]

There’s a belief that artificial intelligence (AI) is changing what schools should teach. While AI is transforming the economy, traditional academic content remains essential.

Public education initiatives that use technology often struggle because they rely on skilled educators, especially in AI. As these initiatives grow, the range of teaching abilities narrows, reducing effectiveness. Finding qualified teachers with AI expertise is challenging, especially since AI jobs offer higher salaries than teaching roles.

Schools often present tech initiatives as free, but they come with hidden costs. Funding from nonprofits relies on taxpayer dollars, and these "free" programs typically require extra time from educators, burdening taxpayers without guaranteeing academic improvements.

Privacy is a significant concern in the age of AI. While chatbots can enhance learning, they may create a false sense of intimacy, leading students to view them as trusted companions, which can have negative mental health consequences.

Foundational skills such as reading, writing, and arithmetic must remain a priority. Claims that schools should prioritize AI skills over traditional content can undermine educational integrity. Ignoring foundational knowledge can have long-term consequences, as past trends have often favored “21st-century skills” at the expense of core subjects.

AI should complement, not replace, knowledge. A strong understanding of various subjects fosters critical thinking and effective communication. A rigorous curriculum prepares students for future challenges.

To engage effectively with AI, students need a solid foundation that supports informed decisions. It’s crucial to examine claims that traditional knowledge is becoming obsolete. Historical trends show that calls for technology-based reform often cycle back or don’t materialize, underscoring the need for healthy skepticism.

Knowledge remains vital in an AI-driven world. Students must grasp foundational concepts to use AI effectively, underscoring the limitations of a solely skills-based approach. A more permanent solution requires educators to shift assignments and testing to reflect our AI-first era, moving toward in-class assignments and tests that focus on comprehension rather than mere execution.

We advocate a balanced curriculum that upholds high academic standards and produces well-rounded students. A content-rich education fosters critical thinking and creativity.

As the job market evolves, teaching students to think critically and adaptively, along with a strong knowledge base, is essential. Education should prepare them for lifelong learning.

Maintaining a content-rich curriculum while embracing AI advancements is crucial. Skills should not overshadow foundational knowledge. Educational changes must integrate both, equipping students to navigate a complex world.

Educators need to balance the use of AI with traditional teaching methods to prioritize critical thinking. Policymakers and stakeholders must determine how to teach foundational knowledge effectively before introducing emerging technology skills. Teachers, schools, and districts need to discuss the strategies necessary to implement to achieve this goal.  

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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MAKING SCHOOL SAFETY A TOP PRIORITY  [View/Download PDF]

On January 22, 2025, a tragic school shooting occurred at Antioch High School in the Antioch neighborhood of Nashville, Tennessee. Seventeen-year-old student Solomon Henderson opened fire in the cafeteria, killing one student and injuring another before taking his own life. This devastating incident underscores the urgent need to keep our focus on school safety. 

Every child’s right to a safe learning environment is not merely an ideal; it is an imperative. The need to prioritize school safety transcends political discourse: it is a fundamental obligation. Schools must serve not only as places of learning but also as sanctuaries where students and teachers can thrive without fear.

Safety is not a secondary concern; it is a prerequisite for effective learning. Protecting individuals should be a top priority. This begins with early identification of safety issues, when regular risk assessments and safety audits become critical tools. Engaging stakeholders—teachers, parents, and students—in this process fosters a proactive culture that can significantly mitigate potential threats.

Clear, well-defined response protocols are essential to any safety strategy. These protocols should encompass emergency responses, regular training sessions, and comprehensive safety plans that outline procedures and communication channels. It is vital to consider the unique needs of vulnerable populations, including those with special needs, to ensure that safety measures are inclusive.

Our educational institutions are not immune to those who seek to inflict harm. Premeditated attacks often conclude within minutes, leaving law enforcement with scant time to intervene. Consequently, lives are lost unnecessarily. Intruders frequently exploit their familiarity with a school’s defenses, making proactive measures all the more crucial.

“Every child’s right to a safe learning environment is not merely an ideal; it is an imperative.    A safe physical environment requires ongoing maintenance and the immediate resolution of issues. Security enhancements—such as access control systems, surveillance cameras, ballistic glass, and the presence of school resource officers (SROs) are indispensable.”

A safe physical environment requires ongoing maintenance and the immediate resolution of issues. Security enhancements—such as access control systems, surveillance cameras, ballistic glass, and the presence of school resource officers (SROs) are indispensable. These measures help prevent unauthorized access and protect against various threats.

The last line of defense for our children may well be an armed individual prepared to act in the face of danger. Thus, expanding the School Resource Officer program is essential. SROs fulfill three pivotal roles: serving as safety experts and law enforcers, acting as problem solvers, and liaising with community resources and educators.

Their primary focus must remain on law enforcement and safety, not on administrative functions. The effectiveness of SRO programs should be defined and measured, and school and district leaders should defer to law enforcement expertise on critical issues, especially those involving someone who may be armed and dangerous on a school campus.

Education on safety procedures for both students and staff is vital, encompassing emergency response training for students and regular safety drills for staff. Community involvement, including parental engagement in safety initiatives, can enhance overall security and foster awareness of existing measures.

Tennessee’s zero-tolerance policy for mass threats, which imposes a one-year suspension on offenders, underscores the seriousness of this issue. Safety measures must not be static; they should be regularly reviewed and improved. Intruders are often well-versed in school defense systems, making it imperative to analyze incident reports and gather feedback to support ongoing improvement.

During emergencies, robust crisis communication strategies are absolutely vital. These strategies include not only reliable notification systems that swiftly alert everyone involved, but also the appointment of clear, articulate spokespeople. This ensures that every stakeholder receives timely, accurate information, fostering transparency and trust amid the chaos.

School safety policies must be adaptable and practical, addressing concerns proactively to enhance the learning environment. Safety should be a foundational element of education, and no viable option that promotes a safer atmosphere should be dismissed. This issue should not be subject to debate; the safety of children and adults in our schools must remain a top priority.

In today's fast-paced world, ensuring school safety must be our top priority. It is essential for the well-being of our students, teachers, and community. By emphasizing safety, we can create an environment where learning can thrive without fear. Let’s collaborate to make our schools safe havens for everyone.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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RESPECT IS ESSENTIAL FOR FIXING THE TEACHER SHORTAGE  [View/Download PDF]

In a world where we often hear about the "teacher shortage," it’s time to ask ourselves: What exactly does that mean? Are we short on teachers, or are we short on respect for the teaching profession?

My organization works hard to support educators through teamwork and collaboration, emphasizing personal growth and innovation in K-12 education. We raise awareness of key issues among policymakers and work to create practical solutions that deliver results for students and teachers.

Too many politicians have perfected the art of making teachers into punching bags, while the real issues stay hidden and go unaddressed. To them, I offer this reminder from my own 5th-grade teacher, which can serve as a reminder: 1) Is it kind? 2) Is it helpful? 3) Is it necessary?

Educators, like all citizens, share concerns about what truly matters to them. Teachers are leaving the profession due to challenges that hinder effective teaching and learning. The increasing prevalence of behavioral issues among students, combined with minimal consequences, creates unproductive learning environments. Heavy workloads, loss of planning periods, and covering classes when substitute teachers are unavailable contribute to their stress, while low pay often leaves them feeling undervalued. Additionally, unrealistic expectations from policymakers and some parents exacerbate the problem.

This combination of factors leads to significant burnout and mental health issues as teachers deal with the emotional toll of their roles. Safety concerns, especially in schools facing violence or bullying, further weaken their sense of security and well-being. A widespread lack of respect for the teaching profession undermines morale, making it difficult for dedicated educators to remain committed to a career that demands so much but offers so little in return.

Politicians often emphasize the importance of education, but they don't always follow through with action. When we raise teacher salaries, we also face higher costs for health insurance and childcare. Many teachers can't afford to live in the communities where they work because housing prices are so high. Salaries for experienced teachers don’t keep pace with inflation, and benefits are being reduced, making it challenging to attract and retain teachers. Some administrators earn good salaries, which is a topic for discussion, but it's usually not classroom teachers or support staff who are well-paid.

Public discourse is often driven by well-funded critics who blame educators for everything wrong with the system, including low student performance and a lack of resources. They fail to recognize that teachers must follow district-approved curricula and comply with state and federal mandates. Yet, they are frequently criticized as if they are personally responsible for broader societal problems.

We cannot overlook the state of our classrooms. Many low-income students lack basic supplies, and essential resources are missing. When politicians ignore this, they send the message that they value education but aren’t willing to invest in it. We need to examine issues with scripted teaching, including the loss of teacher autonomy and creativity, a lack of flexibility in addressing diverse student needs, and a risk of stifling students' critical thinking and problem-solving skills. Policymakers should spend real time in public school classrooms instead of just making superficial visits for photo ops.

Local school districts often exclude teachers from selecting educational materials. We can improve this by involving teachers in the process and providing better guidance for curriculum decisions. This collaboration can lead to materials that better meet students' needs, which is crucial for boosting teacher morale.

No wonder we face a retention problem. The teaching profession has become a revolving door, where the only constant is teacher turnover. Teachers often feel overwhelmed and unsupported, and let’s be honest: who wouldn’t when the job description includes “perform miracles” and “maintain a positive attitude” every day? The current climate has turned teaching from a career into a pit stop on life's highway.

But how do we fix this mess? It’s not rocket science. We need to treat teaching as the valuable profession it is. We need to make teaching attractive again—think of it as the “Make Teaching Great Again” campaign, but with less politics and more respect.

This means finally tackling the overwhelming workload and unruly student discipline, while also prioritizing competitive salaries, proper training, and giving teachers a greater voice in the policies that impact their classrooms. Students, parents, and teachers should lead the conversation, not out-of-state groups.

We should simplify the process for retired teachers to return to the classroom, as they have valuable experience managing students. To truly create change, we need to rethink our teacher training programs. Currently, they follow a "sink-or-swim" model, where new teachers receive limited support before being left to their own devices. This approach has persisted for generations, and we must improve it.

Remember that the teacher shortage isn’t just about numbers; it’s about respect. If we want to ensure that every child has access to a quality education, we need to empower the educators who are shaping the future. So, let’s roll up our sleeves, have some serious conversations, and ensure that teaching is not just a profession but a respected calling that attracts the best and brightest.

After all, if we can teach our kids to dream big, surely, we can dream of a world where teachers are celebrated, not scapegoated. Let’s shift the conversation about teachers and confront the true factors driving the current wave of teacher departures.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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EDUCATION AND THE INTERSECTION OF TECHNOLOGY, DATA COLLECTION, AND BIOMETRICS  [View/Download PDF]

There is an increasing need to examine the intersection of technology, data collection, and public education. Future governors and forward-thinking legislators should consider "biometrics," which includes advanced technologies like facial recognition, fingerprint scanning, and iris scans, as part of their policy concerns.

We have consistently monitored student data privacy and surveillance in schools, which aligns closely with emerging concerns about biometric technologies. These innovative tools are increasingly suggested for K-12 and higher education to track attendance, observe behavior, or improve security. Few people have enough information to assess whether we need it or not. But let’s be clear: they pose significant privacy risks—think of them as the digital equivalent of a nosy neighbor peering through your window with binoculars, only this time, the neighbor is a data-hungry algorithm that doesn’t respect personal space.

We must emphasize protecting students from overreach in data collection while supporting innovation that benefits learning. What’s next? A school where attendance is taken via drone? Let’s face it, nobody wants their kid’s face on a “missing” flyer because some overzealous algorithm thought they were a runaway.

In a February 2025 editorial, “Data Collection, Transparency and Student Privacy,” we highlighted our long-standing advocacy for prioritizing student privacy to ensure that data practices don’t exploit vulnerable children, who are already dealing with the emotional rollercoaster of adolescence without the added stress of Big Brother watching.

Appropriate use of student data needs to balance educational progress with protection against misuse. If we wanted our kids treated like lab rats, we would have enrolled them in a science fair—and even then, we’d be concerned about the ethics of it.  Transparency in tech implementation demands clear policies on how schools collect and share information.

We must focus on student privacy, advocating appropriate data use, and maintaining a balance between student protection and support for innovation. This stance is vital for biometrics, as these systems often involve permanent, immutable data (like facial scans) collected without full parental consent. It’s like handing the school a key to your house and asking them to water your plants—sounds great in theory until you find out they watered the cat instead.

In 2026, biometrics will become an even more important topic in U.S. education. Building on trends like AI-driven personalization and school safety efforts from the 2020s, tools such as facial recognition for attendance and emotion-detecting cameras raise privacy concerns. Experts warn that collecting biometric data is intrusive, especially as tech companies profit from student data. Low-income and minority students might face more surveillance, raising questions about the fairness of monitoring some students more than others.

So, what do we recommend? Here are some broader implications to consider:  Legislative safeguards that support data privacy laws should clearly include safeguarding biometrics, making sure our rules keep up with these technological advances. Train educators in tech ethics, giving them the tools to navigate this digital landscape. After all, if they can’t understand the new technology, how can they use it responsibly?  Increase parental empowerment and transparency to prevent “Trojan horse” surveillance in schools.

As we move forward into a future where technology and education merge, let’s make sure that student privacy isn’t the overlooked afterthought but a core principle guiding our actions. There is no such thing as perfect security, including biometric data.

As the world increasingly shifts to a digital landscape, our personal data is becoming more vulnerable to theft and hacking. Biometric data, in particular, is a highly sought-after asset for identity thieves and hackers, as it can be used to access sensitive information and accounts.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

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THE DEBT WE REMEMBER ON MEMORIAL DAY  [View/Download PDF]

My Great Uncle PFC Maxwell (Max) Green, United States Marine Corps, pictured standing far left.

Taken during his service in World War II.

My Great Uncle Maxwell (Max) Green in his final resting place at Chattanooga National Cemetery in Chattanooga, Tennessee.

He was killed in action on December 27, 1944 while engaging the enemy in Europe.

Memorial Day is not just another long weekend to celebrate.  For families who have lost loved ones who sacrificed their lives for their country, it has particular meaning.  It did in my family.

The day is one of profound remembrance. This occasion invites us to pause, reflect deeply, and pay tribute to the brave Americans who sacrificed their lives so that we might enjoy the freedoms we hold dear.

A society that understands its history is far better equipped to navigate the complexities of a turbulent present. Teaching American history in our educational institutions is essential for nurturing informed citizens, fostering critical thinking, and cultivating a cohesive national identity. Our children need to know our history to appreciate it.

Every flag that proudly waves across this great nation carries profound significance. As the poignant saying reminds us, “Our flag does not fly because the wind moves it. It flies with the last breath of each soldier who died protecting it.” Freedom is not simply a gift; it is a hard-fought treasure, secured through the ultimate sacrifice.

The origins of Memorial Day trace back to the Civil War, when it was known as Decoration Day. During that time, families gathered to adorn the graves of fallen soldiers with flowers and flags. This simple yet deeply meaningful act of remembrance continues to resonate today, reminding us that the gift of liberty always comes at a cost.

Too often, we enjoy the blessings of freedom without fully recognizing the sacrifices others have made to safeguard it. Ronald Reagan wisely cautioned that “Freedom is never more than one generation away from extinction.” Like many other Americans, Reagan understood that liberty can endure only when individuals are willing to defend, protect, and ensure that it is passed on to future generations.

The brave men and women we honor on Memorial Day embodied this spirit of selflessness. They placed duty above personal interests, believing that certain ideals were worth defending, even at the cost of their lives.

John F. Kennedy astutely observed, “The highest appreciation is not to utter words, but to live by them.” Memorial Day compels us not only to express our gratitude but also to embody purpose, responsibility, and respect for the freedoms we often take for granted.

George S. Patton’s powerful words serve as a reminder: “It is foolish and wrong to mourn the men who died. Rather, we should thank God that such men lived.” Franklin D. Roosevelt warned that nations can easily forget the sacrifices that secured their freedom unless they remain vigilant.

These sentiments hold true today, underscoring a reality often overlooked: freedom is fragile, and the price of sacrifice is real. Ask any veteran who served alongside those who “didn't make it back.” All gave some, but some gave all. 

As we observe this Memorial Day, take a moment to remember those who never returned home. Let us honor their memory not only through ceremonies and heartfelt speeches but also by living lives marked by gratitude, service, and integrity.

For your tomorrow, we gave our today; they might remind us. May we always remain mindful of the profound debt we owe to those who served.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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THIS ONLY A TEST  [View/Download PDF]

Graduates will be taking the big walk and going out into a world that is without a doubt a challenging one.  Are they equipped to handle the challenges ahead?  We would like to think so.  We have all the faith in the world in the education system and the incredible educators who give it their all every day.  The Class of 2026 will benefit from their knowledge and knowhow.  We wish the Class of 2026 all the best and thank all of the educators who brought them to where they are today!!

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WHEN EXPANSION OUTPACES CLARITY: TENNESSEE’S LATEST VOUCHER AMENDMENT  [View/Download PDF]

In public policy, design matters. Not just what a law says, but what it allows, assumes, and sets in motion. The latest amendment to HB1881, which expands Tennessee’s Education Savings Account (ESA) framework, is a case study in how policy can evolve from targeted intervention to broad system redesign—often without fully acknowledging the shift.

At first glance, the amendment appears to be an administrative refinement. It creates flexibility, streamlines application processes, and attempts to respond to demand. But taken together, its provisions do something more consequential: they reposition ESAs from a limited, capped program to one designed for sustained growth.

Start with the mechanics. If applications for Education Freedom Scholarships (EFS) exceed available slots, those applications can now roll directly into ESA consideration. This effectively links two previously distinct programs, creating a pipeline that ensures unmet demand is redirected rather than disappearing.

At the same time, the amendment doubles the income eligibility threshold—from 200 percent to 400 percent of the federal free or reduced-price lunch guideline. That is not a marginal adjustment. It fundamentally broadens the program's reach.

Originally designed to help low-income families access educational alternatives, the ESA program now extends to many middle-income households. That raises an important question: Is this still a targeted policy, or is it becoming a general subsidy?

The most significant change, however, may be the least discussed: the removal of statutory caps on participation.

Caps are not arbitrary limits; they are policy guardrails. They allow lawmakers to assess impact, control costs, and make deliberate decisions about growth. Removing them shifts the program from one the legislature actively manages to one that expands in response to demand.

In practical terms, this means the size and scope of the ESA program will no longer be determined primarily by elected officials but by application volume and administrative rulemaking.

That shift is reinforced by the amendment’s delegation of authority to the Tennessee Department of Education. The Department is now responsible for setting application windows, processes, and procedures—including how to manage overflow demand and conduct enrollment lotteries when applications exceed available slots. You can bet much of that will be outsourced to a vendor.

To be clear, administrative flexibility has value. But when core policy decisions—who gets access, when, and how—are made through process rather than statute, oversight becomes more diffuse.

And then there is the question of fairness.

The inclusion of a lottery system acknowledges a simple reality: demand is expected to outpace supply. Lotteries can be impartial, but they are not strategic. They introduce uncertainty for families and raise difficult questions about equity when access to publicly funded opportunities depends on chance rather than on clear prioritization.

Finally, the amendment revises assessment requirements for participating students, offering greater flexibility but less specificity. As programs expand, accountability becomes more important, not less. Taxpayers and families alike deserve a clear understanding of outcomes.

None of this is to argue that ESAs should not exist. Reasonable people can disagree about the role of school choice in public education. But policy debates should be grounded in transparency about what is actually being built. Accountability to taxpayers for tax dollars must be included.

And what is being built here is not a small program adjustment. It is a transition—from a capped, targeted initiative to a scalable system with broader eligibility, fewer structural constraints, and greater administrative control.

That may be the right direction. It may not be. But it is a significant change, and it deserves to be discussed as such.

In public policy, the most important decisions are often not the ones we debate the loudest, but the ones embedded quietly in the details. In this case, we all better understand what is being written.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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TENNESSEE TAKES A STEP FORWARD ON STUDENT ATTENDANCE  [View/Download PDF]

By any honest measure, the student attendance crisis is no longer a quiet concern—it is a challenge in public education. Across Tennessee, from our rural communities to our fastest-growing suburbs, chronic absenteeism has eroded academic progress, strained teachers, and left too many students disconnected from the very institutions meant to serve them.

House Bill 1823, now before the Tennessee General Assembly, is not flashy. It does not promise sweeping reform or dramatic headlines. Yet in many ways, that is precisely its strength. It is a practical, disciplined response to a problem that has too often been met with fragmentation and delay. It has already passed the Tennessee Senate.

At its core, the legislation addresses a simple yet consequential gap: we do not consistently know where students have been—or, more importantly, how often they have not been there.

When students transfer between schools, attendance records are not always shared in a timely or complete manner, creating blind spots. Educators are left to reconstruct a child’s story of disengagement without the full context. Patterns of chronic absenteeism—often the earliest warning sign of academic failure—are missed or misunderstood.

At a time when truancy is rising, this lack of continuity undermines even the most effective intervention efforts. We cannot solve what we do not fully see. This legislation brings clarity and consistency to student attendance tracking. It requires schools to transfer attendance records within five business days of a student's move or withdrawal. It ensures that unexcused absences follow the student, providing receiving schools with a complete and accurate record. It requires reporting to juvenile authorities when students disengage without formally transferring. It removes limits on parents' community service requirements in truancy cases, reinforcing shared responsibility.

These changes are not radical; they are simple guardrails designed to ensure that no student falls through the cracks. The true impact of this legislation is focused on students, not just administrative processes. When schools have immediate access to accurate attendance data, they can respond quickly. Early intervention is not only more effective, but it can also be the key difference between helping a student re-engage and facing long-term academic decline.

For students receiving Tier 3 supports—the most intensive level of intervention—continuity is critical. These students often face complex academic, behavioral, or emotional challenges. Losing track of their attendance history during a transfer is not a minor paperwork issue; it disrupts a child’s education and support.

By ensuring records follow the student, we are strengthening the very systems designed to support our most vulnerable learners. It enables educators to identify patterns, coordinate support, and engage families with clarity and purpose. There is also an important cultural signal in this bill. Attendance is not optional. It is foundational.

By reinforcing accountability—both for schools and families—Tennessee affirms a simple truth: education requires presence, not just enrollment, but engagement. This is not about punishment. It is about partnership. Schools, families, and communities share responsibility for ensuring that students show up—physically, academically, and emotionally.

This legislation will not solve every challenge facing public education. No single bill can. But it is a meaningful step in the right direction—grounded in data, accountability, and a clear-eyed understanding of where we are falling short.

In education, progress often comes not from sweeping gestures but from steady, intentional improvements that strengthen the system, piece by piece. Better tracking leads to better understanding. Better understanding leads to better support, and better support leads to better outcomes for students. In that sense, this “simple bill” may prove to be one of the more important steps Tennessee takes this year.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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KEEP YOUR HAND ON THE PLOW: AN EASTER REFLECTION  [View/Download PDF]

In the spring of 1987, as the earth awakened around us, I walked beside my grandfather, Charles Green—a man whose hands had shaped the land long before I was born. The sun cast a shadow across his freshly plowed garden, an acre of rich, brown soil laid out in immaculate, straight rows.

Each furrow was a testament to his labor—loose, ready for planting, and, in time, for harvest. It was a sight both simple and profound, a reflection of a life rooted in purpose.

As we walked, I couldn’t help but wonder how he had managed such work in his later years.

“Did Uncle Wesley plow this field for you?” I asked.

He turned his sightless gaze toward me, a quiet smile forming. “No,” he said. “I plowed it.”

I paused, then asked the question that lingered in my mind: “But how, Granddaddy?”

He chuckled softly. “I’ve been plowing fields since I was about five years old. You keep your hand on the plow. You feel the dirt.”

At the time, I heard those words as instructive, something to learn, but not in a classroom setting. Years later, I understood them to be about something far deeper: faith, perseverance, and direction.

Recently, I was reminded of that moment while listening to Robert Plant’s rendition of Gospel Plow. The song echoes an older truth rooted in the Bible, specifically Luke 9:62: no one who puts a hand to the plow and looks back is fit for the kingdom of God.

That verse, like my grandfather’s words, is not really about farming. It is about direction.

The phrase "Keep your hand on the plow" highlights the need for focus and commitment. In education, it encourages students to concentrate on their goals and avoid distractions from past mistakes. Just as farmers maintain straight lines by looking ahead, students should stay dedicated to their studies and embrace challenges with a forward-thinking mindset.

Easter is the ultimate reminder that faith is not meant to be lived looking backward. The resurrection is not a call to dwell on what was lost on Good Friday, but to move forward in the promise of what has been redeemed. It is a turning point in history—and in the human heart—that demands forward motion.

Too often, we live our lives glancing over our shoulders—held captive by regret, distracted by failure, or anchored to things we cannot change. But the message of Easter is clear: the past does not define the path ahead.

“Keep your hand on the plow.”

It is a call to steady commitment. To stay on the course even when the rows are long and the work is hard. To trust that what is being cultivated beneath the surface—unseen, buried, and waiting—will one day rise.

My grandfather understood that. Though he could no longer see the rows, he could feel them. He trusted the work. He trusted the process. And he never let go of the plow.

That is the spirit of Easter.

Resurrection does not come without endurance. Renewal does not come without faith. And purpose is never found by standing still or looking back.

This Easter, we are reminded that the tomb is empty—but the road ahead is full. 

So, keep your hand on the plow.

And keep moving forward.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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DATA, DUTY, AND EDUCATION  [View/Download PDF]

Tennessee lawmakers are correct about one thing: good policy begins with good data. But in the debate over HB 793/SB 836, the issue isn't whether data is important. It’s about whether this bill collects data in a way that improves our schools or quietly harms them.

At its core, the legislation requires public schools to verify and report students’ citizenship or immigration status, generating aggregate data for the state. Supporters, including House Majority Leader William Lamberth and Senator Bo Watson, say this is about transparency. Tennessee taxpayers, they argue, deserve a clear understanding of the costs involved in educating all students in the system.

That argument resonates. The government must be accountable. Policymakers should not operate in the dark, and states should not be forced to bear the costs of failed federal immigration policies without understanding the full scope. However, good intentions do not always result in good policy.

Even in its scaled-back form, this bill puts schools in an uncomfortable and ultimately counterproductive position. Educators are not immigration officers, nor should they be expected to act as de facto extensions of federal enforcement systems. The distinction matters—not just in theory, but in practice. Because in communities across Tennessee, perception often carries as much weight as policy.

If families believe that sharing information with a school could put them at risk of scrutiny—despite guarantees about anonymized data—they might choose not to enroll their children or pull them out entirely. The outcome isn't better data; it's missing students, higher absenteeism, and classrooms disrupted by fear instead of focused on learning.

That outcome would directly conflict with the spirit—and likely the legal boundaries—set in Plyler v. Doe, which confirmed that children should not be denied access to public education based on immigration status. While this bill falls short of outright denial, it approaches territory that could lead to similar effects in practice.

This legislation is likely to become the subject of litigation and may end up back in the Supreme Court. Former Supreme Court Justice Antonin Scalia had argued that Plyler v. Doe was a "legislative" decision that misused judicial power, asserting that education is not a fundamental right and that states have legitimate interests in restricting resources from illegal immigrants.

Steven Calabresi and Lena Barsky argue in their paper "Originalist Defense of Plyler v. Doe" that the case is grounded in the original meaning of the Fourteenth Amendment as adopted in 1868. They believe that the Fourteenth Amendment grants certain rights, such as life, liberty, and property, to immigrants through the Equal Protection and Due Process Clauses. However, they say these rights do not include the full privileges of citizenship, such as civil rights and the right to vote. They also argue that public education is a right for everyone and is protected under the Due Process and Equal Protection Clauses. This protection was understood at the time of the Fourteenth Amendment's ratification, ensuring that both citizens and immigrants had access to free public education.

This legislation raises two fundamental questions: 1) Is public education a fundamental right? 2) If the goal is improved policymaking, why begin with a policy that overburdens the very system it relies on for data?

Cost remains a concern. Estimates indicate that the first-year expenses for implementation and maintenance could exceed $50 million—an unfunded mandate at a time when schools are already facing staffing shortages, efforts to improve achievement, and increasing operational demands. Even some supporters of stricter immigration enforcement have expressed worries about adding another administrative burden on local districts.

None of this is meant to dismiss the legitimate concerns behind the bill. Tennessee needs clearer insight into how federal immigration policy interacts with state education funding. Lawmakers are right to seek answers instead of relying on assumptions.

But there is a better path. If the state wants reliable data, it should invest in methods that do not risk discouraging school participation or diverting resources from instruction. If it wants accountability, it should ensure that any new requirement to schools or districts comes with funding for implementation and clear safeguards for students and families. And if it wants to lead, it should do so in a way that reflects both fiscal responsibility and the longstanding principle that public education serves every child who walks through the door.

Tennessee can pursue transparency without creating fear. It can demand accountability without overburdening educators. And it can uphold the law while still advocating for change where change is needed.

The line between data collection and unintended consequence is thinner than it appears. On this issue, we would be wise not to cross it. Yet here we are.  This legislation may end up in either state or federal court.  Soon, taxpayers may want a clear picture of the cost of legislation-driven litigation and implementation. No matter what, we will all watch carefully.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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STUCK IN THE MIDDLE  [View/Download PDF]

If you have ever driven in Nashville traffic while being tailgated by a pickup truck and passed by a Prius going 95 miles per hour, then congratulations—you already understand American politics.

This brings us to the 1972 philosophical classic Stuck in the Middle With You by Stealers Wheel, which famously states: “Clowns to the left of me, jokers to the right…” This was originally about being at a dinner party with various types of people involved with the music industry. Still, it has since become the official anthem for anyone who has watched national news and immediately reached for headache medication.

Let’s start with the world of education, where things have become so complicated that even the whiteboard seems stressed out. The National Education Association recently held a training session titled “Advocacy and Free Speech Rights for K-12 Educators,” which sounds like something that should include a casual discussion of the United States Constitution, how to work with policymakers, and at least one stale doughnut. Instead, it veered into activism—raising the perennial question: when does “educating students” become “auditioning for a New York Times editorial position”?

Teachers already have a heavy workload. They are expected to educate, mentor, manage behavior, differentiate instruction, incorporate or unincorporate technology, and sometimes explain to parents why little Johnny cannot earn extra credit by “vibing.” What the NEA tried to pass off as training was not truly helpful to classroom teachers and instead damages public education, while losing support from parents and taxpayers. The NEA limits dissent in its own offices, according to one whistleblower.

But wait! Before you rush to one side of the ideological stadium, waving a foam finger and shouting, we need to acknowledge the other side—where billionaires and advocacy groups operate with the organizational precision of a Chick-fil-A drive-thru during lunch. Groups like Americans for Prosperity mobilize an equal number of activists across the country, which is impressive, although “grassroots” feels like a flexible term here when it’s linked to a national headquarters and out-of-state funding.

Meanwhile, the political influence of figures like Charles Koch (and his late brother David Koch) has been both exaggerated and misunderstood. Their support spans across ideological lines—from gay rights, abortion, open borders, to school vouchers, criminal-justice reform, and a balanced budget—in ways that confuse many. They are essentially libertarians, conservative on economic issues and socially liberal on others. In today’s political climate, that is seen as highly complicated behavior.

And this is where things get truly fascinating, in a slightly alarming, “why is that raccoon holding a book to read?” kind of way.

Despite the constant shouting from both sides, a large portion of Americans are standing in the middle, holding their coffee and quietly saying, “Can we please just fix the roads, educate kids, and maybe lower the price of gas?”

The number of people identifying as moderates has been decreasing. Yet almost half the country now calls itself independent, which is like saying, “I don’t belong to any gym, but I do have very strong opinions about the need for exercise.”

The data shows we are dividing into clearer ideological groups, like laundry sorted into “whites,” “darks,” and “things you better not wash.” Yet, beneath all that sorting, there is still a surprising level of agreement on real issues like affordability, safety, and overall well-being. In other words, these are the topics people discuss when they are not on social media, which is increasingly the only place where nobody agrees on anything, even whether water is wet.

So here we are—stuck in the middle.

On one hand, teacher unions, the NEA and the AFT, have gone too far with ideological advocacy, which hurts teachers. On the other hand, powerful networks are influencing public policy just as strongly. In the middle are millions of Americans who care less about winning arguments and more about living decent lives. The future of our state and country depends on how well either party can win over the independent voters. Whoever garners the most support moving forward will shape our path.

Every teacher knows—and this is key—that words matter. In a functioning democracy, we argue, we debate, we occasionally send strongly worded emails with too many exclamation points!  We do not resolve disagreements by trying to harm each other, whether personally or professionally.

At some point, someone has to turn down the volume.

Because if everything is an emergency, then nothing is. If every disagreement is treated like the final battle in a superhero movie, eventually people stop watching—and worse, they stop listening.

So maybe the real lesson here is not from a “supposed” training session or a political strategist group, but from a slightly anxious 1970s song: it’s okay to feel stuck in the middle. In fact, that might be the only place where actual problem-solving can happen.

Also, and I cannot stress this enough, if you see clowns to your left and jokers to your right, it may be wise to slowly back away and check whether you have accidentally wandered into a circus.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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PUBLIC EDUCATION IS THE HEARTBEAT OF A COMMUNITY  [View/Download PDF]

Public education in our state and across the nation often faces criticism. Sure, some areas need reform—anyone who has ever entered a classroom can confirm that. But here’s the point: education is one of the few fields where policymakers who create policies often haven’t been in a classroom for decades, if at all. It’s like having someone who’s never ridden a bike decide how to teach kids to pedal.

I understand the frustration. It’s obvious. However, blaming others only gets us so far. What we need is a call for accountability combined with closeness. True leadership isn’t about giving speeches from a distance. It’s about bringing decision-makers closer to the realities of the classroom. We must also build bridges across the ideological spectrum.

Imagine if elected leaders actually visited schools—not just for a quick photo op, but to roll up their sleeves and work alongside teachers. They should observe what happens daily, ask teachers what they need to succeed, and test policies in some real classrooms before implementing them on a larger scale.

Let’s focus on measuring the impact of new initiatives by examining how they affect our instructional time—specifically, how many minutes we gain or lose. By identifying and addressing the obstacles in our system, we can make improvements and continue this positive cycle.

When policymakers understand the actual work, teachers may eventually get policies that let them spend less time following unnecessary rules and more time doing what they do best: teaching. This approach encourages improvement without putting all the weight on teachers. Right now, we are adding to the classroom workload of teachers and missing out on needed changes. New ideas and innovations in K12 education come from within classrooms in our communities, not rewritten policies borrowed from other states.

Public schools face a confusing identity crisis. Are they government organizations or vital parts of civil society? The American education system is full of complicated rules and regulations that often block effective teaching and learning. This has sparked a push for competition through charter and private schools, which are often seen as more flexible options within civil society than district-run schools. But don’t get too comfortable, accountability and transparency will eventually come to all.

As Mike Petrilli and Devon Nir from the Fordham Foundation write: “There are countless benefits to the growth of parental options in education and the increasing pluralism of our schools. At the same time, when school choice is deployed to advance a public purpose and funded with public dollars, the impact on students should not be invisible to the public. That goes for all sectors—traditional public schools, charter schools, and, yes, private schools, too.”

Nevertheless, it’s important to recognize that teachers, administrators, and school staff often embody the spirit of community leadership. Public schools are not just bureaucratic entities; they are central to their communities. During crises, they act quickly, providing vital services like food banks and counseling. They become safe spaces, offering stability and support in tough times.

Public schools play vital roles in civil society by working with various organizations and hosting local events that strengthen community bonds. They are not just places where children learn math and science; they also serve as venues for community gatherings, cultural festivals, and local initiatives. In a world that often feels divided, public schools help weave the fabric of community life. There are some excellent private schools, but let’s be honest, they can also be some of the most exclusionary institutions in our community.   

While public school systems may function under government oversight, each school should be recognized as a vital civil society institution deserving of appreciation and support. They contribute far more to society than just fulfilling test score requirements.

While we are at it, ensuring accountability and transparency in taxpayer spending is essential for building trust and confidence among citizens. These principles help guarantee that public funds are used efficiently and responsibly, ultimately leading to better governance and improved public services.

It’s time to rethink how we see public schools. They are more than just government organizations; they play a crucial role in fostering community values and connections. Consider your local schools. Do they truly reflect the spirit of community? Are they places where everyone feels welcomed and valued?

Ultimately, supporting public education isn’t just an act of charity; it’s an investment in our communities’ future. When we celebrate and support those who teach our children, we, in turn, strengthen the foundation of civil society.

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.

Legal Notice:  This message and any attachments may contain confidential and legally privileged information.  This e-mail and any attachments are confidential and are intended solely for the named addressee(s).  Please refrain from including sensitive data, such as social security numbers and passwords, in non-encrypted emails and non-password-protected email attachments when responding. Any review, retransmission, dissemination, or other use of, or taking of any action in reliance upon this information by persons or entities other than the intended recipient is prohibited.  Suppose the reader of this message is not the intended recipient (or an agent responsible for delivering it to the intended recipients). In that case, you are notified that you have confidential and privileged information and are officially notified that any unauthorized distribution or copying of this communication or the information contained in it is strictly prohibited.  If you are not a named addressee, you should not copy, alter, post, forward, distribute, or disseminate the contents of the e-mail, either whole or partial, or attachments without the sender's written permission.  Please notify the sender immediately by e-mail if you have received this e-mail by mistake, and delete this e-mail from your system.  Any views or opinions expressed may solely be those of the individual and may not necessarily represent those of Professional Educators of Tennessee (ProEdTN or PET).  Please note That Emails sent from a government computer or a government-issued email account are not considered private.

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IS TENNESSEE’S NEW SPORTS FRONTIER A GAME CHANGER OR JUST A GAME?  [View/Download PDF]

In a move that could make even the most seasoned Tennessee high school sports fans raise an eyebrow, the state is advancing legislation (HB1785/SB1822) allowing private school students to play for public school sports teams.

Yes, folks, it’s time for private school kids to trade their polo shirts for jerseys and join the hallowed ranks of public school athletics. Who knew the path to glory was just a legislative session away?

Before you start picturing a private school kid in a football helmet sprinting past the public school jocks, let’s break down the eligibility criteria. To play, you must: live in the public school district. - attend a private high school with fewer than 200 students. - be in grades 9–12 and comply with TSSAA eligibility rules, which are about as clear as mud at this point.  

So, you want to try out? Great! But remember, there’s no guarantee you’ll make the team—selection is still based on performance. In other words, it’s like a reality show where only the most athletic survive. Will the public school athletes feel threatened? Oh, absolutely! They might want to start practicing their victory dances in the mirror now.

Lawmakers in the Senate already dropped the requirement for the private school to be in the same district. Now, it’s all about where you live—like choosing a home based on school district boundaries suddenly became a sport itself. 

“Who cares where you go to school? Just live close enough to the public school, and you’re good to go in sports!” Just figure out your transportation. There is no word, if Band students will get the same opportunity. 

Supporters of this legislation argue it levels the playing field for students at tiny private schools. They want these kids to have the same opportunities as homeschoolers, who are already playing on public school teams. 

On the flip side, opponents are raising their voices, claiming this will displace public school athletes. “Why should private school kids get to play in our league?” they ask. The answer? Because they can run really fast, apparently.

As of February 24, 2026, the Senate has passed the bill, and now it’s just waiting for House approval. If it gets the green light, it’s on to Governor Lee. Then we could see this all take effect for the 2026-2027 school year. Mark your calendars, folks; this could be the year of the underdog!

While the legislation might promote equity in sports access, one can’t help but wonder about the competitive balance. More players mean more competition, which could lead to tears and tantrums at tryouts. Maybe we see some super teams? 

Will public school athletes be pushed aside? Will private school kids find themselves in the spotlight? Only time will tell, but it could get interesting.

Expect polarizing reactions. Some will cheer for expanded opportunities, while others will mourn the tradition of public school sports as they know it. It’s like watching a family feud play out at a high school football game—everyone has their favorite team, and nobody wants to see the other win.

Professional Educators of Tennessee has taken no position on the legislation. The Tennessee Secondary School Athletic Association (TSSAA) didn’t even weigh in with a position, and seemingly was unaware of the legislation.  

However, giving LEA’s and Charter Schools the ability to create their own policies on inclusion of private school students may have been a better path before necessitating change in state laws. We expect the legislation to easily pass. Pennsylvania, Iowa, and Florida have similar laws already on the books.  

This legislation once enacted has the potential to significantly reshape Tennessee athletics, creating a new dynamic in the world of high school sports. Whether it’s a game changer or just a game remains to be seen.  

As the dust settles, critics are debating not the public or private nature of the bill, but a paradoxical conservative approach that promotes local control yet relies on the state legislature to push policies that some communities could better manage themselves. Get ready, Tennessee; the field just got a lot more interesting!

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JC Bowman is the Executive Director of Professional Educators of Tennessee, a non-partisan teacher association headquartered in Nashville, Tennessee. Permission to reprint in whole or in part is hereby granted, provided that the author and the association are properly cited. For more information on this subject or any education issue please contact Professional Educators of Tennessee. To schedule an interview please contact info@proedtn.org or 1-800-471-4867.