Tennessee § 49-6-3103 Factors in determining assignment

Tennessee Statutes

§ 49-6-3103 — Factors in determining assignment

Tennessee § 49-6-3103

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This text of Tennessee § 49-6-3103 (Factors in determining assignment) is published on Counsel Stack Legal Research, covering Tennessee primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook

Tenn. Code Ann. § 49-6-3103 (2026).

Text

In determining the particular public school to which pupils shall be assigned, the board of education may consider and base its decision on any one (1) or more of the following factors:

(1)Available room and teaching capacity in the various schools;

(2)The geographical location of the place of residence of the pupil as related to the various schools of the system;

(3)The availability of transportation facilities;

(4)The effect of the enrollment on the welfare and best interests of the pupil and all other pupils in the school as well as the effect on the efficiency of the operation of the school;

(5)The effect of the admission of new pupils upon established or proposed academic programs;

(6)The suitability of established curricula for particular pupils;

(7)The adequacy of the pupil's

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In determining the particular public school to which pupils shall be assigned, the board of education may consider and base its decision on any one (1) or more of the following factors: (1) Available room and teaching capacity in the various schools; (2) The geographical location of the place of residence of the pupil as related to the various schools of the system; (3) The availability of transportation facilities; (4) The effect of the enrollment on the welfare and best interests of the pupil and all other pupils in the school as well as the effect on the efficiency of the operation of the school; (5) The effect of the admission of new pupils upon established or proposed academic programs; (6) The suitability of established curricula for particular pupils; (7) The adequacy of the pupil's academic preparation for admission to a particular school and curriculum; (8) The scholastic aptitude and relative intelligence or mental energy or ability of the pupil; (9) The psychological qualifications of the pupil for the type of teaching and associations involved; (10) The effect of admission of the pupil upon the academic program of other students in a particular school or facility; (11) The effect of admission upon prevailing academic standards at a particular school; (12) The psychological effect upon the pupil of attendance at a particular school; (13) The effect of any disparity between the physical and mental ages of any pupil to be enrolled, especially when contrasted with the average physical and mental ages of the group with which the pupil may be placed; (14) The sociological, psychological and like intangible social scientific factors as will prevent, as nearly as possible, a condition of socioeconomic class consciousness among the pupils; (15) The possibility or threat of friction or disorder among pupils or others; (16) The possibility of breaches of the peace or ill will or economic retaliation within the community; (17) The home environment of the pupil; (18) The maintenance or severance of established social and psychological relationships with other pupils and with teachers; (19) The choice and interests of the pupil; (20) The sex, morals, conduct, health and personal standards of the pupil; (21) The request or consent of parents or guardians and the reasons assigned therefor; and (22) All other factors that the board may consider pertinent, relevant or material in their effect upon the welfare and best interest of the applicant, other pupils of the school district as a whole and the inhabitants of the school district.