Tennessee Foreign Language Graduation Requirement Debate Sparks Outcry: Some Warn of ‘Devastating Consequences’

Tennessee State Board of Education (SBE) Chairman Robert Eby’s proposed study of Tennessee’s foreign language graduation requirement is sparking backlash from education leaders, college officials, and concerned community members.

Tennessee State Board of Education (SBE) Chairman Robert Eby’s proposed study of Tennessee’s foreign language graduation requirement is sparking backlash from education leaders, college officials, and concerned community members. At a State Board of Education (SBE) rulemaking hearing late last month, Tennesseans from across the state voiced strong support for keeping the requirement, citing its role in college admissions, workforce readiness, and student opportunity.

“Retaining the two-credit world language requirement is not just about the curriculum,” said one public commenter, Gibson Keith. “It’s about ensuring our students are equipped for the world that they are entering. This requirement is not a burden; it is an opportunity. I urge you to preserve it.”

Currently, high school students in Tennessee must complete two credits in the same foreign language to graduate, unless they obtain a waiver signed by a parent or guardian. That waiver must also be approved by the school.

The renewed scrutiny follows a call by SBE Chairman Robert Eby at the board’s May 30 meeting for a formal review of the requirement.

“I’m asking for a study committee,” Eby said. “I propose the study be conducted during the coming months with a goal of modifying graduation requirements if deemed required for the 2026–2027 school year.”

Why Reconsider Foreign Language as a Graduation Requirement?

Chairman Eby offered multiple reasons for launching a review. Chief among them: students should not need a waiver to pursue coursework more closely aligned with their career goals or post-secondary plans.

“Why should students have to request a waiver for this requirement if their alternate path for their post-secondary success does not include utilization of a foreign language?” he asked. “How many students recognize the waiver process exists or are willing to go through it, not knowing how it might impact their future?”

Eby also cast doubt on the long-term practical value of language courses based on personal experience.

“How often have you used your foreign language you took in high school in your career or lifetime?” he said. “I took German from an outstanding teacher of German descent. However, when I visited Germany, English was the language I used.”

He argued that students might benefit more from other subjects tied to 21st-century skills and high-demand careers.

“Benefits could come if those credit hours were used for something else, that moves a student further along in their path to post-secondary success,” Eby said. “For example, more STEM (science, technology, engineering, and math), Computer Coding, additional fine arts, manufacturing, CTE opportunities, etc. It could also be argued that coding, music theory, drafting, and other similar classes are languages in themselves.”

Finally, Eby suggested that removing the requirement could lead to more engaged classrooms.

“That way, the students in their class were the ones that wanted to be there, not because they were required to be there.”

Higher Education Officials Warn of Unintended Consequences

When the working group convened on July 24, 2025, higher education leaders voiced strong concerns about eliminating the foreign language requirement—especially for students aiming to attend college in or outside of Tennessee.

University of Tennessee, Knoxville: Potential Disadvantages for Applicants

Dr. Bernie Sabarice, Vice President for Academic Affairs and Student Success at the University of Tennessee, Knoxville (UTK), said that the school calculates an institutionally weighted core GPA based on 16 core high school credits—including two foreign language units.

“Limiting the foreign language requirements could disadvantage applicants and enrolled students in terms of competitive admissions based on this core GPA and preparation for certain academic programs,” said Sabarice.

Sabarice also noted that several undergraduate colleges at UTK require world language coursework. Students without prior experience would need to complete 12 credit hours, typically over four semesters, just to meet graduation requirements.

He added that UT Chattanooga indicated students could still be admitted without the credits, but they would enter with a two-unit deficiency and would have to make up the missing coursework either at UTC or through a community college.

MTSU: A Cost Barrier for First-Gen Students

Leah Lions, Dean of the College of Liberal Arts and Professor of French at Middle Tennessee State University (MTSU), warned that removing the requirement could increase the cost of college for students who depend on high school credit to satisfy college-level language requirements.

“What we have is a process whereby students are able to get that college credit because of their high school language,” Lions said. “And so, that helps them at the university level with degree completion, because they’re able to advance without having to pay for those college courses. A lot of our students at MTSU are first-generation students and financial aid-dependent students.”

THEC & TBR: Global Readiness, Honors Access, Soft Skills at Stake

Victoria Harpool from the Tennessee Higher Education Commission (THEC) emphasized the broader life skills students gain from learning a second language.

“World language is an opportunity to expose students to global citizenship in a way they may not be otherwise required to,” she said. “The soft skills that are so important in post-secondary and in life—that getting through that awkward ‘give your order in French’ might be important…in learning those durable skills: communication and working together.”

Robert Dan, Associate Vice Chancellor for Academic Affairs at the Tennessee Board of Regents (TBR), added that while community colleges are open admission, language coursework can still be a factor in more selective honors programs.

“The TBR Community Colleges are open admission. So, the world language is not going to be a factor…however, there are some honors programs, for which students who have had a world language might be a little more competitive.”

National Context: Tennessee in Line with Half the Nation

Tennessee is one of 24 U.S. states that require two years of foreign language for high school graduation, like Texas and Michigan. States like California don’t mandate language for all students but do require it for students pursuing college-prep or university-bound pathways. In North Carolina, world language is not a graduation requirement, but it is still required for admission to state universities.

College Admissions: A Key Consideration

Many competitive colleges, including Ivy League schools, expect applicants to complete at least two years of the same language, and some recommend four. This policy could disadvantage Tennessee students applying to out-of-state or selective universities if the requirement is removed.

Policy Options Under Consideration

At the working group meeting, facilitator Michael Durlein, Deputy Executive Director of Policy & Research with SBE, presented two possible policy paths:

Option A: No Change | Maintain the World Language credit requirement as is.

Stated Pros: “Continues to allow current waivers while reinforcing the value of World Language by requiring most students to earn credits in the subject.”

Stated Cons: “Keeps a waiver system that may be confusing or difficult to navigate and obligates students to take classes that might not match their personal interests or long-term plans.”

Option B: Expand the Elective Focus | Eliminate the specific requirement for World Language (and potentially Fine Arts) and increase Elective Focus credits from 3 to 5 or 6. Students would be encouraged to take credits aligned with their High School & Beyond plan.

Stated Pros: “Builds on existing flexibility by eliminating the waiver hurdle and promotes thoughtful course selection that supports students’ future college or career goals.”

Stated Cons: “May create obstacles for students applying to colleges in Tennessee or other states that expect world language credits for general or competitive admissions.”

Public Comments in Support of Keeping the Requirement

During the hearing, every public commenter who testified supported keeping the world language requirement.

“Retaining the two-credit world language requirement is not just about the curriculum,” said Keith Gibson. “It’s about ensuring our students are equipped for the world they are entering. This requirement is not a burden; it is an opportunity.”

Sullivan East High School Spanish teacher Matthew Harrison also warned of widespread negative consequences.

“This change would have devastating consequences for our world language programs, staffing, and most of all, our students’ global readiness, and overall intellectual development.”

He cited examples of students using their language skills in the workforce.

“Students use their language skills to enhance career readiness,” Harrison said. “We’ve had a student earning extra pay for speaking Spanish, and flight attendants making an additional $20,000 a year for their language skills.”

Roxanna McCommon, a world language content specialist in Tennessee, highlighted the high demand for multilingual workers in Tennessee.

“More than 14,000 jobs in Tennessee require language proficiency,” she noted. “And, over 200,000 prefer proficiency.”

What’s Next?

The State Board of Education is currently reviewing public comments and testimony. Any further notice of action is expected to be posted on its website.

Recent Tennessee high school graduate Emma Hatcher closed her testimony at the hearing by sharing how the requirement changed her life:

“I never thought a girl from rural Appalachia could study abroad in Mexico,” she said. “It only happened because of Tennessee’s foreign language requirement.”

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