Education, school grading system, certain English language learners exempt from proficiency assessments considered in grading public K-12 schools, State Superintendent of Education to amend state plan under Every Student Succeeds Act, Sec. 16-6C-2 am'd.
If enacted, SB170 will have a significant impact on how schools in Alabama are evaluated based on this A-F school grading system. The academic achievements of ELLs will not factor into the school grades for the first five years, allowing schools to better support these students without the immediate pressure of graded assessments. This adjustment acknowledges the barriers faced by non-native English speakers and attempts to provide a more equitable framework for evaluating educational success. The bill also emphasizes the role of the State Superintendent of Education in maintaining the existing guidelines under the Every Student Succeeds Act (ESSA).
SB170 seeks to amend Section 16-6C-2 of the Code of Alabama regarding the public K-12 school grading system. The bill's primary objective is to exempt the academic performance of certain English language learners (ELLs) from being considered in the academic achievement grades assigned to schools and school systems for a period of five years from their enrollment. This legislative change aims to ensure that the unique challenges faced by ELLs do not negatively impact the overall grading of schools, allowing them to focus on individual academic growth during this adjustment phase.
Reactions to SB170 appear supportive, particularly from education advocates and stakeholders who believe that the bill will promote fairness within the school grading system. Supporters argue that this change will allow schools to better assist ELLs in achieving proficiency in English without the distraction of potentially poor grades affecting the school's overall assessment. However, there is a general concern among critics about the long-term effectiveness of exempting ELL performance from grades, questioning whether it might create complacency in addressing the educational needs of these students once the exemption period ends.
Notable points of contention include discussions surrounding the accountability of schools in supporting ELLs. Some opponents might argue that exempting ELL performance could lead to a lack of urgency in providing adequate resources and education tailored to these students during their critical formative years. As a result, the balance between granting exemptions for equity versus maintaining high standards for educational performance is at the heart of the debate surrounding SB170.