Alabama House Bill HB30

Alabama 2023 Regular Session

• Introduced: 2/23/23
• Refer: 2/23/23
• Report Pass: 4/12/23
• Engrossed: 4/19/23
• Refer: 4/19/23
• Report Pass: 5/10/23

Caption

To amend Sections 16-6C-2, as amended by Act 2022-374, 2022 Regular Session, 16-6D-3, 16-6D-4, 16-6D-6, 16-6D-8, and 16-6D-9, as amended by Act 2022-390, 2022 Regular Session, Code of Alabama 1975, relating to the public K-12 school grading system and the Alabama Accountability Act of 2013; to change the designation of a failing school to a lowest sixth percent school and the designation of a nonfailing school to a highest 94th percent school; and to require the State Board of Education to reflect those changes in terminology when amending or adopting rules.

Summary

House Bill 30 (HB30) aims to amend existing legislation regarding the grading of public K-12 schools in Alabama. Specifically, it changes the terminology used to classify schools, with 'failing' schools being redefined as those in the 'lowest sixth percent' in terms of performance, and non-failing schools being termed as 'highest 94th percent' schools. These changes are a part of an effort to align the educational classification system with a more quantitative grading method. The bill mandates the state Board of Education to adopt these updated terminologies in its rules and regulations moving forward. In addition to revising school classifications, HB30 also aligns with the Alabama Accountability Act of 2013 by adjusting how income tax credits are provided to parents whose children attend these failing schools. Under the new bill, parents of students attending 'lowest sixth percent' schools may receive tax credits to help offset the costs of transferring their child to a higher-performing public or nonpublic school. This measure introduces a financial incentive for parents to consider alternative schooling options for their children if they are enrolled in underperforming schools. The bill's proponents argue that these changes will foster a more transparent and accountable education system in Alabama. By clearly defining school performance categories, the hope is that it will promote better educational outcomes and provide parents with the necessary tools to make informed decisions about their children’s education. The classification adjustments and tax credit provisions are intended to encourage competition among schools and improvements in academic performance across the board. However, the bill has generated some contention among educational stakeholders. Critics argue that simply changing the terminology will not address the underlying issues that lead to poor school performance. They also fear that the financial incentives may not be sufficient to bring about significant change in student outcomes, especially in schools that lack necessary resources and support. Furthermore, there are concerns regarding the impact on local school systems’ funding and how it may disproportionately affect students in lower-income areas, potentially exacerbating existing educational inequities.