Connecticut House Bill HB05987

Connecticut 2015 Regular Session

• Introduced: 1/22/15
• Refer: 1/22/15

Caption

An Act Concerning The Exclusion Of Certain Ell Student Test Scores As Part Of Teacher Performance Evaluations And School District Performance Measures.

Impact

The proposed changes in HB 5987 are likely to have significant implications for both educators and school districts. By excluding the performance data of recently enrolled ELL students from calculations that affect teacher evaluations and school performance measures, the bill seeks to recognize the unique challenges that these students face. Proponents argue that this adjustment will lead to fairer evaluations for teachers, particularly those working with diverse student populations, thereby supporting teacher retention and morale. Furthermore, schools will not be penalized for the performance of students who have insufficient time in their programs to adequately prepare for assessments.

Summary

House Bill 5987 aims to amend current educational statutes regarding the evaluation of teachers and the performance measures of school districts. Specifically, it seeks to exclude the test scores of English Language Learners (ELL) who have been enrolled in bilingual education or English as a second language programs for less than twenty consecutive months from teacher performance evaluations. This exclusion is intended to provide a more accurate assessment of teacher effectiveness by removing the potentially misleading impact of test scores from students who are still acclimating to English-language instruction.

Contention

Despite the apparent benefits, there may be contention surrounding this bill. Critics may argue that excluding the test scores of ELL students could diminish accountability and mask disparities in educational quality. Opponents might express concerns that such exclusions could lead to complacency in addressing the educational needs of ELL populations and that it may overlook the imperative to improve educational strategies and support for all students, regardless of their language background. Balancing the need for accurate evaluations and the importance of accountability in education will be central to debates surrounding HB 5987.