Connecticut Senate Bill SB00695

Connecticut 2017 Regular Session

• Introduced: 1/25/17
• Refer: 1/25/17

Caption

An Act Concerning The Exclusion Of Student Performance Data On The Mastery Examination From Teacher Evaluations.

Impact

If passed, SB00695 would compel the State Board of Education to revise existing guidelines for teacher evaluations to develop a model that does not rely on mastery exam results. This change could significantly impact how teachers are assessed and could influence both teaching methodologies and student engagement levels, as educators may adopt more diverse instructional strategies that align with their strengths rather than focusing primarily on standardized test performance. The bill aims to alleviate pressures on teachers stemming from high-stakes testing environments.

Summary

SB00695 is a legislative proposal aimed at modifying teacher evaluation processes by prohibiting the inclusion of student performance data from mastery examinations in the evaluation of teachers. Introduced by Senator Cassano during the January Session of 2017, the bill seeks to amend section 10-151b of the general statutes to ensure that assessments related to student performance on these exams are not used as a metric for evaluating individual teacher effectiveness. The goal is to shift the focus away from standardized test results and towards more holistic evaluation methods that may better reflect a teacher's contribution to student learning.

Contention

Notably, the bill has sparked discussions about the efficacy of standardized testing in measuring educational outcomes. Proponents argue that removing such data from evaluations acknowledges the various factors influencing student performance that may lie outside a teacher's control, such as socio-economic status and learning environments. Conversely, opponents may raise concerns about the potential reduction in accountability and the challenges associated with establishing effective alternative evaluation criteria. The overall debate reflects broader conversations about the role of standardized testing in education and the need for reform in how teacher performance is assessed.