Louisiana House Bill HCR30

Louisiana 2010 Regular Session

• Introduced: 3/29/10
• Refer: 3/30/10

Caption

Requests school governing authorities to encourage students to first take standardized college admissions tests in the ninth grade

Impact

The resolution does not impose a legal requirement but serves as a recommendation to local school boards. By urging school authorities to adopt this practice, HCR30 could potentially lead to a shift in how preparatory education is approached in the state. This could have various implications for curriculum development and resource allocation, as schools may need to provide more support for students and training for educators. Furthermore, it may influence broader educational policies and practices surrounding standardized testing in Louisiana and potentially beyond.

Summary

House Concurrent Resolution No. 30 (HCR30) aims to encourage school governing authorities in Louisiana to advocate for students to take standardized college admissions tests, such as the ACT and the SAT, during their ninth-grade year. The resolution posits that by taking these tests early, students can gain valuable experience that helps them better prepare for their official attempts later in high school. The intention is to promote familiarity with the testing environment and to use the results as a tool for assessing student strengths and weaknesses, thus enhancing their educational trajectory.

Sentiment

The sentiment around HCR30 appears to be generally positive among education advocates who believe that early exposure to standardized tests will benefit students in the long run. However, there may also be reservations expressed regarding the pressures placed on students at a young age. Supporters argue that it can demystify the process and reduce anxiety associated with college admissions tests, while critics might raise concerns about the adequacy of preparation and support available to all students, particularly those from disadvantaged backgrounds.

Contention

While HCR30 seeks to encourage positive outcomes for students, it does highlight ongoing discussions about the role of standardized testing in education. There may be contention regarding the effectiveness of such tests in accurately reflecting student capabilities, as well as debates over whether schools are adequately equipped to support students' preparation for these tests. The resolution taps into broader conversations about educational equity and access to resources, underscoring the need for comprehensive support systems to accompany these testing initiatives.