Louisiana House Bill HCR76

Louisiana 2011 Regular Session

• Introduced: 5/9/11
• Engrossed: 5/9/11
• Passed: 5/11/11

Caption

Commends and expresses appreciation to Paul Vallas as he leaves his position as the superintendent of the RSD and embarks upon new challenges and endeavors

Impact

Vallas's tenure is marked by a remarkable transformation within the RSD, where he managed to renovate or construct multiple schools, directly contributing to a 20% increase in students performing at grade level during his leadership. This achievement stands out as the largest gain observed in any Louisiana school district during that period, emphasizing not just the immediate educational effects but also the long-term implications for state education standards and policies.

Summary

HCR76 is a House Concurrent Resolution that aims to commend Paul Vallas for his impactful leadership as the superintendent of the Recovery School District (RSD). From 2007 to 2011, Vallas oversaw significant improvements in one of the nation’s most challenging educational environments, particularly following the devastation of Hurricane Katrina in 2005. The resolution highlights his efforts to turn around the state's lowest-performing schools, leading to a notable increase in student performance and the successful negotiation of a critical settlement with FEMA for rebuilding efforts.

Sentiment

The sentiment surrounding HCR76 is overwhelmingly positive, celebrating Vallas's achievements and his contribution to educational reform in Louisiana. It reflects a collective appreciation for his commitment to improving educational outcomes in underperforming school districts. Lawmakers from both sides acknowledged the importance of recognizing such impactful leadership in the field of education.

Contention

While there appears to be a consensus on the resolution's commendation of Vallas, some contention may arise around the overarching challenges faced by the RSD and the sustainability of reforms initiated during his tenure. Although this resolution celebrates past achievements, it also draws attention to the ongoing need for consistent policy support in educational reform, especially in regions recovering from significant natural disasters. The transition of leadership poses questions about the continuity of his educational turnaround model and its applicability in other districts.