Eliminates provisions relative to LEAP, iLeap, end of course testing, and the graduation exit exam for students in public schools (OR SEE FISC NOTE EX)
Impact
The removal of these testing requirements will fundamentally alter the landscape of educational assessment in Louisiana. Currently, LEAP and iLeap are critical for evaluating students' abilities against state curriculum standards, serving both as a measure of student progress and as a prerequisite for grade promotion. By discontinuing these evaluations, HB 834 allows schools more flexibility in assessing student performance, but it also raises concerns about maintaining accountability and standards in educational outcomes, potentially impacting long-term academic proficiency among students.
Summary
House Bill 834 seeks to eliminate several provisions associated with public school student assessments in Louisiana. Specifically, the bill removes references to the Louisiana Educational Assessment Program (LEAP), the integrated Louisiana Educational Assessment Program (iLeap), end-of-course testing, and the graduation exit exam. By repealing these established testing mechanisms, the bill aims to change how student progress and proficiency are measured across the state's public education system, signaling a significant shift from current evaluation processes.
Sentiment
The general sentiment surrounding House Bill 834 is divided among educators, lawmakers, and parents. Supporters of the bill argue that the current testing mechanisms create unnecessary pressure on students and do not accurately reflect their capabilities. They advocate for more holistic evaluations that incorporate diverse measures of student success. Conversely, critics fear that eliminating these assessments may erode educational standards, leading to a lack of accountability for schools in delivering quality education and potentially diminishing educational outcomes for students.
Contention
Notable points of contention include the implications of removing standardized assessments from the educational framework. Opponents express concern that this could lead to inconsistencies in educational quality across different districts, where some may implement rigorous standards while others may not. Additionally, the potential for reduced preparation for college or vocational readiness due to the lack of exit exams or standardized testing raises alarms among stakeholders who worry about graduates' competitiveness. Overall, the discussions highlight a tension between educational innovation and the assurance of maintained standards and accountability.
Exempts students who attain certain scores on the English and math sections of the ACT from end-of-course testing and allows career diploma students to take WorkKeys or the Armed Services Vocational Aptitude Battery in lieu of the ACT
Requires students to attain a minimum ACT score set by the State Board of Elementary and Secondary Education as a prerequisite to high school graduation and prohibits state-administered end-of-course assessments for high school students (OR -$4,300,000 GF EX See Note)
Provides relative to school choice, including the Student Scholarships for Educational Excellence Program, parent petitions to transfer certain schools to be RSD, charter school authorizers, and course providers. (gov sig) (EG INCREASE LF EX See Note)
Requests that the Bd. of Regents and the State Bd. of Elementary and Secondary Education, with the Taylor Foundation, La. Office of Student Financial Assistance, public postsecondary education management boards, and certain others, study certain issues relative to TOPS
Requests the Louisiana Workforce Commission and the Louisiana Department of Veterans Affairs to study employment practices and professional licensing requirements to benefit veterans in the workforce
Creates a task force to study meaningful oversight of the professional healthcare licensing boards statutorily created within the Department of Health and Hospitals.