Requests the State Board of Elementary and Secondary Education to make recommendations relative to the consideration of family involvement or use of family involvement data in measuring school performance and educator effectiveness.
Impact
The passage of SCR122, while a concurrent resolution and not a binding law, signifies a shift towards recognizing the role of families in the educational process. It calls for recommendations on how this data can be integrated into existing accountability measures. If adopted, it could influence policy decisions regarding funding and resource allocation at schools, especially for those serving higher percentages of at-risk students. This could ultimately lead to tailored strategies that cater to the diverse needs of the student population in Louisiana.
Summary
SCR122, introduced by Senator Mills, urges the State Board of Elementary and Secondary Education (BESE) to consider family involvement in the assessment of school performance and educator effectiveness. The resolution emphasizes that family engagement is crucial for supporting student achievement, particularly for children from economically stressed conditions. Legislative discussions acknowledged that while reforms were aimed at improving educational outcomes, understanding family involvement metrics could enhance the effectiveness of these initiatives.
Sentiment
The sentiment surrounding SCR122 was generally positive within the legislative body, as it aligns with broader education reform goals. Legislators expressed support for increasing family engagement, indicating recognition of its importance in driving student success. However, some concerns were raised about potential challenges in accurately measuring family involvement and integrating it into existing frameworks without creating additional burdens for educators.
Contention
Notable points of contention include debates around the methodology of measuring family involvement and the potential implications for school accountability standards. Some legislators questioned how the state could effectively implement recommendations without overwhelming schools already facing numerous challenges. Despite these concerns, the overall consensus leaned towards the belief that enhancing family-school partnerships would ultimately benefit student outcomes.
Requests the Board of Elementary and Secondary Education and the state Department of Education to study the implementation and effectiveness of the Positive Behavioral Interventions and Supports program in public schools.
Requests the State Board of Elementary and Secondary Education to study the advantages, disadvantages, quality, and effectiveness of assessments administered to public school students
Requests the State Board of Elementary and Secondary Education to make changes to the Minimum Foundation Program formula beginning with the formula adopted for the 2010-2011 school year
Requests that the State Board of Elementary and Secondary Education study the history of racism, racism's effects on public education, and anti-racism education and creates a task force to develop recommendations for implementing such education
Requests the State Board of Elementary and Secondary Education to create a task force to develop and oversee continuous learning outside of normal practices.
Requests the Department of Education to establish a group to study the current state of agriculture education in elementary and secondary schools. (EG SEE FISC NOTE GF EX)
Requests that the state Department of Education revise the proposed early learning and development standards and submit its version to the State Board of Elementary and Secondary Education for consideration