Prohibits administration of Partnership for Assessment of Readiness for College and Careers assessments and provides for continuation of La. Educational Assessment Program tests and the standards on which such tests are based (OR SEE FISC NOTE GF EX)
HB 163 impacts the Louisiana Competency-Based Education Program by eliminating the requirement for state assessments to adhere to broadly recognized national standards. This change allows the state Department of Education greater autonomy in administering tests and revising assessment rigor periodically, which could lead to significant variations in student assessment standards across grades three through eleven. The proposed legislation aims to preserve and promote Louisiana's education agenda by mandating that assessments reflect state-specific educational goals rather than national benchmarks.
House Bill 163, introduced by Representative Henry Burns, seeks to restrict the administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) and any similar assessments. The bill outlines a provision for the continued implementation of the Louisiana Educational Assessment Program (LEAP) tests, which are to be based on state content standards designed to ensure students' readiness for postsecondary education and the workforce. This legislation represents a significant shift in the state's approach to student assessments, moving away from nationally recognized standards towards a more localized method of evaluation.
The sentiment around HB 163 is mixed. Supporters argue that the bill empowers state authority and provides the ability to craft assessments that better reflect Louisiana's educational objectives. They contend that eliminating PARCC assessments could minimize unnecessary pressure on students and schools. In contrast, critics express concern that this bill may lower accountability standards and could hinder students' competitiveness in a national context, suggesting that moving away from rigorous national standards may lead to subpar educational outcomes.
Notable points of contention include the debate over the effectiveness and comparability of state versus national assessments. Proponents believe that localized assessments can more accurately reflect student needs and state educational priorities, while opponents warn that excluding established national assessments like PARCC could undermine students' readiness for college and careers, fundamentally altering the educational landscape in Louisiana. This ongoing debate exemplifies broader discussions about educational standards and the role of state versus federal guidelines in shaping student achievement.