Lowers the required percentage of a teacher's evaluation that is based on growth in student achievement using a value-added assessment model and provides for weighted application of evaluation elements in the calculation of evaluation results (OR INCREASE LF EX See Note)
Impact
The implications of this legislation on state laws are significant, as it modifies established guidelines for teacher evaluations governed by the Louisiana State Board of Elementary and Secondary Education (BESE). By adjusting the weight of student growth in evaluations, the bill could impact accountability measures for both teachers and school administrators, leading to a re-evaluation of current practices in teacher performance assessment. This change indicates a broader movement towards a more holistic view of educational effectiveness, potentially promoting a less punitive approach to teaching assessments.
Summary
House Bill 947 proposes to lower the required percentage of a teacher's and administrator's evaluation that is based on student growth, specifically using a value-added assessment model, from 50% to 25%. This change reflects a shift in how teacher effectiveness is measured, allowing for a greater focus on other evaluative aspects, including in-class observation and professional growth plans. The bill is aimed at refining the evaluation process to better accommodate various teaching scenarios and to recognize diverse teaching contributions beyond test scores.
Sentiment
Sentiment around HB 947 appears mixed among educators, lawmakers, and stakeholders within the education sector. Proponents of the bill argue that it offers a more balanced method of evaluation, deemphasizing the high-stakes nature of growth metrics alone, which can often unfairly penalize educators working in challenging environments. Conversely, critics express concerns that by reducing the emphasis on student growth, the bill could diminish accountability standards and lead to a lack of motivation for continuous improvement among educators.
Contention
Notable points of contention include the debate around the effectiveness of the value-added assessment model itself, with some arguing that such measures do not appropriately account for diverse student needs and varying classroom contexts. Additionally, concerns have been raised about whether the proposed changes will effectively lead to improved educational outcomes or whether they might simply serve to dilute existing accountability frameworks within the educational system.
Prohibits the inclusion of test scores of a student who has excessive absences in the value-added model or in other measures of student growth for purposes of teacher evaluations
Requires that educator evaluations be based upon classroom observations and multiple quantitative measures of growth in student achievement. (gov sig) (OR INCREASE EX See Note)