Louisiana House Bill HB502

Louisiana 2015 Regular Session

• Introduced: 4/3/15
• Refer: 4/3/15
• Refer: 4/13/15

Caption

Limits the time allowed for administration and the length of state assessments to public school students in grades three through eight

Impact

If enacted, HB 502 would significantly affect existing state laws governing educational assessments. Current laws require standards-based assessments in at least grades three through eleven, adhering to content standards set by the State Board of Elementary and Secondary Education (BESE). By limiting the time allowed for these assessments, the bill seeks to create a more conducive testing environment for young students, potentially improving their performance and overall well-being in the classroom.

Summary

House Bill 502 aims to regulate the duration and administration of state assessments for public school students in grades three through eight. This bill introduces specific time limits for completing assessments, ensuring that 85% of students in grades three to five can finish tests within 120 minutes, and those in grades six to eight within 180 minutes. Additionally, it mandates that no single assessment should exceed five hours and should take place on just one school day. The bill's proponents believe this will enhance the educational experience for students by reducing testing fatigue and focusing on effective assessment practices.

Sentiment

The overall sentiment around HB 502 appears to be positive among educators and child advocacy groups, who argue that reducing the test-taking time can alleviate stress and increase learning opportunities for students. However, there may be concerns from some educational policymakers about whether these changes could affect the rigor and comparability of state assessments on a broader scale. Discussions indicate a desire for improvements without compromising the integrity of state educational standards.

Contention

Key points of contention surrounding HB 502 include the necessity of such limitations and their implementation. Critics argue that while reducing testing time could be beneficial, it is essential to ensure these assessments remain rigorous and effective in measuring academic achievement. There is a debate over how these changes will influence the accountability measures associated with student performance and whether they adequately address the educational needs of diverse student populations.