Louisiana House Bill HB542

Louisiana 2015 Regular Session

• Introduced: 4/3/15
• Refer: 4/3/15
• Refer: 4/13/15
• Report Pass: 5/18/15
• Engrossed: 5/28/15
• Refer: 6/1/15
• Report Pass: 6/3/15
• Enrolled: 6/10/15
• Chaptered: 6/29/15
• Passed: 6/29/15

Caption

Provides relative to contracts by the state Dept. of Education for English language arts and math assessments for the 2015-2016 school year (EN SEE FISC NOTE GF EX See Note)

Impact

One significant impact of HB 542 is the clear directive for the Department of Education to adhere to strict procurement standards when selecting assessment vendors. The legislation enforces a framework that requires transparency and compliance with the Louisiana Procurement Code, ensuring that any subcontract-related information is reported promptly to maintain accountability. This structured approach is designed to enhance the reliability of the assessments administered to students across grades three through eight as well as those involved in end-of-course assessments for high school grades.

Summary

House Bill 542 aims to amend existing laws regarding the Louisiana Educational Assessment Program, specifically focusing on the contracts for assessments in English language arts and mathematics for the 2015-2016 school year. The bill mandates that the Department of Education must enter into a one-year contract for these assessments, stipulating that less than fifty percent of the assessment questions may come from materials developed by federally funded consortia. This measure seeks to limit the influence of outside agencies in creating educational standards and assessments within Louisiana schools.

Sentiment

The overall sentiment surrounding HB 542 is generally positive, with many education stakeholders recognizing the need for clarity and standardization in the assessment process. Supporters argue that this bill reinforces the state’s commitment to educational integrity by ensuring that assessments reflect local educational priorities rather than external influences. However, there may be some criticisms regarding the bill's limitations on sources for assessment questions, particularly on the potential narrowing of educational input from outside experts in the field.

Contention

Contention mainly arises from the provisions that restrict the origins of assessment content while potentially sidelining valuable educational expertise from broader sources. Critics may argue that this could limit the effectiveness of assessments and not adequately prepare students for future academic challenges if the questions developed are not diverse enough. Moreover, the bill's expiration clause—which renders the provisions null after July 1, 2016—could lead to uncertainty about the sustainability of these educational standards unless further measures are taken to extend or adapt these regulations.