Louisiana House Bill HR249

Louisiana 2016 Regular Session

• Introduced: 6/6/16

Caption

Requests that the Governor's Advisory Council on the Every Student Succeeds Act (ESSA), in conducting its ESSA review, study and report to the governor relative to its impact on school and district accountability

Impact

The bill aims to shift how accountability is approached within Louisiana’s education system, especially with the flexibility granted by ESSA compared to the previous federal education mandates. By urging a review of existing accountability measures and considering reforms, the bill holds potential implications for future educational policy and the overall state accountability framework. Changes could result in a more holistic approach to student assessment beyond high-stakes testing, though the specific impacts would depend on the council's findings and subsequent legislative actions.

Summary

House Resolution 249, introduced by Representative Pope, calls for the Governor's Advisory Council on the Every Student Succeeds Act (ESSA) to analyze the impact of ESSA on Louisiana's school and district accountability systems. It requests that the council conduct a thorough review and report its findings and recommendations back to the governor regarding any necessary changes to state law or policy. This resolution highlights evolving attitudes towards educational assessment, seeking alternatives to the standardized testing emphasis historically shaped by the No Child Left Behind Act.

Sentiment

The general sentiment surrounding HR249 appears to be one of optimism for more tailored educational accountability measures, reflecting a growing recognition of the need for change in how educational outcomes are assessed. Proponents of the resolution likely see it as a necessary step toward a more flexible, responsive educational system that meets diverse student needs. However, as with any legislative change, concerns exist regarding the adequacy of the proposed methods of accountability and whether they can ensure educational quality while reducing reliance on standardized tests.

Contention

Notable points of contention may arise from differing perspectives on how to best evaluate school performance. Critics of current accountability measures might argue that they promote a culture of teaching to the test, while supporters of such measures might express concerns over lowering standards or rigor in educational assessments. Additionally, ongoing debates about educational equity and implications for underperforming schools in particular communities are likely to inform discussions surrounding HR249, as stakeholders grapple with balancing accountability and support.