Requests the State Board of Elementary and Secondary Education to allow instruction in computer science to count for purposes of satisfying certain high school graduation requirements
Impact
The adoption of HCR14 would have significant implications for state education laws, particularly regarding graduation requirements. By allowing computer science courses to be counted as science credits, it would necessitate a revision of current curricula and encourage schools to expand their offerings in this vital area. This change promotes an understanding of computing and its relevance in today's world, aligning educational outcomes with the demands of a changing economy that increasingly values technological proficiency.
Summary
House Concurrent Resolution No. 14 (HCR14) urges the State Board of Elementary and Secondary Education in Louisiana to allow computer science courses to fulfill science credit requirements for high school graduation. The resolution highlights the growing importance of computer science in the job market and emphasizes the need for educational reforms to better prepare students for future careers in this field. It aims to initiate a state-level plan that ensures access to computer science education from kindergarten through 12th grade, thereby integrating it fundamentally into the public education system.
Sentiment
The sentiment surrounding HCR14 appears to be largely positive, with both educators and parents expressing the need for more computer science education. The resolution reflects a growing recognition of the significance of STEM (Science, Technology, Engineering, and Mathematics) fields among the public. However, there may be concerns about the practicality of implementing such a program, particularly regarding resource allocation and teacher training to handle computer science curricula.
Contention
While HCR14 received unanimous support in the Senate vote, potential points of contention could emerge during the implementation phase. Critics may raise issues regarding the readiness of schools to adopt these changes, including potential disparities in access to computer science education in under-resourced districts. There is also the challenge of ensuring that the curriculum is both rigorous and relevant to the needs of students. The resolution seeks to address these challenges with a comprehensive state plan, though the effectiveness of such measures remains to be seen.
Requests DOE to study the feasibility of establishing AP Computer Science as an equivalent advanced mathematics course for purposes of satisfying high school graduation and TOPS eligibility requirements.
Urges and requests the Board of Regents and the state Board of Elementary and Secondary Education to include computer coding and American Sign Language as course equivalents for TOPS core curriculum and high school graduation requirements.
Requests that the Bd. of Regents and the State Bd. of Elementary and Secondary Education study the possibility of allowing a course in African American Studies to satisfy certain curriculum requirements
Directs the State Board of Elementary and Secondary Education to explore the creation of an appeals process for certain students who do not pass state-administered, end-of-course assessments required for high school graduation
Requests that the State Board of Elementary and Secondary Education collect, analyze, and report data relative to certain high and low performing schools