Louisiana House Bill HB448

Louisiana 2020 Regular Session

• Introduced: 2/27/20
• Refer: 2/27/20
• Refer: 3/9/20

Caption

Provides relative to the use of student test scores and diploma types in calculations of performance scores for the school and district accountability system

Impact

The legislation affects the Louisiana state education laws by altering how the State Board of Elementary and Secondary Education (BESE) evaluates schools and districts. By granting equal weight to various diplomas and ACT scores, the bill encourages schools to focus on a broader spectrum of student achievement, rather than simply high test scores. This adjustment could lead to a more inclusive accountability system that acknowledges diverse educational paths that students may take.

Summary

House Bill 448 aims to redefine the criteria for calculating performance scores in Louisiana's school and district accountability system. This bill mandates that specific categories within the performance scoring framework, particularly regarding student test scores and the types of diplomas earned, receive equal weight in calculations. This change is intended to promote fairness in how student achievements are recognized and to simplify the overall accountability process for educational institutions.

Sentiment

The sentiment surrounding HB 448 appears to be supportive among educators and advocates for educational equity. Proponents argue that the bill fosters an environment that recognizes different student accomplishments and acknowledges the hard work of all students graduating from high school, regardless of the diploma type or specific curriculum they completed. However, there may also be concerns about how such changes could influence long-term educational standards and expectations.

Contention

Notably, the main points of contention regarding HB 448 revolve around the potential implications for educational standards. Critics might question whether equal weighting simplifies performance assessments to the detriment of educational rigor, fearing it could dilute accountability measures that traditionally prioritize higher academic achievements. This debate highlights a broader discussion on how to balance inclusivity in education with the need for maintaining high standards.