Louisiana Senate Bill SB293

Louisiana 2020 Regular Session

• Introduced: 2/27/20
• Refer: 2/27/20
• Refer: 3/9/20
• Report Pass: 5/14/20

Caption

Limits the use of certain test scores in the school accountability system. (gov sig)

Impact

The implications of SB 293 are notable for school districts across Louisiana. By reducing the weight of standardized test scores in performance evaluations, the bill aims to encourage schools to focus on a broader range of student achievements and growth metrics. This change is anticipated to provide schools with greater flexibility and mitigate pressure on students and teachers related to standardized testing results, potentially fostering a more holistic approach to education and student development.

Summary

Senate Bill 293 seeks to modify the current accountability measures for schools in Louisiana by limiting the impact of specific standardized test scores on a high school's performance rating. Starting from the 2020-2021 school year, the bill stipulates that students' performance on the ACT and ACT WorkKeys assessments will account for no more than 10% of a high school's overall score. This significant change is aimed at striking a balance in the accountability system that traditionally has placed substantial emphasis on standardized assessments.

Sentiment

Reactions to SB 293 appear to be largely supportive among educators and administrators who advocate for less reliance on high-stakes testing. Supporters argue that this bill will support a more inclusive education system that nurtures diverse talents and skills beyond standardized measures. However, there may be apprehension among some policymakers and stakeholders regarding the potential decrease in accountability standards that this reduction could imply, thereby raising essential debates on educational measurement and standards.

Contention

The main contention surrounding SB 293 revolves around the balance between rigor in educational accountability and the need for a more comprehensive assessment of student ability. Critics may argue that limiting the influence of test scores could lead to less motivation for students while depriving schools of crucial feedback necessary for improvement. Conversely, proponents contend that this approach could alleviate undue stress on students and educators, ultimately leading to better educational outcomes and emotional well-being.