Louisiana Senate Bill SCR63

Louisiana 2020 Regular Session

• Introduced: 5/14/20
• Refer: 5/15/20
• Report Pass: 5/21/20
• Passed: 5/22/20
• Engrossed: 5/26/20
• Refer: 5/26/20
• Report Pass: 5/27/20

Caption

Requests the State Board of Elementary and Secondary Education to create a task force to develop and oversee continuous learning outside of normal practices.

Impact

If enacted, SCR63 would significantly influence educational policies in Louisiana by facilitating the collaboration of varied stakeholders, including educators, parents, and policymakers. The task force would not only ensure that guidance aligns with local needs but could also help in addressing students' learning challenges exacerbated by the pandemic. This initiative is seen as a necessary adaptation that may lead to transformative changes in how education is delivered, focusing on continuous learning models.

Summary

Senate Concurrent Resolution No. 63 (SCR63) proposes the establishment of a continuous learning task force by the State Board of Elementary and Secondary Education. The resolution responds to the challenges posed by the COVID-19 pandemic, which necessitated the closure of school buildings statewide and created a pressing need for innovative educational approaches. The task force aims to provide guidance to Louisiana educators for adapting learning strategies outside traditional practices to meet the needs of students during these unprecedented times.

Sentiment

The sentiment surrounding SCR63 appears to be supportive, with a recognition of the urgent need to evolve educational practices in light of ongoing challenges. Legislators and educational stakeholders acknowledge the necessity of such a task force and express optimism about its potential to enhance learning outcomes. However, the resolutions indicate that achieving consensus on the appropriate guidance and methods for continuous learning will require careful consideration of diverse input from multiple parties involved in education.

Contention

While there may not be significant contention regarding the intent of SCR63, potential debates could arise concerning the representation and composition of the task force. The inclusion of various designees from educational associations and local governance groups highlights the bill's aim of comprehensive stakeholder engagement. Ensuring that all voices, especially those of educators and parents, are adequately represented might be a point of discussion in the task force's formation and functioning.