Louisiana House Bill HB269

Louisiana 2022 Regular Session

• Introduced: 2/28/22
• Refer: 2/28/22
• Refer: 3/14/22
• Report Pass: 4/27/22
• Engrossed: 5/9/22
• Refer: 5/10/22
• Report Pass: 5/23/22
• Refer: 5/24/22
• Report Pass: 6/2/22

Caption

Prohibits promotion to the fourth grade of certain students whose reading deficiencies have not been remedied by the end of the third grade (RE1 INCREASE LF EX See Note)

Impact

The implementation of HB 269 will directly impact public school policies regarding student promotion and retention. Schools will be required to provide intensive instructional services, including daily evidence-based reading instruction, for students who fail to meet the reading proficiency necessary for promotion. Additionally, public school governing authorities must notify parents about their child's reading deficiencies and the interventions that will be provided to assist them. The bill is set to take effect in the 2023-2024 school year, which will necessitate schools to developing reading remediation plans promptly.

Summary

House Bill 269 aims to enhance reading proficiency among elementary school students in Louisiana by prohibiting the promotion of certain third-grade students to the fourth grade if they have not remedied their reading deficiencies by the end of the academic year. Specifically, if a student scores at the lowest achievement level in reading assessments, they will not be promoted unless they meet specific criteria for exceptions. The bill emphasizes the importance of early literacy and the need for effective remedial instruction.

Sentiment

The sentiment surrounding HB 269 appears to be mixed. Supporters argue that the bill will encourage schools to focus on reading proficiency, ultimately benefiting students through increased literacy skills. However, there are concerns among some legislators and education advocates about potential negative consequences, including the stress imposed on young children and the impact that retention may have on their self-esteem and future academic performance. Overall, the debate reflects a broader concern about how to balance educational standards and the individual needs of students.

Contention

Notable points of contention include the potential emotional toll on students who are retained and whether the remedial support prescribed in the bill will be adequately funded and implemented. Critics argue that retention may not effectively address the underlying issues causing students' reading deficiencies, while proponents contend that the bill provides necessary safeguards to ensure that students achieve essential literacy skills before progressing to higher grade levels. Therefore, the discussion around HB 269 captures a critical tension in educational policy regarding standards and student welfare.