Provides for the consideration of student achievement in literacy and math in the evaluation of local school superintendents
Impact
If enacted, HB 112 is expected to significantly influence local education systems by reinforcing a framework in which superior performance in literacy and mathematics becomes a fundamental expectation from superintendents. By linking their evaluations directly to student performance metrics, local educational authorities are likely to adopt a more data-driven approach to management and intervention in schools that are underperforming academically. This legislative change aims to elevate standards across educational institutions while ensuring that superintendents are responsible for implementing effective strategies to enhance student outcomes.
Summary
House Bill 112 aims to amend the evaluation process for local public school superintendents by incorporating specific criteria related to student achievement in literacy and mathematics. This bill mandates that at least fifteen percent of a superintendent's performance evaluation shall be based on evidence of growth in these key academic areas by the end of the third grade. Furthermore, the bill proposes that local school boards establish performance targets in various aspects of school performance, particularly for schools that have received lower grades ('C', 'D', or 'F'). The intent is to hold superintendents accountable for the academic progress of students under their supervision.
Sentiment
The overall sentiment surrounding HB 112 appears to be supportive among educational policymakers who advocate for accountability within the school systems. Proponents argue that this bill could foster a culture of continuous improvement in local educational jurisdictions as collective efforts are aimed at enhancing student performance from an early age. However, there may also be concerns from educators about the implications of high-stakes evaluations and whether the criteria set forth adequately reflect the broader complexities involved in achieving student success.
Contention
There may be contentions related to how performance targets are determined and the potential implications of high-pressure evaluation metrics on superintendents and school boards. Critics could argue that while the intentions of the bill are commendable, overemphasis on standardized metrics may lead to teaching to the test, thereby undermining a more holistic educational approach. Notably, there are concerns about ensuring equitable resources and support for schools that are rated poorly, fundamentally questioning how these evaluations align with the broader goals of educational equity and sustainability within communities.
Creates and provides for a program to provide state funding for the education of students not enrolled in public school and expands the ability of parents to enroll children in the public school of their choice (RR INCREASE GF EX See Note)
Prohibits promotion to the fourth grade of certain students whose reading deficiencies have not been remedied by the end of the third grade (EN INCREASE LF EX See Note)
Creates and provides for a program to provide state funding for the education of students with exceptionalities not enrolled in public school (RE INCREASE GF EX See Note)