Requests the State Board of Elementary and Secondary Education to study the role of ACT and WorkKeys scores in the school and district accountability system
Impact
The proposed study aims to clarify the applicability of these testing programs, as ACT assessments are generally designed for students pursuing university diplomas, while WorkKeys assessments focus on foundational skills necessary for workplace success. This distinction raises questions on whether the accountability scores adequately reflect the competency of all high school students, particularly those on career tracks. A study of this nature could lead to adjustments in how performance metrics are determined, potentially influencing educational policies across the state.
Summary
House Resolution 101 (HR101) urges the State Board of Elementary and Secondary Education (BESE) to study the role of ACT and WorkKeys scores in Louisiana's school and district accountability system. The resolution recognizes that current law requires BESE to establish a method for assigning performance scores that impacts how schools and districts are graded. As part of this review, HR101 emphasizes the importance of evaluating the effectiveness of the ACT and WorkKeys tests in relation to the diverse educational paths students may choose upon graduation.
Sentiment
The sentiment surrounding HR101 appears generally supportive, with a consensus that more nuanced accountability measures could benefit both students and educational institutions. The resolution's passage through the House with a broad vote of 92-0 indicates a strong bipartisan agreement on the necessity of a thorough review of current assessments. By advocating for a revised approach that considers varied student needs, the bill reflects a commitment to enhance educational outcomes in Louisiana.
Contention
While there was no significant opposition noted in the voting or discussions, HR101 seeks to address the broader question of accountability in education, which often elicits debate among stakeholders regarding standardized testing. Advocates for educational reform may call for broader reforms, while traditionalists may argue against altering established accountability frameworks. Nevertheless, HR101's intent to study these scores signals an acknowledgment of the complexities within student assessment and the need for tailored educational strategies.
Requests the state Department of Education, in consultation with the State Board of Elementary and Secondary Education, to study pathways to the teaching profession
Requests the State Board of Elementary and Secondary Education, in collaboration with the state Department of Education, to develop a policy relative to the issuance of posthumous high school diplomas to deceased high school students
Requests that the state Department of Education revise the proposed early learning and development standards and submit its version to the State Board of Elementary and Secondary Education for consideration
Requests the Louisiana Department of Education and the State Board of Elementary and Secondary Education to submit an annual report to the Senate committees on Education and Finance on how differentiated teacher pay, contained in the Minimum Foundation Program formula, is applied and distributed in a fair and equitable fashion.
Requests that the state Dept. of Education revise the proposed early learning and development standards and submit its version to the State Bd. of Elementary and Secondary Education for consideration
Requests the Louisiana Department of Education and the State Board of Elementary and Secondary Education to provide specific information in a report to the Senate committees on finance and education relative to cameras in certain classrooms.
Requests that the Board of Regents conduct a study relative to the state's articulation and transfer process with respect to high school students who complete career and technical education courses and earn industry-based credentials
Requests school-level reporting by public elementary, secondary, and postsecondary schools relative to programs and activities related to critical race theory; diversity, equity, and inclusion; or transformative social emotional learning