Louisiana House Bill HB391

Louisiana 2025 Regular Session

• Introduced: 4/3/25
• Refer: 4/3/25
• Refer: 4/14/25
• Report Pass: 5/20/25
• Engrossed: 5/28/25
• Refer: 5/29/25
• Report Pass: 6/4/25
• Enrolled: 6/9/25
• Chaptered: 6/11/25
• Passed: 6/11/25

Caption

Amends the student growth component in the evaluation of teachers and administrators

Impact

If enacted, HB 391 will alter the current framework of teacher evaluations, as it adjusts the components that contribute to an educator's performance rating. The aim is to improve accuracy in measuring student progress by eliminating the skewing effects that absenteeism can have on performance data. This will particularly benefit educators working in areas where student absenteeism is prevalent, with implications on how performance metrics are framed and understood at the state level. The bill also mandates the development of a policy to invalidate evaluation data during natural disasters or other unexpected events, furthering its intent to create a just evaluation system.

Summary

House Bill 391 aims to amend the evaluation process for teachers and administrators in Louisiana. The bill specifically prohibits the inclusion of test scores or data from students with ten or more unexcused absences when determining the effectiveness of educators. By targeting these absences, the bill seeks to create a fairer evaluation model that does not penalize teachers for students' circumstances that are beyond their control. This change is significant as it shifts the focus of teacher evaluations towards a more equitable assessment of student growth, particularly for those who may be disadvantaged due to attendance issues.

Sentiment

The sentiment around HB 391 appears to be positive among those advocating for educational reform and equitable treatment of teachers. Supporters of the bill view it as a necessary modification to ensure that teachers are not unfairly judged based on factors they cannot control. Educators and advocates have praised the effort to provide a more accurate reflection of teaching effectiveness, arguing that it aligns with the broader goals of enhancing educational outcomes for all students. However, there may be some contention with traditionalists who prefer the existing metrics that include standardized testing outcomes.

Contention

Notable points of contention regarding HB 391 center around the broader implications of evaluating teacher effectiveness. Critics may argue that eliminating data from absentee students could obscure overall performance assessments and lead to a lack of accountability. Furthermore, discussions in legislative circles might reveal differing opinions on how attendance should be factored into educational evaluations, raising the question of balancing fairness against the need for improving student engagement and responsibility. As the bill progresses, these debates are expected to shape its final implementation and acceptance within the educational framework.