Relating to the inclusion of satisfactory performance on certain postsecondary readiness assessment instruments in the indicators for evaluating the performance of public schools.
Impact
The passage of HB843 fundamentally alters the landscape of educational assessments by emphasizing postsecondary readiness indicators that align more closely with student preparedness for higher education and the workforce. It shifts the focus from merely evaluating schools based on test scores to a broader spectrum of achievements, which may include advanced placement test scores or dual credit course completions. Consequently, it seeks to foster an educational environment where students are assessed based on a variety of academically rigorous criteria, potentially leading to improved educational outcomes in Texas.
Summary
House Bill 843 aims to amend the Texas Education Code to revise how public school performance is evaluated by incorporating satisfactory performance on certain postsecondary readiness assessment instruments. Specifically, the bill prohibits the results of these assessments from being used for accountability purposes by the agency or school districts, nor for teacher evaluations or determining student grades for high school graduation. This reform is intended to focus evaluations more on student development rather than standardized test results, promoting a more holistic approach to education.
Sentiment
The sentiment surrounding HB843 appears to be generally positive among education advocates who support a more nuanced and equitable assessment system. Proponents highlight that reducing the reliance on high-stakes testing will enable schools to tailor their curricula more effectively and support diverse learner needs. However, there are concerns among some stakeholders regarding the implementation of the new evaluation metrics, as well as how these changes will be communicated to educators and parents. Critics argue that without clear guidelines and training, the transition could lead to inconsistencies in evaluating school performance.
Contention
One notable point of contention is the bill's potential neglect of traditional accountability measures that some stakeholders believe are necessary for assessing school effectiveness. Opponents fear that by sidelining standardized tests, there may be a risk of diminishing the perceived rigor and accountability that such assessments provide. The debate raises fundamental questions regarding the balance between fostering innovative educational practices and maintaining robust accountability standards within the Texas Education system.
Relating to accelerated instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments, indicators under the public school accountability system, and performance standards in public schools.
Relating to an indicator of achievement for evaluating the performance of public elementary, middle, and junior high school campuses and districts under the public school accountability system.
Relating to public school accountability, including the assessment of academic performance, and district and campus performance standards and sanctions.
Relating to eliminating the requirement to use public school assessment instruments as indicators of achievement under the public school accountability system.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to the administration of certain assessment instruments, the accountability rating system for assessing campus and district performance, public school career and technology education programs, and an extracurricular and cocurricular allotment under the Foundation School Program.
Relating to secondary-level assessment of public school students and the use of individual graduation committees to satisfy certain public high school graduation requirements.