Louisiana House Bill HCR43

Louisiana 2012 Regular Session

• Introduced: 3/15/12
• Engrossed: 3/19/12
• Passed: 3/20/12

Caption

Commends Don de Mahy on being a finalist for the National Merit Scholarship

Impact

While HCR43 is primarily ceremonial and serves no direct legal or statutory impact on state laws, it reinforces the state's commitment to promoting educational excellence and recognizing students who achieve high academic standards. This resolution emphasizes the importance of academic pursuits and encourages other students to strive for similar recognition. It also highlights the value placed on community service, as evidenced by de Mahy's engagement in building rain gutters during his mission trip to Guatemala.

Summary

House Concurrent Resolution 43 (HCR43) serves as a commendation to Don de Mahy for his significant academic accomplishments, specifically recognizing him as a National Merit Finalist. This resolution highlights de Mahy's exceptional performance in standardized testing, marking him as one of the top students not only in Louisiana but also in the nation among a select group of fifteen thousand finalists. The legislation reflects the pride of the Louisiana Legislature in recognizing outstanding students who contribute positively to their communities.

Sentiment

The sentiment surrounding HCR43 is predominantly positive, as it seeks to celebrate and uplift the achievements of young individuals in the state. There is an overarching theme of pride and appreciation for students who not only excel academically but also show dedication to serving others. This commendation fosters a supportive environment for educational success and community involvement among Louisiana's youth.

Contention

Given the nature of HCR43 as a commendatory resolution, there are no notable points of contention surrounding its passage. The unanimous support for the resolution indicates a collective agreement on the importance of recognizing academic achievements. However, it could be argued that such resolutions, while positive, represent an ongoing challenge in addressing broader educational inequities that certain students may face in striving for academic accolades.