Louisiana House Bill HCR161

Louisiana 2013 Regular Session

• Introduced: 5/28/13
• Engrossed: 5/28/13
• Refer: 5/29/13
• Report Pass: 5/30/13
• Passed: 6/2/13

Caption

Requests that the State Bd. of Elementary and Secondary Education study the feasibility of implementing a 100-point scale for performance score ranges used to assign school and district letter grades

Impact

The potential impact of HCR161 on state laws revolves around the educational accountability measures established by the BESE. By evaluating the feasibility of a new grading scale, the resolution suggests a significant shift in how school performance is measured and communicated to stakeholders, including parents and the community. If adapted, this could lead to legislative changes that redefine evaluation metrics, potentially improving public perception of school performance and enhancing parental engagement in educational standards.

Summary

House Concurrent Resolution 161 (HCR161) urges the State Board of Elementary and Secondary Education (BESE) to study the feasibility of implementing a 100-point scale for assigning school and district letter grades as part of the state's school and district accountability system. The resolution highlights the current 150-point scale used for performance grading and acknowledges that it has led to confusion among students and parents. By suggesting a switch to a 100-point scale, the resolution aims to create a grading system that is more comprehensible and familiar to the general public, akin to the grading system used in classrooms from K-12 education.

Sentiment

The sentiment surrounding the resolution seems positive among advocates of clearer communication in education policy. Many believe that adopting a simpler grading scale can improve transparency and foster trust within the educational community. However, the resolution may also raise concerns among critics regarding how changes to the grading system might impact school evaluations and accountability measures. Balancing the desire for clarity with the need for comprehensive assessment criteria remains a focal point of discussion.

Contention

One notable point of contention is the effectiveness of the existing 150-point scale versus a proposed 100-point scale. Critics might argue that simplifying the grading system could overlook critical nuances in school performance that the broader range captures. On the other hand, proponents argue that a familiar 100-point scale will enhance understanding and communication about school performance, ultimately leading to better educational outcomes.