Prohibits the inclusion of test scores of a student who has excessive absences in the value-added model or in other measures of student growth for purposes of teacher evaluations
Impact
If enacted, HB 533 will adjust the current standards for evaluating teacher effectiveness by focusing on reliable and fair measures of student growth. Specifically, it will stipulate that any student with ten or more unexcused absences in a semester will have their test scores excluded from the evaluations. This legislation is expected to impact the way teachers are assessed for their effectiveness and could lead to a reassessment of accountability in school systems, aiming for a more nuanced approach to student performance evaluation.
Summary
House Bill 533 aims to amend the evaluation process for teachers in Louisiana by prohibiting the inclusion of test scores from students who have excessive unexcused absences in the value-added assessment model used for teacher evaluations. This change is significant as it seeks to ensure that teachers are not penalized for factors beyond their control, namely student attendance. The bill reflects a growing recognition of the impact that student participation and attendance have on educational outcomes and teacher assessments.
Sentiment
The sentiment surrounding HB 533 appears supportive, particularly from educators and school administrators who believe that the current evaluation system does not adequately reflect a teacher's abilities due to factors like student absences. The bill's proponents argue that it will allow for a more equitable evaluation process, while critics may raise concerns about the criteria for determining excused vs. unexcused absences and its potential implications on academic accountability.
Contention
One notable point of contention regarding HB 533 could arise from discussions on how to accurately define and implement the exclusion of students with excessive absences from the evaluation process. Although the intention is to create a fairer assessment system, the effectiveness of the value-added model and its applicability may still be questioned. Further debates may occur over the implications of not counting certain students in evaluating teachers, as it may lead to further complexities in educational assessments and standards.
Lowers the required percentage of a teacher's evaluation that is based on growth in student achievement using a value-added assessment model and provides for weighted application of evaluation elements in the calculation of evaluation results (OR INCREASE LF EX See Note)