Louisiana House Bill HB333

Louisiana 2015 Regular Session

• Introduced: 4/2/15
• Refer: 4/2/15
• Refer: 4/13/15
• Report Pass: 5/12/15
• Engrossed: 5/20/15
• Refer: 5/21/15

Caption

Provides exceptions in the GRAD Act relative to remedial education course offerings by certain public universities

Impact

The passage of HB 333 would amend the existing GRAD Act provisions, which seek to increase both retention and graduation rates by eliminating remedial education courses. As a key element of the GRAD Act, public universities had to commit to raising admission standards; however, this bill allows for a more lenient approach for regional universities, thereby promoting institutional flexibility while still striving for academic improvement. The effective date of these changes implies that institutions have a limited window to adjust their operational strategies in accordance with the new regulations.

Summary

House Bill 333 addresses the structure of performance agreements between the Board of Regents and specific public universities in Louisiana by allowing exceptions for remedial course offerings. The bill maintains that certain regional universities, as recognized by the Board of Regents, are not compelled to establish admission standards that disallow students requiring a single remedial course. By doing this, HB 333 aims to enhance accessibility to higher education for students who may benefit from such support without being barred from admission based on remedial needs.

Sentiment

The sentiment surrounding HB 333 appeared to be mixed among legislators and education stakeholders. Proponents argue that providing remedial course access fosters inclusivity and addresses educational gaps for students who may struggle without support. In contrast, some critics express concerns about the potential implications for educational standards and overall efficacy in improving graduation rates. This reflects an ongoing debate about balancing accessibility and maintaining academic integrity within higher education systems.

Contention

Key points of contention revolve around whether allowing students requiring remediation undermines the overall quality and competitiveness of higher education. Supporters argue that the bill prioritizes educational opportunities for disadvantaged students, while opponents worry it may dilute academic standards. As such, the bill's amendments invite discussion about the long-term implications for both the educational landscape and the state's workforce preparedness.