Louisiana House Bill HB771

Louisiana 2016 Regular Session

• Introduced: 3/4/16
• Refer: 3/4/16
• Refer: 3/14/16

Caption

Provides relative to state assessments as a requirement for student promotion and graduation (OR DECREASE GF EX See Note)

Impact

By removing the exit exam requirement, HB 771 seeks to amend existing educational statutes that currently link graduation to performance on state assessments, specifically in critical subjects such as math and English. The bill allows local public school boards to evaluate petitions from former students who have been previously denied diplomas due to these testing requirements and offers them a chance to regain their high school diplomas. This proposed law is intended to align local education policy with the needs of individual students, particularly those with special educational needs or circumstances which hindered their testing performance.

Summary

House Bill 771 aims to revise the requirements for student promotion and graduation in Louisiana by eliminating the necessity for state exit exam passage as a condition for earning a high school diploma. The proposed changes are set to impact students graduating from the class of 2017 onward, providing an alternative path for those who previously did not receive diplomas solely because they failed to meet state assessment requirements. The bill aims to create opportunities for students who might have been disadvantaged by strict testing regulations, acknowledging that standardized test performance may not fully represent students' abilities or readiness to graduate.

Sentiment

The sentiment surrounding HB 771 appears to be generally positive among educators and advocates for students, particularly those focused on equity in education. Proponents argue that the bill would alleviate undue pressure on students and account for diverse learning styles. Critics, however, may express concern that easing graduation requirements could dilute the standards expected from high school graduates, potentially impacting the quality of education and public perception of diploma value.

Contention

While HB 771 is designed with the intention of providing equitable opportunities for students, some points of contention may arise around the mechanisms for diploma petitions and the implications for local school boards. Various educational stakeholders may debate the balance between maintaining academic integrity and adapting to the needs of all learners. The provision that students receiving diplomas via this pathway will not be included in graduation rate calculations for schools and districts could lead to discussions about accountability and the accurate representation of educational outcomes.