Louisiana Senate Bill SB477

Louisiana 2016 Regular Session

• Introduced: 5/10/16
• Engrossed: 5/12/16
• Refer: 5/13/16
• Report Pass: 5/17/16
• Enrolled: 5/31/16
• Chaptered: 6/14/16
• Passed: 6/14/16

Caption

Provides relative to the use of student growth data in teacher evaluations. (gov sig)

Impact

The enactment of SB 477 would significantly influence state educational policy surrounding teacher evaluations. By mandating the inclusion of value-added data, the bill aims to create a more standardized and objective approach to assessing educator effectiveness. This engagement with student growth metrics is intended to hold teachers accountable for their students' educational outcomes, potentially leading to improvements in classroom instruction as educators adjust strategies to enhance student performance.

Summary

Senate Bill 477 seeks to amend Louisiana's public school teacher and administrator evaluation processes by emphasizing the use of student growth data in assessments. The bill establishes that fifty percent of evaluations for teachers and administrators must be based on evidence of growth in student achievement, utilizing a value-added assessment model. This model considers various factors affecting student performance, such as special education needs and socioeconomic status, ensuring a more comprehensive evaluation of teachers based on their students' progress.

Sentiment

The sentiment surrounding SB 477 appears to be generally supportive, particularly among educational policymakers who advocate for data-driven approaches to improving educational quality. Proponents argue that utilizing value-added measurements promotes accountability and transparency in teacher evaluations. However, some concerns have emerged regarding the potential pitfalls of relying too heavily on standardized testing measures, with critics warning that it may not fully capture the nuances of teaching and learning environments.

Contention

Despite its merits, SB 477 has sparked debate over the implications of using student performance data as a significant factor in teacher evaluations. Critics express concerns that such reliance on quantitative metrics could lead to a narrowing of the curriculum, as teachers may be incentivized to focus solely on test preparation at the expense of a more well-rounded education. Additionally, there are apprehensions about the fairness of evaluating teachers based on student growth data when many external factors influence student performance.