Louisiana House Bill HR154

Louisiana 2016 Regular Session

• Introduced: 5/13/16
• Refer: 5/16/16
• Report Pass: 5/18/16
• Passed: 5/24/16

Caption

Requests a study relative to the feasibility and advisability of allowing Anatomy and Physiology to satisfy certain requirements for high school graduation and qualification for Taylor Opportunity Program for Students awards

Impact

If adopted, the findings from the study requested by HR154 could result in significant changes to state education laws concerning high school graduation requirements. Specifically, the resolution calls into question the alignment of graduation criteria with the core curriculum necessary for TOPS eligibility. Should the study recommend reinstating Anatomy and Physiology as a qualifying course, it could enhance educational opportunities for students and potentially increase enrollment in health-related career paths.

Summary

House Resolution 154 (HR154) is a legislative measure aimed at urging relevant educational bodies in Louisiana to conduct a study on the feasibility of allowing an Anatomy and Physiology course to satisfy certain requirements for high school graduation and eligibility for the Taylor Opportunity Program for Students (TOPS) awards. The resolution recognizes that Anatomy and Physiology is a rigorous science course that is essential for students who intend to pursue careers in healthcare, and that its removal from the fulfillment list for graduation and TOPS is concerning.

Sentiment

Overall, the sentiment surrounding HR154 appears positive, particularly among educators and advocates for healthcare education. Supporters likely view the initiative as an important step toward preserving valuable educational pathways. The measure seems to foster collaboration among various educational institutions, which can be seen as a commitment to student success and broader access to educational resources in health sciences.

Contention

While the resolution enjoys broad support, potential contention may arise regarding its implementation and alignment with existing curriculum standards. Teachers and school administrators may have differing opinions on whether the demands of such a science course could be met within current educational frameworks. Additionally, while many advocate for the inclusion of comprehensive science coursework, any changes to graduation requirements may require careful balancing with other educational policy priorities.