Provides relative to information provided with the release of school performance scores and letter grades. (gov sig)
Impact
Legally, SB152 impacts the framework for how school performance is reported, compelling the state to maintain transparency regarding the methodologies used to calculate scores and grades. By requiring the publication of comparative data, the bill aims to maintain consistency in accountability measures while also accommodating changes in evaluation criteria. This approach helps mitigate confusion among parents and educators regarding how performance grades are calculated and allows for an assessment of the implications of changes in methodology on school performance assessments over time.
Summary
Senate Bill 152, introduced by Senator Morrish, aims to enhance the transparency and accountability of Louisiana's school performance assessment system. The bill mandates that for the 2017-2018 school year, the state board will publish school and district performance scores derived from both the previous and current methodologies. This dual display is designed to allow for an easy comparison, ensuring that stakeholders can understand the impact of changes to evaluation criteria over time. The bill seeks to provide clarity to parents, educators, and policymakers about school performance metrics, enabling more informed decision-making.
Sentiment
The sentiment surrounding SB152 generally aligns with a positive push for transparency and accountability in education. Supporters of the bill, including various educational advocates, have expressed that it represents a necessary step towards clearer communication regarding student and school performance. However, some educators have voiced concerns regarding potential over-reliance on easily quantifiable metrics, arguing that such measures may not adequately reflect the realities of teaching and learning conditions.
Contention
Notable points of contention regarding SB152 include the potential for confusion in interpreting dual-grading methods, and whether the implementation of new methodologies could adversely affect the perception of school performance without recognizing contextual factors. Legislators also debated whether the publication of performance scores should include a caveat that explains the shifts in methodology to ensure that stakeholders fully understand the implications of these changes on school ratings.
Delays implementation of a system to assign performance-based letter grades to public schools and school districts. (gov sig) (OR +$2,700 GF EX See Note)
Requires the State Bd. of Elementary and Secondary Education to disseminate annually its method for determining school and district performance scores and letter grades and limits changes to the method
Provides for determinations for grade level promotion of certain students with exceptionalities regarding performance on state tests and provides for calculations of school performance scores relative to such students
Provides relative to the use of student test scores and diploma types in calculations of performance scores for the school and district accountability system