Louisiana House Bill HR71

Louisiana 2021 Regular Session

• Introduced: 5/10/21
• Passed: 5/13/21

Caption

Recognizes May 6, 2021, as Literacy Day at the state capitol

Impact

The resolution emphasizes the economic implications of literacy, noting that Louisiana spends over $270 million annually on remediation for students performing below grade level. By spotlighting Literacy Day, the resolution aims to galvanize efforts in improving reading skills, which are foundational for educational success and overall academic achievement. This initiative aligns with the Louisiana Department of Education's goals to enhance literacy rates through various programs and resources for educators and families.

Summary

House Resolution 71 aims to recognize May 6, 2021, as Literacy Day at the State Capitol of Louisiana. The resolution is driven by alarming statistics regarding literacy rates among Louisiana's fourth-grade students, where 74% do not read proficiently. Additionally, it highlights that students lacking basic reading skills by the end of third grade are significantly more likely to drop out of school. This resolution serves as a call to action to address these educational challenges, particularly the issue of dyslexia, which affects a substantial number of individuals.

Sentiment

The sentiment surrounding HR71 is predominantly positive, reflecting a collective acknowledgment of the pressing need to improve literacy in Louisiana. Lawmakers and educational advocates are likely to view the resolution as a necessary step toward fostering a greater awareness of literacy issues. It signifies a commitment from the state legislature to support educational reforms that target reading proficiency, thus impacting the lives of students and their long-term success.

Contention

While the resolution was largely supported, there may be underlying contention regarding the resources and strategies deployed to improve literacy rates. The focus on both systemic issues in education and the need for more targeted professional development for teachers may provoke discussions about the effectiveness and adequacy of current initiatives. Critics may argue that more substantial funding and comprehensive measures are required to make a significant impact, ensuring that all at-risk students receive the support they need to achieve proficiency in reading.