Mississippi House Bill HB332

Mississippi 2023 Regular Session

• Introduced: 1/9/23
• Refer: 1/9/23
• Failed: 1/31/23

Caption

Statewide testing program; cease all statewide uniform assessments and determine promotion based on cumulative grades.

Impact

This legislation is poised to directly impact various state education laws by repealing several existing provisions that govern the administration of statewide assessments. Specifically, it repeals sections of the Mississippi Code that define the aims of statewide testing and outline penalties for test security violations. As a result, the current reliance on uniform assessments for promotion and graduation could be eliminated, placing greater authority and discretion in the hands of local school districts and educators. This change may lead to increased variations in educational standards across districts.

Summary

House Bill 332 proposes a significant overhaul of the current educational assessment system in Mississippi. Beginning in the 2023-2024 school year, the bill mandates that the State Board of Education cease all statewide testing programs. Instead of relying on standardized assessments to make decisions about student promotion and graduation, the bill stipulates that such decisions should be based solely on students’ cumulative grades from classroom assessments by their teachers. The focus shifts from standardized testing to a more localized evaluation approach, potentially allowing for more tailored educational experiences.

Contention

The introduction of HB332 has sparked a dialogue among educators and lawmakers about the effectiveness of standardized testing. Proponents argue that the bill empowers teachers and allows for more comprehensive evaluations of student performance, which can better reflect a student's understanding and mastery of content. However, critics express concerns that the lack of standardized assessments may undermine accountability measures and uniformity in educational standards, potentially leading to discrepancies in student readiness across different districts. Additionally, there are worries regarding the infrastructure required for adequately training teachers in assessing academic performance without the aid of standardized metrics.