Kentucky House Bill HCR56

Kentucky 2023 Regular Session

• Introduced: 2/21/23
• Refer: 2/21/23

Caption

A CONCURRENT RESOLUTION urging the United States Department of Education to amend the federal accountability requirements.

Impact

If enacted, HCR56 aims to encourage the Kentucky General Assembly to leverage the flexibility afforded by the Every Student Succeeds Act of 2015. The resolution's intent is to create an accountability system that emphasizes meaningful instruction and values student performance in a way that cannot be easily quantified through standardized tests. By advocating for changes to federal requirements, the resolution seeks to ensure that Kentucky can enhance its educational framework without being constrained by narrow accountability boundaries imposed by the federal government.

Summary

HCR56 is a concurrent resolution urging the United States Department of Education to amend federal accountability requirements. The bill highlights concerns about the effects of high-stakes state assessments, which have shifted classroom focus from standards-based instruction to test-based teaching. This change is seen as detrimental, as it dilutes the quality of student learning and does not adequately reflect the diverse educational experiences that are vital for student success.

Sentiment

The sentiment surrounding HCR56 appears to be supportive among educational advocates who believe in the need for a more flexible and comprehensive approach to student assessment. The bill is framed positively as an opportunity to innovate educational assessment practices in Kentucky. However, there may be skepticism regarding the likelihood of the federal government heeding the requests made through this resolution, which could complicate its implementation.

Contention

Notable points of contention revolve around the ongoing debate about the effectiveness and consequences of standardized testing in education. Proponents of HCR56 argue that the current federal accountability systems hinder meaningful learning and do not encompass the full range of student abilities and classroom successes. Critics, however, may question the practicality of implementing widespread changes to the accountability structure and whether such initiatives can be realized without clear guidelines or support from the federal level.