West Virginia House Bill HB2195

West Virginia 2023 Regular Session

• Introduced: 1/11/23
• Refer: 1/11/23

Caption

To provide that third grade students be competent in reading and math before moving on to fourth grade

Impact

The implementation of HB 2195 is expected to significantly alter education laws in West Virginia by mandating specific interventions for students struggling with reading and mathematics. The bill requires schools to implement targeted programs that support students in developing essential skills early in their education. Additionally, schools are required to inform parents about their child's progress and involvement in remediation efforts, ensuring that families play an active role in the educational process. Failure to meet the outlined standards by the end of third grade could result in student retention and further educational support.

Summary

House Bill 2195 aims to enhance educational outcomes for elementary students in West Virginia. The bill stipulates that students must demonstrate proficiency in reading and mathematics by the end of third grade in order to be promoted to fourth grade. To achieve this goal, the legislation calls for a multi-tiered system of support that incorporates early intervention strategies, professional development for teachers, and the establishment of an early learning reporting system to monitor student progress. This comprehensive approach underlines the emphasis on addressing literacy and numeracy gaps to ensure student success at later grade levels.

Sentiment

The sentiments surrounding HB 2195 vary among stakeholders. Advocates of the bill see it as a necessary measure to hold schools accountable for improving literacy and numeracy outcomes, highlighting the importance of foundational skills for lifelong success. Conversely, some educators and parents express concerns regarding the potential pressure this may place on young students, particularly those who may require additional support. Furthermore, there is apprehension about the resources available to implement such programs effectively, raising questions about equitable access to educational support.

Contention

A key point of contention in the discussions of HB 2195 revolves around the retention policy for students who do not achieve grade-level proficiency. While proponents argue that retention could motivate students to improve their academic skills, opponents raise concerns that retention may do more harm than good, particularly for vulnerable populations who may struggle with learning disabilities or socio-economic challenges. These debates highlight the balance that must be struck between accountability in education and the individualized needs of students.