Texas Senate Bill SB1274

Texas 2019 - 86th Regular

Caption

Relating to the consideration of certain performance indicators in evaluating certain school districts and campuses under the public school accountability system.

Impact

If enacted, SB1274 would amend existing statutes within the Texas Education Code, particularly Section 39.053, which governs the evaluation of school performance. The amendment introduces the requirement that evaluators consider all indicators equally within domains of assessment, thus fundamentally changing how performance ratings are assigned. This could lead to significant changes in how schools are assessed, potentially affecting resource allocation and intervention strategies directed towards campuses struggling to meet certain educational benchmarks.

Summary

SB1274 is a legislative bill aimed at enhancing the public school accountability system in Texas by requiring a more detailed consideration of certain performance indicators when evaluating school districts and campuses. The bill specifies that the evaluation will take into account multiple domains of indicators of achievement, including student achievement, school progress, and efforts to close achievement gaps among different demographic groups. This measure seeks to create a more equitable and transparent accountability framework that reflects the actual performance of schools in meeting educational standards.

Contention

Notable points of contention surrounding SB1274 may arise from stakeholders concerned about the elevated emphasis on various performance indicators, particularly regarding how 'closing the gaps' among student subgroups is measured. There could be opposition from educators and administrators who argue that standardized assessments do not adequately reflect the diversity of students' learning needs. Moreover, the bill's stipulation for equal consideration across all evaluated indicators might increase pressure on schools already facing challenges in meeting existing benchmarks, raising concerns about the potential negative impact on teaching practices and student outcomes.