Relating to early assessment and interventions for school district students.
Impact
The legislation requires school districts to administer an approved mathematics instrument at least three times a year, allowing educators to track student progress effectively. Additionally, it compels school districts to develop and implement mathematics improvement plans for students who demonstrate a risk of falling behind, ensuring targeted support is provided based on specific needs. This proactive approach seeks to improve overall student performance in mathematics and align local educational strategies with state standards.
Summary
Senate Bill 2527 introduces a framework for early mathematics assessment and intervention for students in kindergarten through third grade in Texas. The bill mandates that the Texas commissioner of education adopt a list of approved or developed mathematics assessment instruments that local school districts can use to evaluate students' foundational numeracy skills. This standardized approach aims to ensure that assessments are consistent across districts and are based on scientific research to identify students who may be at risk of not achieving satisfactory performance in mathematics by the time they reach third grade.
Contention
While supporters argue that SB2527 will enhance educational outcomes by ensuring early identification and intervention for students in need, there may be concerns regarding the implementation of mandated assessments. Critics might raise issues regarding the pressure placed on teachers and students, and the adequacy of resources available for schools to support struggling students effectively. Potential challenges could also arise concerning compliance and the training required for educators to administer and interpret these assessments correctly.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to accelerated instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments, indicators under the public school accountability system, and performance standards in public schools.
Relating to measures to support kindergarten readiness and early literacy and numeracy skills for public school students and to funding to support those measures.
Relating to measures to support kindergarten readiness and early literacy and numeracy skills for public school students, including an early childhood parental support program and prekindergarten programs in public schools, and to funding under the Foundation School Program for certain school districts and to support those measures.
Relating to requirements regarding assessment instruments required for public high school graduation and the use of individual graduation committees to satisfy certain public high school graduation requirements.
Relating to the administration of assessment instruments in public schools, eliminating the requirement to use public school assessment instruments as a criterion for promotion or graduation, and the temporary suspension of certain accountability determinations for a school district or campus in a school year in which the operations of the district or campus are disrupted as a result of a declared disaster.