Requires students to attain a minimum ACT score set by the State Board of Elementary and Secondary Education as a prerequisite to high school graduation and prohibits state-administered end-of-course assessments for high school students (OR -$4,300,000 GF EX See Note)
The proposed legislation could significantly alter the landscape of state education policy by shifting the focus from multiple standardized assessments to a single performance benchmark - the ACT score. The State Board of Elementary and Secondary Education (BESE) is tasked with determining the minimum score required for graduation, with stipulations to ensure that this score does not adversely affect the high school graduation rate. This change could have broad implications for educational quality and accountability in Louisiana's public schools, as the reliance on the ACT may influence teaching methods and learning outcomes.
House Bill 614, introduced by Representative Chassion, seeks to reform high school graduation requirements in Louisiana by making it mandatory for students to achieve a minimum score on the ACT, a nationally recognized standardized test. This bill also proposes to eliminate state-administered end-of-course assessments that currently serve as a cornerstone in evaluating high school education and graduation readiness. The objective of the bill is to streamline the graduation process and ensure students meet a consistent standard of academic proficiency, aligned with college and career readiness expectations.
The sentiment surrounding HB 614 appears to be mixed among legislators, educators, and stakeholders. Proponents argue that this change simplifies the graduation criteria and aligns better with post-secondary standards, potentially benefiting students who may struggle with state assessments. Conversely, opponents may express concerns about the high stakes associated with a single test determining graduation, fearing it may disproportionately affect students from disadvantaged backgrounds. Some educators also worry about the loss of comprehensive assessment approaches that could provide more nuanced insights into student learning.
Contention arises primarily around the sensitivity of high-stakes testing and its consequences on educational equity. Critics often highlight that relying on ACT scores alone might not adequately reflect the capabilities of all students, particularly those with varying educational backgrounds and learning styles. Furthermore, there may be concerns regarding what academic supports are in place to assist students in preparing for the ACT, especially if end-of-course assessments are removed. As the bill advances, discussions may focus on balancing the need for robust graduation standards with the recognition of diverse student populations.