Texas Senate Bill SB53

Texas 2011 - 82nd Regular

• Introduced: 11/8/10
• Refer: 1/31/11

Caption

Relating to public school accountability for bilingual education and English as a second language and other special language programs.

Impact

If enacted, SB53 will significantly influence state education laws by enforcing stricter evaluation measures for bilingual and ESL programs within Texas public schools. The legislation requires that districts not only collect specific data regarding student performance but also sets standards for program effectiveness. Should a program be deemed ineffective over multiple consecutive years, the Texas Education Agency will be empowered to intervene and potentially enforce sanctions, which may result in the loss of funding or accreditation. This shift emphasizes a proactive approach to educational accountability and program improvement.

Summary

SB53 is aimed at enhancing public school accountability regarding bilingual education and English as a second language (ESL) programs. The bill mandates the collection and analysis of data disaggregated by campus and school district, focusing on student achievement indicators and performance comparisons between students of limited English proficiency and their peers. The intent of this legislation is to ensure that educational institutions are held accountable for the effectiveness of their bilingual and ESL programs, thereby improving academic outcomes for students who may struggle with English proficiency.

Sentiment

The sentiment surrounding SB53 appears to be generally supportive within educational advocacy groups that champion the needs of students with limited English proficiency. Supporters argue that the bill is a necessary step toward ensuring that these students receive the quality education they deserve and that their achievement gaps are addressed. However, there may be concerns among some school districts about the feasibility of meeting the increased accountability measures and the potential consequences for failing to do so.

Contention

Notable points of contention regarding SB53 include the logistical challenges that schools may face in collecting and analyzing the required data, particularly in districts with smaller enrollments. There is apprehension about the burden of compliance and the implications of sanctions for schools struggling to meet the new standards. Additionally, the definition of what constitutes an 'effective' bilingual or ESL program may lead to debates over appropriate metrics and evaluation methods, highlighting a potential conflict between standardized accountability measures and the diverse needs of students.