Relating to designations for rating the performance of public school districts and campuses for accountability purposes.
Impact
The amendments proposed by HB843 would significantly affect the framework through which educational performance is assessed in Texas. By refining the rating system, the bill encourages a more supportive dialogue around improvement strategies for struggling schools. The emphasis on program implementation, enhanced training, and reporting is designed to elevate student performance, particularly in schools identified as needing assistance. This change is intended to promote a system of continuous improvement, putting resources toward the most urgent needs, and ultimately benefiting student learning outcomes across the state.
Summary
House Bill 843 modifies various sections of the Texas Education Code to establish clearer designations for rating the performance of public school districts and campuses. The bill replaces terms such as 'unacceptable' with 'needs improvement' to provide a more nuanced understanding of school performance. This initiative aims to enhance accountability and support systems for underperforming schools, allowing for targeted interventions designed to improve educational outcomes. The bill mandates annual reports on performance and compliance, ensuring transparency in how schools are evaluated and supported.
Contention
While the bill has notable support due to its forward-thinking approach to educational accountability, there are concerns among critics regarding its practical implications. Some educators and stakeholders argue that the new terminology, while an improvement, may not address deeper systemic issues within public education funding and resource allocation. Additionally, questions have been raised about how the state will manage the additional data collection and reporting requirements that may arise from these changes, as these could potentially burden already stretched school districts. The focus on performance ratings is also a double-edged sword, as it could lead to increased pressure on schools, particularly those in disadvantaged areas.
Relating to public school accountability, including the assessment of academic performance, and district and campus performance standards and sanctions.
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 the consideration of distinction designations in the assignment of district and campus performance ratings under the public school accountability system.
Relating to the administration of certain assessment instruments, the accountability rating system for assessing campus and district performance, public school career and technology education programs, and an extracurricular and cocurricular allotment under the Foundation School Program.
Relating to the consideration of distinction designations in the assignment of district and campus performance ratings under the public school accountability system.
Relating to an indicator of achievement for evaluating the performance of public elementary, middle, and junior high school campuses and districts under the public school accountability system.
Relating to academic distinction designations under the public school accountability system and the career and technology allotment under the Foundation School Program.
Relating to public school accountability ratings, including interventions and sanctions administered to a school district or campus assigned a needs improvement rating.
Relating to public school accountability ratings, including interventions and sanctions administered to a school district, open-enrollment charter school, or district or school campus assigned an unacceptable performance rating.
Relating to authorization for granting, in response to petitions by parents, campus charters for certain public school campuses identified as unacceptable.
Relating to authority of school districts, home-rule school districts, and open-enrollment charter schools to establish innovation zones and the authority of school districts to obtain designation as districts of innovation.