Relating to evaluating the performance of public school districts and campuses.
Impact
This legislation proposes significant changes in how performance ratings are assigned to school districts and campuses. By mandating evaluations across the five specified domains, it establishes a more detailed and standardized approach to assessing educational outcomes. The emphasis on local evaluations and community involvement could lead to a more nuanced understanding of school performance, which is expected to help address disparities in student achievement among different groups.
Summary
House Bill 1690 aims to amend certain provisions of the Education Code in Texas to enhance the evaluation of public school districts and campuses. The bill establishes a framework for assessing the performance of school districts based on a set of defined achievement indicators across five domains. These domains will include various metrics such as assessment results, academic achievement differentials among different student demographics, dropout rates, and local criteria for evaluation, which schools must report annually.
Conclusion
Overall, HB 1690 represents a significant shift in public education policy in Texas, suggesting a greater emphasis on data-driven assessments and local accountability measures. As the bill progresses, discussions among lawmakers, educators, and community members will be crucial in shaping its final form and ensuring it meets the needs of Texas's diverse student population.
Contention
Despite the potential benefits of HB 1690, there may be points of contention among stakeholders. Schools might express concerns regarding the additional administrative burden that a new reporting system would impose, especially if the indicators require extensive data collection and analysis. Furthermore, the measure faces scrutiny over how effectively it measures educational quality and whether it could inadvertently lead to undue pressure on students and educators to perform, possibly at the expense of broader educational goals.
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 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 public school accountability, including the assessment of academic performance, and district and campus performance standards and sanctions.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to academic distinction designations under the public school accountability system and the career and technology allotment under the Foundation School Program.
Relating to continued monitoring of certain public school campuses that have been assigned a campus intervention team and the approval and modification of a campus turnaround plan submitted by a school district.
Relating to consideration under the public school accountability system of performance on assessment instruments by certain students formerly receiving special education services and to the placement and use of video cameras in certain self-contained classrooms or other settings providing special education services.