Relating to curriculum requirements in American history at institutions of higher education.
Impact
The bill's passage is intended to enhance the understanding of American history among graduates, thereby ensuring that future professionals possess a foundational grasp of significant historical events and contexts relevant to the United States. By institutionalizing this requirement, HB1705 aims to create a more historically literate populace, which proponents argue is essential for informed citizenship. The law applies to undergraduate students who initially enroll in higher education institutions starting in the fall semester of 2018, making it a significant shift for institutions to accommodate.
Summary
House Bill 1705 amends the Education Code to establish specific curriculum requirements regarding American history for institutions of higher education in Texas. The bill mandates that public colleges and universities receiving state support or aid must ensure that students complete a minimum of six semester hours of coursework in American history before being eligible to graduate with a baccalaureate or lesser degree. This includes at least three semester hours in a comprehensive survey course on American history or Texas history, with provisions for credit recognition of equivalent courses from other accredited institutions.
Conclusion
Overall, HB1705 represents an attempt to standardize educational requirements across Texas higher education institutions. Its implications extend beyond mere compliance, encouraging a broader cultural conversation about the role of history in education and the responsibilities of academic institutions to prepare students for participation in democratic society.
Contention
In discussions surrounding the bill, notable points of contention arise primarily from differing perspectives on education governance and the importance of historical education. Advocates for the bill assert that a well-rounded education should include a deep understanding of American history as a civic necessity. However, critics may argue that imposing strict curriculum requirements can limit academic freedom and flexibility within degree programs, potentially detracting from institutions' ability to tailor educational experiences to individual students' needs and interests. Additionally, there may be concerns regarding how such mandates affect the diversity of courses offered and the overall quality of education.
Relating to measures to support public secondary and postsecondary American history and civics education, including the satisfaction of curriculum requirements in American History at institutions of higher education and the establishment of the American History and Civics Project.