Missouri House Bill HB1956

Missouri 2022 Regular Session

• Introduced: 1/5/22
• Refer: 1/27/22
• Report Pass: 3/29/22
• Refer: 3/29/22
• Report Pass: 4/19/22

Caption

Establishes the Competency-based Education Grant Program and Competency-based Education Task Force

Impact

The implementation of HB 1956 could significantly influence state education laws concerning how schools assess and advance students. The bill calls for the establishment of the 'Show-Me Success Diploma Program' as an alternative pathway to graduation, where students can earn diplomas by demonstrating competencies through various assessments rather than meeting traditional educational requirements. This could lead to more local educational authorities adopting competency-based models, reshaping funding structures, and changing how students engage with their learning environments.

Summary

House Bill 1956 introduces the 'Competency-Based Education Grant Program' and establishes a 'Competency-Based Education Task Force' in Missouri. The aim of the bill is to create and promote competency-based education systems within public schools, allowing students the flexibility to progress through their education based on their demonstrated mastery of subjects rather than adhering strictly to traditional grade progression. This initiative seeks to provide alternative pathways to graduation and personalized learning experiences for students, which proponents argue will enhance educational outcomes and prepare students better for post-secondary education or the workforce.

Contention

While the bill is designed to innovate and modernize educational approaches in Missouri, there are points of contention that may arise around its implementation. Critics may argue that transitioning to a competency-based system could lead to disparities in educational quality if not administered uniformly across districts. Concerns may also surface regarding the adequacy of training for educators to effectively implement and facilitate such programs. Additionally, there might be debates over the assessment methods used to determine student proficiency and the potential exclusion of students who thrive under traditional educational models.