If enacted, HB 269 would significantly alter existing statutory requirements related to high school testing. By phasing out EOC tests, the bill would reorganize how student performance is evaluated in North Carolina public schools, placing emphasis on the nationally recognized assessments, which are intended to be more standardized across various contexts. The intended effect is to better prepare students for post-secondary education and enhance accountability measures within schools. This will potentially impact educational metrics used for assessing school performance and student capabilities as they transition to higher education.
Summary
House Bill 269 aims to replace the end-of-course (EOC) testing in grades nine through twelve with a nationally recognized assessment of high school achievement and college readiness. This move is designed to streamline testing requirements under the North Carolina education system and provide a more standardized measure of student performance. The bill requires the State Board of Education to ensure all students in the eleventh grade take this new assessment unless they have successfully completed a comparable test. The legislation reflects a shift towards adapting testing practices to better align with college readiness standards expected at a national level.
Sentiment
The sentiment surrounding HB 269 appears cautiously optimistic, with some educators and policy-makers expressing support for the change, viewing it as a necessary modernization of testing standards. Proponents argue that the new assessment will provide valuable insights into students' readiness for college and beyond. However, caution remains regarding the potential implications of removing EOC tests, as concerns are raised about how schools will adapt to these shifts and maintain accountability in student performance without the previous testing formats.
Contention
One notable area of contention pertains to the elimination of ACT WorkKeys for career and technical education students, which was previously a requirement. Critics argue that this dismissal could undermine assessments geared towards preparing students for immediate entry into the workforce and the skills necessary for technical careers. There are fears that focusing solely on academic readiness may neglect practical vocational training, leading to gaps in workforce preparedness. As the bill moves forward, balancing academic expectations with career readiness remains a critical issue for legislators and stakeholders.
Relating to public school accountability, including reducing state required accountability exams to the minimum required by federal law and replacing current state required assessments with instructionally supportive assessments.
Relating to accountability of institutions of higher education, including educator preparation programs, and online institution resumes for public institutions of higher education.
Revises calculation of student financial need and provides circumstances for reduction of financial aid at institutions of higher education and proprietary institutions.
Revises calculation of student financial need and provides circumstances for reduction of financial aid at institutions of higher education and proprietary institutions.
Revises calculation of student financial need and provides circumstances for reduction of financial aid at institutions of higher education and proprietary institutions.