Oregon House Bill HB2513

Oregon 2025 Regular Session

• Introduced: 1/13/25
• Refer: 1/17/25

Caption

Relating to contracts to administer a nationally normed assessment; declaring an emergency.

Impact

The impact of HB2513 on state laws involves amending ORS 329.488 to formalize the process by which ODE may contract with external entities for assessment administration. Schools are provided with the possibility of applying for waivers to work with alternative contractors if they had previously engaged with them. This adds a layer of flexibility in assessment delivery while ensuring that the overall standardized assessment task remains in place, assisting in tracking educational progress across the state's public schools.

Summary

House Bill 2513 is focused on the authorization of the Oregon Department of Education (ODE) to contract with a nonprofit entity or benefit company to administer a nationally normed assessment to all grade 10 public school students. The primary intent of this bill is to predict the success of students on college entrance exams, while also providing practice opportunities. By utilizing assessments that identify students with high potential for advanced placement or honors courses, the bill aims to improve overall educational outcomes and facilitate the recruitment of students into colleges.

Sentiment

The sentiment around HB2513 appears to be largely supportive among education professionals who value the emphasis on standardized assessments as a means to enhance student preparedness for beyond high school. Proponents argue that such measures will lead to better college readiness for students. However, there may be concerns about the equity and accessibility of these assessments, particularly regarding students from varying backgrounds who may not perform as well on standardized tests.

Contention

Notable points of contention may revolve around the appropriateness of outsourcing educational assessments to nonprofit entities or benefit companies. Critics might raise concerns about the quality and relevance of assessments provided by these external contractors, questioning whether they can effectively address the diverse needs of Oregon's student population. Additionally, discussions could arise about the costs associated with these contracts and their potential impact on educational funding at the district level.