Pennsylvania House Bill HB727

Pennsylvania 2025-2026 Regular Session

• Introduced: 2/25/25
• Refer: 2/25/25

Caption

In preliminary provisions, further providing for definitions, for Keystone Exams and graduation requirements and for special provisions applicable to the Keystone Exams, graduation requirements and alternative competency assessment; in district superintendents and assistant district superintendents, further providing for performance review; in professional employees, further providing for definitions; in pupils and attendance, further providing for assisting students experiencing education instability; in E-chievement Program, further providing for definitions; and, in educational tax credits, further providing for definitions.

Impact

If enacted, HB727 would fundamentally alter how student competency is measured in Pennsylvania. By approving the ACT as a substitute for Keystone Exams, the bill seeks to standardize testing and potentially align high school assessments more closely with college readiness standards. This shift is aimed at simplifying graduation requirements and providing a consistent approach for assessing students across the state. Furthermore, it emphasizes support for students facing transitional challenges in their education, thereby promoting inclusivity and accessibility in educational achievements.

Summary

House Bill 727 proposes significant revisions to the Pennsylvania Public School Code, particularly regarding the Keystone Exams and graduation requirements. The bill suggests that the Keystone Exams in algebra I, literature, and biology will be replaced by the ACT test as the primary assessment tool for evaluating student performance starting July 1, 2027. The legislation also introduces provisions aimed at assisting students experiencing education instability, ensuring that these students can graduate in a timely manner through options such as obtaining a Keystone Diploma when meeting certain criteria.

Sentiment

The sentiment surrounding HB727 appears to be cautiously optimistic, particularly among advocates for educational reform. Proponents view the transition from Keystone Exams to the ACT as a positive change that can foster better preparedness for post-secondary education. However, there are concerns from some educators and stakeholders about the implications of replacing standardized testing methods. Discussions are ongoing regarding the effectiveness of the ACT in adequately meeting the diverse needs of Pennsylvania's student population and whether this change could inadvertently create new disparities in educational outcomes.

Contention

Notable contention arises over the move to cease the Keystone Exams and replace them with the ACT test, which has sparked debate regarding standardization in assessments. Critics argue that the reliance on a singular national test may not reflect the diverse educational landscape of Pennsylvania's schools. Additionally, the provisions targeting students with education instability raise points of contention about the adequacy of pathways to graduation. Some stakeholders remain concerned about the potential for misalignment between local educational initiatives and state requirements, particularly for students from varying backgrounds and circumstances.