Texas House Bill HB289

Texas 2009 - 81st Regular

• Filed: 11/19/08

Caption

Relating to the provision of courses in behavioral modification by disciplinary alternative education programs and juvenile justice alternative education programs.

Impact

If enacted, HB 289 will amend certain sections of the Texas Education Code, specifically those relating to the establishment and operation of disciplinary alternative education programs and juvenile justice programs. The requirement to include behavioral modification courses is anticipated to improve student outcomes by focusing on personal development alongside academic achievement. This legislative change reflects an understanding of the complexities facing students in these alternate environments, pushing for a more holistic approach to their education.

Summary

House Bill 289 aims to enhance educational programs for students involved in disciplinary alternative education and juvenile justice alternative education programs in Texas. The bill mandates that all school districts provide courses in behavioral modification as part of their disciplinary programs. These courses must be taught by qualified instructors with at least a bachelor's degree in behavioral science. This legislative measure is intended to address the behavioral and educational needs of students who are removed from their regular classrooms, ensuring that they receive not only academic instruction but also support aimed at modifying behavior and improving self-discipline.

Contention

Discussions around HB 289 highlight the need for a balance between maintaining discipline in educational settings and providing support for at-risk students. Proponents of the bill argue that incorporating behavioral modification into educational curricula will better equip students to reintegrate into traditional schooling and society after their time in alternative programs. However, there may be concerns regarding the adequacy of resources and quality of instruction in these specialized courses. Critics may question whether the state can effectively monitor and maintain standards in these programs, given the varying capabilities of local school districts.