Relating to considering the assessment instrument results of certain students in evaluating school district and campus performance.
Impact
The bill's enactment will lead to a significant change in how educational performance is assessed at the district and campus levels, particularly concerning students with limited English proficiency. By excluding these students' assessment results from evaluations, the bill aims to foster a more equitable educational environment. The three-year period will provide schools with an opportunity to develop enhanced support systems and tailored instructional strategies for limited English proficient students without the pressure of negative performance evaluations during that time.
Summary
House Bill 3285 addresses the evaluation of school district and campus performance in Texas. It specifically mandates that the results of assessment instruments for students who are classified as limited English proficient cannot be considered for performance evaluations for a period of three years. This provision is intended to ensure that the performance assessments do not unfairly disadvantage these students, acknowledging the challenges they face in achieving standardized testing benchmarks due to language barriers.
Sentiment
The sentiment surrounding HB 3285 appears to be generally positive among educators and advocates for equity in education. Supporters argue that the bill is a necessary initiative to improve educational outcomes for students who often face significant challenges in the classroom. They believe that by removing these students' assessment results from performance evaluations, schools can focus on providing better educational resources and support. However, some concerns might exist regarding the long-term implications of this exclusion on overall accountability measures within schools.
Contention
Notable points of contention may arise around the impacts on accountability and the potential for schools to not be fully responsible for all student segments in performance metrics. Critics might argue that while the intent to support limited English proficient students is commendable, it could result in a lack of rigorous accountability for school districts, ultimately affecting the quality of education offered to all students, including those who are English proficient.
Relating to the administration of certain required assessment instruments and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to an indicator of achievement for evaluating the performance of public elementary, middle, and junior high school campuses and districts under the public school accountability system.