Urging the United States Congress to revise the No Child Left Behind Act of 2001 so that the State of Texas may exclude the assessment scores of recently arrived limited English proficiency students from adequate yearly progress determinations for a period of three years following the students' initial enrollment and so that the exclusion period for LEP students who enter Texas schools in grades 10 and higher concludes prior to the students' final year of schooling.
If enacted, this resolution could lead to significant enhancements in educational policies related to LEP students in Texas. By allowing a three-year exclusion of assessment scores from AYP determinations, the resolution aims to mitigate the adverse effects these evaluations may have on schools with a high percentage of LEP students. It is expected that such a change would reduce the chances of schools facing punitive actions under the No Child Left Behind Act due to the scores of students still acquiring English language skills, thereby providing schools greater flexibility in achieving educational outcomes without the pressure of stringent performance metrics during the initial years of enrollment.
HCR37 is a concurrent resolution urging the United States Congress to revise the No Child Left Behind Act of 2001. The resolution focuses on students with limited English proficiency (LEP) who are recent arrivals to the U.S., highlighting the challenges they face in standardized assessments. Currently, their scores are excluded from state adequate yearly progress (AYP) determinations for only one year, which many argue is insufficient for these students to overcome the language barriers and achieve the requisite knowledge and skills necessary for academic success. This resolution advocates for extending the exclusion period to three years for recently arrived LEP students, allowing them a fairer opportunity to acclimate and perform academically.
The sentiment surrounding HCR37 appears to be supportive among educators and advocates for equitable education, as they recognize the unique challenges faced by LEP students. Proponents argue that a three-year exemption would enable schools to better support these students without the immediate fear of negative impacts on school funding and resources tied to standardized test performance. However, some concerns may arise from legislators focused on accountability measures that worry any changes to testing policies might lower educational standards or mask performance issues in different demographics.
While there is broad support for the resolution's intent, some contention may arise around the implications of extending the assessment score exclusion period. Critics may argue that this approach could delay addressing potential issues related to the quality of education provided to LEP students or lead to a lack of accountability for educational institutions. Hence, discussions around HCR37 reveal a complex balance between enabling students to succeed and maintaining rigorous educational standards, with various stakeholders in the education system weighing in on how best to support LEP students.