Texas Senate Bill SB140

Texas 2011 - 82nd Regular

• Out of Senate Committee: 3/7/11
• Introduced: 11/8/10
• Voted on by Senate: 3/17/11
• Refer: 1/31/11
• Report Pass: 3/7/11
• Refer: 3/30/11

Caption

Relating to minimum public school attendance for class credit or a final grade.

Impact

The bill is designed to formalize alternative pathways for students to meet the instructional requirements crucial for class credit. Boards of trustees in school districts are required to form attendance committees that can review petitions from students who have fallen short of attendance requirements. The committee is intended to have a majority of classroom teachers, ensuring that decisions are made with educational insights in mind. The implications of this bill are significant as it provides mechanisms for students who cannot meet standard attendance requirements due to various reasons, thus potentially improving educational outcomes for those affected by personal or situational hardships.

Summary

SB140 aims to amend Section 25.092 of the Texas Education Code, which governs the minimum attendance requirements for public school students from kindergarten through grade 12. Under this bill, to receive credit or a final grade for a class, a student must attend at least 90 percent of the class days offered. However, it introduces a provision allowing students who attend at least 75 percent but less than 90 percent of the required days to still be eligible for credit if they complete a plan approved by the school's principal. This change is intended to provide flexibility for students facing challenges that might hinder their attendance, potentially allowing for academic success despite these challenges.

Contention

Notably, concerns may arise around the subjective nature of determining 'extenuating circumstances.' Critics might argue that lax attendance policies could undermine academic rigor or lead to discrepancies in educational equity. For instance, the requirement that these circumstances be predefined by school districts could create inconsistencies across different regions, raising questions about fairness in educational standards. Moreover, the provision allowing for an appeal process to the board of trustees and subsequently to the district court may also introduce burdens on administrative resources, possibly complicating the management of school policies and practices.