Texas Senate Bill SB1564

Texas 2011 - 82nd Regular

• Out of Senate Committee: 4/26/11
• Introduced: 3/10/11
• Voted on by Senate: 5/4/11
• Refer: 3/23/11
• Out of House Committee: 5/12/11
• Report Pass: 4/26/11
• Engrossed: 5/4/11
• Refer: 5/4/11
• Report Pass: 5/11/11

Caption

Relating to developmental education courses and the assessment of student readiness under the Texas Success Initiative for public institutions of higher education.

Impact

With the implementation of SB1564, Texas institutions will be required to adopt a systematic method for evaluating developmental education programs. This includes a comprehensive focus on differentiating instructional practices, integrating technology, and providing faculty development opportunities. The changes aim to ensure that students receive tailored support, which is essential for improving college completion rates, particularly among students who may enter higher education needing remedial assistance.

Summary

SB1564 aims to amend the education code regarding developmental education courses and the assessment of student readiness in Texas public institutions of higher education. Specifically, it introduces new guidelines for how institutions assess student readiness for college-level coursework and mandates the incorporation of best practices in developmental education. The bill reflects a significant effort to enhance the efficacy of developmental courses by ensuring that assessment tools are diagnostic and aligned with current research on student readiness.

Contention

One notable point of contention surrounding SB1564 is the concern over the effectiveness of developmental education courses themselves. Critics argue that merely enhancing the assessment tools and frameworks does not address broader systemic issues such as access to quality primary and secondary education. Furthermore, some stakeholders fear that the bill could lead to a standardized approach that may not adequately address the diverse needs of all students, particularly those coming from underrepresented backgrounds or with unique learning challenges.