Relating to considering the performance of certain students on state assessment instruments in evaluating school district and campus performance.
Impact
The implications of HB 251 on state laws primarily involve changes to the evaluation criteria for educational performance ratings. By amending Section 39.054 of the Education Code, the bill effectively seeks to prevent potential biases against students who are still learning English, thereby promoting a more equitable evaluation system among schools. This will help ensure that schools are not unfairly rated based on the performance of students who may be at a disadvantage due to language barriers.
Summary
House Bill 251 aims to modify the evaluation process for school district and campus performance by safeguarding certain students, specifically those with limited English proficiency, from being penalized based on their performance on state assessment instruments. This amendment stipulates that the performance rating for these students will not be lowered for a three-year period following their initial enrollment in a U.S. school. This measure addresses the unique challenges faced by limited English proficient students as they transition into the school system.
Sentiment
The sentiment around HB 251 appears to be generally supportive, especially among educators and advocates for English language learners. Proponents argue that the bill recognizes the distinct needs of students who face challenges due to language deficits, fostering an inclusive approach to education. However, there may be some contention from those who believe that performance ratings should uniformly apply to all students, regardless of language proficiency, emphasizing the importance of accountability in educational assessments.
Contention
Notable points of contention may arise regarding the long-term implications of exempting certain students from performance penalties. Critics might argue that such measures could dilute accountability standards for schools, as consistent performance ratings are essential for measuring educational effectiveness. Furthermore, there may be debates over how schools will be held accountable for providing the necessary support to these students without imposing penalties for performance during their adjustment period.
Relating to public school accountability, including the assessment of academic performance, and district and campus performance standards and sanctions.
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 accelerated instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments, indicators under the public school accountability system, and performance standards in public schools.
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.
Relating to supplemental instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the provision of accelerated and supplemental instruction to public school students who fail to achieve satisfactory performance on certain assessment instruments.