Texas House Bill HB3228

Texas 2013 - 83rd Regular

Caption

Relating to procedures for credit by examination in public schools.

Impact

The implementation of HB3228 will lead to significant changes in how educational institutions address academic acceleration and course credits. By amending Section 28.023 of the Education Code, the bill specifies the mechanisms through which students can gain credit via examinations, including the necessity of parental approval and recommendations from district representatives. This shift is expected to enhance the educational landscape by making it easier for qualified students to progress at their own pace, potentially leading to increased student engagement and achievement in public schools.

Summary

House Bill 3228 focuses on procedures for credit by examination in public schools in Texas. The bill mandates school districts to develop or select examinations for academic acceleration and course credits, ensuring that such tests thoroughly evaluate student comprehension at specific grade levels. It aims to standardize testing practices across the state, requiring that schools administer board-approved examinations and grant credits based on favorable performance on these tests. This legislation reflects a commitment to academic rigor and the opportunity for students to advance academically based on merit.

Sentiment

The sentiment surrounding HB3228 appears to be generally positive, especially among educators and advocates for academic advancement. Supporters argue that the bill provides students an equitable opportunity to advance based on their capabilities, rather than being constrained by age or grade level. Conversely, there might be some concerns regarding the pressure placed on students and whether the exams adequately reflect true comprehension and readiness for advancement, indicating a nuanced debate on educational standards and practices.

Contention

Notable points of contention may arise regarding the implementation of standardized tests for advancement. Critics may argue that an emphasis on testing could lead to teaching to the test, detracting from a more holistic educational experience. Additionally, there are discussions around the adequacy of the examinations in truly measuring a student's readiness for accelerated courses. The requirement for scores in the 80th percentile or above could be viewed as a high bar, potentially leaving behind capable students who may excel in practical applications of knowledge but do not perform well in standardized test settings.