Relating to exemption from administration of assessment instruments for and posting of assessment instrument performance data of certain public school students.
Impact
By allowing exemptions from assessment instrument administration, HB 853 aims to accommodate the unique circumstances of students who may face language barriers. The bill seeks to ensure that students are not unfairly penalized during the assessment process due to their limited English proficiency. As a result, schools will be required to adapt their testing methodologies, which could lead to changes in how performance data is collected and reported, specifically in terms of disaggregation by language proficiency and program participation. This could lead to more targeted instructional support for students who struggle with language proficiency.
Summary
House Bill 853 focuses on the administration of assessment instruments for public school students, particularly those of limited English proficiency. The bill proposes modifications to the Education Code that would allow exemptions from standard assessment procedures for students who meet certain criteria, such as being recent immigrants or unschooled asylees. Additionally, it mandates separate aggregation of performance data for those exempted students, thereby improving transparency and accountability in educational assessment. The bill is designed to facilitate a smoother transition for students adjusting to the U.S. educational system while assessing their academic progress.
Sentiment
The sentiment surrounding HB 853 appears to be generally supportive among educational stakeholders who advocate for equitable treatment of students with limited English skills. Proponents argue that the bill is a necessary step toward fostering an inclusive educational environment and ensuring that all students have the opportunity to succeed. However, there may be concerns from certain quarters regarding the implications of exemptions on overall educational standards and accountability, as lawmakers weigh the trade-offs between accessible education and maintaining rigorous assessment criteria.
Contention
Some points of contention regarding HB 853 focus on how the exemptions might affect standardized testing outcomes and accountability measures within schools. Critics may argue that allowing exemptions could dilute the effectiveness of education assessments or create inequities in performance reporting. Additionally, there may be apprehensions about how these changes could impact funding and support for schools that cater to a high population of limited English proficiency students, as performance metrics are often tied to state funding levels.
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 a study by the Texas Education Agency on the administration of assessment instruments in Spanish to certain public school students in grades six through eight.
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 a study by the Texas Education Agency on the administration of assessment instruments in Spanish to certain public school students in grades six through 12.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.
Relating to secondary-level assessment of public school students and the use of individual graduation committees to satisfy certain public high school graduation requirements.