LEGISLATIVE BUDGET BOARD Austin, Texas FISCAL NOTE, 83RD LEGISLATIVE REGULAR SESSION March 22, 2013 TO: Honorable Dan Patrick, Chair, Senate Committee on Education FROM: Ursula Parks, Director, Legislative Budget Board IN RE:SB1724 by Patrick (Relating to end-of-course assessment instruments administered to public high school students and other measures of secondary-level performance.), Committee Report 1st House, Substituted Estimated Two-year Net Impact to General Revenue Related Funds for SB1724, Committee Report 1st House, Substituted: a positive impact of $28,300,000 through the biennium ending August 31, 2015. The bill would make no appropriation but could provide the legal basis for an appropriation of funds to implement the provisions of the bill.
LEGISLATIVE BUDGET BOARD
Austin, Texas
FISCAL NOTE, 83RD LEGISLATIVE REGULAR SESSION
March 22, 2013
TO: Honorable Dan Patrick, Chair, Senate Committee on Education FROM: Ursula Parks, Director, Legislative Budget Board IN RE:SB1724 by Patrick (Relating to end-of-course assessment instruments administered to public high school students and other measures of secondary-level performance.), Committee Report 1st House, Substituted
TO: Honorable Dan Patrick, Chair, Senate Committee on Education
FROM: Ursula Parks, Director, Legislative Budget Board
IN RE: SB1724 by Patrick (Relating to end-of-course assessment instruments administered to public high school students and other measures of secondary-level performance.), Committee Report 1st House, Substituted
Honorable Dan Patrick, Chair, Senate Committee on Education
Honorable Dan Patrick, Chair, Senate Committee on Education
Ursula Parks, Director, Legislative Budget Board
Ursula Parks, Director, Legislative Budget Board
SB1724 by Patrick (Relating to end-of-course assessment instruments administered to public high school students and other measures of secondary-level performance.), Committee Report 1st House, Substituted
SB1724 by Patrick (Relating to end-of-course assessment instruments administered to public high school students and other measures of secondary-level performance.), Committee Report 1st House, Substituted
Estimated Two-year Net Impact to General Revenue Related Funds for SB1724, Committee Report 1st House, Substituted: a positive impact of $28,300,000 through the biennium ending August 31, 2015. The bill would make no appropriation but could provide the legal basis for an appropriation of funds to implement the provisions of the bill.
Estimated Two-year Net Impact to General Revenue Related Funds for SB1724, Committee Report 1st House, Substituted: a positive impact of $28,300,000 through the biennium ending August 31, 2015.
The bill would make no appropriation but could provide the legal basis for an appropriation of funds to implement the provisions of the bill.
General Revenue-Related Funds, Five-Year Impact: Fiscal Year Probable Net Positive/(Negative) Impact to General Revenue Related Funds 2014 $14,150,000 2015 $14,150,000 2016 $14,150,000 2017 $14,150,000 2018 $14,150,000
2014 $14,150,000
2015 $14,150,000
2016 $14,150,000
2017 $14,150,000
2018 $14,150,000
All Funds, Five-Year Impact: Fiscal Year Probable Savings/(Cost) fromFoundation School Fund193 2014 $14,150,000 2015 $14,150,000 2016 $14,150,000 2017 $14,150,000 2018 $14,150,000
Fiscal Year Probable Savings/(Cost) fromFoundation School Fund193 2014 $14,150,000 2015 $14,150,000 2016 $14,150,000 2017 $14,150,000 2018 $14,150,000
2014 $14,150,000
2015 $14,150,000
2016 $14,150,000
2017 $14,150,000
2018 $14,150,000
Fiscal Analysis
The bill would limit end-of-course assessments to Algebra I, Biology, English I, English II, and United States History. The bill would require the English I and II end-of-course assessments to assess both reading and writing in the same assessment. The bill would eliminate the requirement that a students performance on an end-of-course assessment shall account for 15 percent of the students final grade for the course. The bill would eliminate the requirement that a student shall achieve a minimum cumulative score on end-of-course assessments to graduate, and instead would require a student to achieve a minimum score on each end-of-course assessment to graduate.
The bill would limit end-of-course assessments to Algebra I, Biology, English I, English II, and United States History. The bill would require the English I and II end-of-course assessments to assess both reading and writing in the same assessment. The bill would eliminate the requirement that a students performance on an end-of-course assessment shall account for 15 percent of the students final grade for the course.
The bill would eliminate the requirement that a student shall achieve a minimum cumulative score on end-of-course assessments to graduate, and instead would require a student to achieve a minimum score on each end-of-course assessment to graduate.
Methodology
The bill would reduce the number of end-of-course assessments from 15 to 5. Reducing the number of end-of-course assessments would result in savings of $14.2 million annually. The estimated savings for eliminating the Geometry, Algebra II, Chemistry, Physics, World Geography, and World History end-of-course assessments would be $1.15 million per fiscal year, per end-of-course assessment. The estimated savings from eliminating the English III Reading end-of-course assessments would be $2.1 million annually, the estimated savings from eliminating the English III Writing Assessment would be $4.3 million annually, and the estimated savings of combining the reading and writing end-of-course assessments into one assessment each for English I, English II, and English III would be $0.9 million annually.
The bill would reduce the number of end-of-course assessments from 15 to 5.
Reducing the number of end-of-course assessments would result in savings of $14.2 million annually. The estimated savings for eliminating the Geometry, Algebra II, Chemistry, Physics, World Geography, and World History end-of-course assessments would be $1.15 million per fiscal year, per end-of-course assessment. The estimated savings from eliminating the English III Reading end-of-course assessments would be $2.1 million annually, the estimated savings from eliminating the English III Writing Assessment would be $4.3 million annually, and the estimated savings of combining the reading and writing end-of-course assessments into one assessment each for English I, English II, and English III would be $0.9 million annually.
Local Government Impact
The bill would require each district to offer additional accelerated instruction to each student in any subject in which that student has failed an end-of-course assessment that the student is required to pass in order to graduate before the next scheduled test administration without any cost to the student and would require each district to budget sufficient funds for this purpose. The bill would prohibit a district from budgeting funds received under the compensatory education allotment until the district has adopted a budget to support additional accelerated instruction.
The bill would require each district to offer additional accelerated instruction to each student in any subject in which that student has failed an end-of-course assessment that the student is required to pass in order to graduate before the next scheduled test administration without any cost to the student and would require each district to budget sufficient funds for this purpose. The bill would prohibit a district from budgeting funds received under the compensatory education allotment until the district has adopted a budget to support additional accelerated instruction.
Source Agencies: 701 Central Education Agency, 781 Higher Education Coordinating Board
701 Central Education Agency, 781 Higher Education Coordinating Board
LBB Staff: UP, JBi, JSc, AH, GO
UP, JBi, JSc, AH, GO