Relating to the use of school committees to make determinations regarding graduation for certain public high school students who fail to perform satisfactorily on end-of-course assessment instruments.
Impact
The implementation of HB1304 is set to amend existing provisions in the Texas Education Code, specifically targeting high school graduation pathways. The bill mandates that, for students who fail an end-of-course assessment after retrying, they may still graduate if their individual graduation committee unanimously agrees on their qualifications. This bill introduces a new method of assessing readiness for graduation that moves beyond a one-size-fits-all approach, potentially increasing the graduation rate among students who may struggle with standardized tests.
Summary
House Bill 1304 aims to provide a mechanism for certain public high school students who do not meet the satisfactory requirements on end-of-course assessments to graduate. The bill allows the establishment of individual graduation committees that will review each student's case and determine whether they can receive a diploma based on a set of criteria tailored to the student's individual performance, even if they have failed to meet the standard assessment benchmarks. This approach is designed to enhance flexibility in the graduation process and recognize various forms of student achievement.
Contention
While proponents argue that HB1304 addresses educational inequities by allowing a more personalized assessment of student qualifications for graduation, critics may raise concerns regarding the implementation and oversight of the individual graduation committees. There are questions as to whether such committees might inadvertently lower standards or create disparities in graduation outcomes. Furthermore, the logistics of forming these committees and ensuring they apply criteria consistently across different school districts and students remains a point of potential contention.
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 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 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 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 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 and supplemental instruction provided to public school students who fail to achieve satisfactory performance on certain assessment instruments and access to criminal history record information for certain tutors providing that instruction.
Relating to the terminology used to refer to certain disabilities and to an individualized education team for purposes of determining a student's eligibility for special education services and providing those services in public schools.
Relating to alternative methods for satisfying certain public high school graduation requirements, including the use of individual graduation committees.
Relating to alternative methods for satisfying certain public high school graduation requirements, including the use of individual graduation committees.