Texas House Bill HB43

Texas 2015 - 84th Regular

• Filed: 11/10/14

Caption

Relating to the creation of a task force to evaluate state assessment instruments administered to public school students with significant cognitive disabilities.

Impact

The implementation of HB 43 would potentially reshape how assessments are handled for significantly cognitively disabled students across Texas. By involving special education teachers, school administrators, and parents in evaluating the assessment tools, the task force is positioned to provide insights and recommendations that enhance the educational framework. This bill could lead to a more responsive education system that takes into account the diverse needs of students, potentially resulting in legislative changes to existing assessment policies based on the task force's findings.

Summary

House Bill 43 aims to establish a task force dedicated to evaluating the effectiveness of the STAAR Alternate 2 assessment instrument, which is specifically designed for public school students with significant cognitive disabilities. The bill underscores the importance of inclusive education assessment and seeks to improve educational outcomes for students who may not thrive under standard testing methodologies. By creating a focused group to scrutinize these assessment instruments, the bill reflects a commitment to ensuring that educational evaluations are appropriately tailored to meet the needs of all students, especially those who face cognitive challenges.

Contention

Discussions around HB 43 may bring to the forefront issues of educational equity and the adequacy of existing assessment tools for students with cognitive disabilities. While the formation of a task force is generally seen as a step forward, there may be debates regarding membership representation, the scope of evaluation, and the implementation of suggested changes. Stakeholders from diverse educational backgrounds may express differing opinions on the effectiveness and reliability of current assessments, pushing for comprehensive reforms based on empirical data and best practices in special education.