Relating to public school students evaluated for purposes of accountability ratings.
Impact
If enacted, HB 662 would amend Subchapter C of Chapter 39 of the Texas Education Code, thereby modifying the landscape of school performance assessments. The exclusivity of evaluating the performance of African American males could shift how schools approach instruction, allocate resources, and address achievement gaps. Ultimately, this could lead to targeted support and policy changes intended to enhance academic outcomes for African American male students.
Summary
House Bill 662 proposes a significant change in the evaluation criteria for public school accountability ratings in the state of Texas. Specifically, the bill stipulates that, for accountability ratings, only the performance of African American males will be considered. This initiative seems aimed at focusing on the academic outcomes for this specific demographic within the school system, potentially highlighting disparities and guiding targeted interventions.
Contention
One notable point of contention surrounding this bill might be its approach to evaluation practices. Critics could argue that focusing solely on one demographic may overlook the broader context of educational outcomes across other racial and ethnic groups. Some may express concerns regarding the bill's implications for holistic educational assessment, potentially leading to an oversimplified view of school performance based on a singular metric. The bill may evoke varied opinions in educational circles and among community advocates as it attempts to address systemic inequities while risking the exclusion of other critical considerations in education policy.
Relating to public school accountability, including the assessment of academic performance, and district and campus performance standards and sanctions.
Relating to an indicator of achievement for evaluating the performance of public elementary, middle, and junior high school campuses and districts under the public school accountability system.
Relating to the exclusion of students not lawfully present in the United States from consideration for purposes of the indicators of achievement under the public school accountability system.
Relating to evaluation under the state accountability system of school district campuses that enroll certain students who receive special education services.
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.