Texas House Bill HB662

Texas 2015 - 84th Regular

Caption

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.