Texas House Bill HB775

Texas 2015 - 84th Regular

Caption

Relating to removing the requirement of satisfactory performance on state assessment instruments for public school grade-level promotion and providing alternative compliance for the requirement of satisfactory performance on state assessment instruments for graduation.

Impact

If enacted, HB775 will effectively alter existing provisions in the Texas Education Code related to student promotion and graduation. The bill aims to provide a pathway for students who do not pass state-mandated tests to still progress to higher grades or receive diplomas based on alternative assessments or an evaluation by graduation committees. This move could lead to an educational environment where schools can focus more on delivering tailored educational support rather than rigid compliance with existing testing standards.

Summary

House Bill 775 seeks to modify the educational landscape in Texas by removing the requirement for satisfactory performance on state assessment instruments for the promotion of students from public schools. This legislative measure introduces alternative compliance methods for meeting graduation requirements, particularly aimed at supporting students who struggle academically. The changes proposed in HB775 are significant as they aim to enhance opportunities for student progression and success in their educational journeys, specifically addressing the needs of those who may be disadvantaged or at risk of failure due to traditional assessment metrics.

Contention

There has been notable contention surrounding HB775, particularly among educators and policy makers regarding the efficacy of traditional assessments as indicators of student readiness for promotion and graduation. Advocates for the bill argue that standardized testing can often fail to accurately reflect a student's capabilities and potential. Critics, however, express concern that removing these performance requirements may lead to diminished academic standards and a lack of accountability in the education system. They fear that the changes could result in students graduating without essential knowledge and skills necessary for higher education or the workforce.