Relating to successful completion of a United States history dual credit course as an alternative to compliance with the United States history end-of-course assessment requirement.
Impact
If enacted, HB1650 would significantly alter the assessment landscape for high school students in Texas. It would enable those who successfully complete a dual credit history course at a college or university to bypass the standard end-of-course examination, effectively promoting dual credit enrollment and potentially increasing student success rates in high school. This change responds to the growing emphasis on dual credit programs as a means of improving academic preparedness for college and reducing time-to-degree for students.
Summary
House Bill 1650 aims to amend the Texas Education Code to allow high school students enrolled in a qualified dual credit United States history course to be exempt from taking the end-of-course assessment for United States history. This initiative provides an alternative to the standard testing requirements, thereby streamlining the educational process for students pursuing dual credit. The bill recognizes the rigors of dual credit courses and seeks to reward students by alleviating the testing burden related to course completion.
Sentiment
The sentiment surrounding the bill appears to be generally positive, particularly among educators and proponents of dual credit programs. Supporters argue that the bill provides necessary flexibility for students and acknowledges the comprehensive nature of dual credit courses. However, some educators have voiced concerns about potential disparities in educational rigor between traditional courses and dual credit programs, questioning whether the exemption could inadvertently diminish academic standards.
Contention
There is a notable point of contention regarding the equitable treatment of students in different educational tracks. Critics of the bill argue that exempting dual credit students from the end-of-course assessments could lead to inconsistencies in academic evaluation. They stress the importance of maintaining robust assessment practices that ensure all students, regardless of their academic path, meet a uniform standard of learning. The bill's implementation would require careful oversight to ensure that it meets its intended goals without compromising educational integrity.
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 measures to support public secondary and postsecondary American history and civics education, including the satisfaction of curriculum requirements in American History at institutions of higher education and the establishment of the American History and Civics Project.
Relating to the administration, coordination, and support of public higher education, including the public junior college state finance program and an Advanced Career and Education (ACE) scholarship program for students enrolled in dual credit courses.
Relating to inclusion of a course on the United States Constitution and the Texas Constitution in the curriculum requirements for public high school students.
Relating to the display of the national motto and the founding documents of the United States in public schools and the inclusion of an elective course on the founding principles of the United States in the curriculum for public high school students.
Relating to a public school student's transition from an alternative education program to a regular classroom and the admission of certain students with a criminal or disciplinary history.