Relating to the authorization of alternative assessment instruments for use under the public school accountability system.
Impact
The implementation of HB1993 is expected to have significant implications for the Texas education system. It challenges the current standardization of assessments by giving local educational authorities the discretion to select alternative metrics for evaluating student success. This flexibility can enhance opportunities for students whose learning styles may not align with traditional assessments. Additionally, it can foster an inclusive educational environment by allowing for diverse evaluation methods that recognize individual student needs.
Summary
House Bill 1993 proposes the introduction of alternative assessment instruments within Texas's public school accountability system. This act aims to provide schools with additional options for evaluating student performance from grades three through eight and in secondary-level courses. The bill highlights the necessity for the commissioner of education to adopt rules that identify nationally recognized assessment tools that align with state education standards. Furthermore, compliance with the federal Every Student Succeeds Act (ESSA) is mandated, ensuring that selected instruments meet the essential knowledge and skills for appropriate grade levels.
Contention
Despite its potential benefits, the bill may attract contention concerning the efficacy and fairness of varied assessment instruments. Critics may argue that introducing multiple assessment tools could complicate accountability measures and undermine the comparability of student performance across the state. Concerns may arise regarding the potential for inconsistent evaluations and confusion among educators about which instruments to prioritize. Proponents, on the other hand, will likely emphasize the importance of accommodating different learning preferences as a critical step towards equitable education standards.
Relating to eliminating the requirement to use public school assessment instruments as indicators of achievement under the public school accountability system.
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.
Relating to the administration of certain assessment instruments, the accountability rating system for assessing campus and district performance, public school career and technology education programs, and an extracurricular and cocurricular allotment under the Foundation School Program.
Relating to procedures for the alternative assessment or exemption from assessment of certain public school students who receive special education services and alternative accountability plans for certain campuses serving students who receive special education services.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to secondary-level assessment of public school students and the use of individual graduation committees to satisfy certain public high school graduation requirements.