Texas House Bill HB1993

Texas 2017 - 85th Regular

Caption

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.