Texas House Bill HB3209

Texas 2017 - 85th Regular

Caption

Relating to the consideration for public school accountability purposes of certain students participating in regional day school programs for the deaf.

Impact

The passage of HB 3209 will significantly alter how school performance is assessed within the Texas education system. By exempting certain students from accountability metrics, the bill may lead to a more favorable assessment of districts that enroll students from outside their jurisdiction for specialized programs. This change could divert attention away from schools that serve a higher population of students in specialized circumstances, thereby reflecting inaccurately on their overall performance and resources.

Summary

House Bill 3209 addresses the accountability considerations for public schools regarding students enrolled in regional day school programs for the deaf. The bill establishes that students participating in these programs, whose parents do not reside in the district providing services, will not be counted as students of that district for accountability purposes. This decision aims to create a more equitable evaluation of schools that serve a diverse community of students, particularly those in specialized education programs.

Sentiment

The sentiment surrounding HB 3209 has been generally positive, particularly among educators and advocates for the deaf community. Supporters appreciate the focus on recognizing the unique educational needs of deaf students and the ability for schools to be judged more accurately. However, some concerns have been voiced regarding the potential implications for funding and resources allocated to districts that may lose accountability points due to this legislative change.

Contention

Notable points of contention include fears that exempting these students could decrease accountability and transparency regarding schooling outcomes. Critics argue that accountability is vital for ensuring all students, regardless of their needs, receive a quality education. They express worries that if students in specialized programs are not considered in district evaluations, it could lead to complacency in pursuing educational excellence for all students.