Texas House Bill HB615

Texas 2017 - 85th Regular

• Filed: 12/16/16

Caption

Relating to removing certain requirements for public school grade-level promotion that are based on satisfactory performance on state assessment instruments.

Impact

If enacted, HB615 will alter the existing framework under which students are evaluated for promotion, allowing for more flexibility in determining a student's readiness to advance to the next grade. This could lead to the promotion of students who may not have met traditional testing benchmarks but show potential for success with additional support. Proponents of the bill argue that such an approach takes into account the varied learning styles and paces of students, potentially reducing the number of students held back due to testing failures.

Summary

House Bill 615 proposes significant changes to the criteria for grade-level promotion in public schools by removing specific reliance on satisfactory performance on state assessment instruments. The bill aims to modify Section 28.0211 of the Education Code, which currently mandates that students who do not meet performance standards on state assessments may be retained in their grade level. Instead, the bill introduces provisions for a grade placement committee that will assess whether a student is likely to perform at grade level based on accelerated instruction, rather than solely on assessment results.

Conclusion

Overall, HB615 seeks to create a more holistic assessment of student readiness for grade promotion by empowering grade placement committees rather than solely relying on standardized testing results. The long-term effects of this policy change could redefine educational assessment practices in Texas, shaping how success is measured as students progress through their schooling.

Contention

The bill has sparked debate among educators, parents, and legislators regarding the implications of lowering standards for grade promotion. Critics express concern that reducing reliance on standardized assessments may undermine academic rigor and accountability within the education system. They fear that it could lead to grade inflation or promote students who are not adequately prepared for the next level of education. Supporters counter that many students, particularly those from disadvantaged backgrounds or those with learning differences, benefit from personalized instruction and should not be penalized by strict testing standards.