Texas House Bill HB713

Texas 2017 - 85th Regular

• Filed: 12/21/16

Caption

Relating to a prohibition of a monitoring system performance indicator based solely on the number or percentage of students receiving special education services.

Impact

The proposed changes are set to impact the way school performance is assessed, especially concerning special education services. By removing the benchmark of students enrolled in special education programs from performance-based monitoring systems, this law aims to reduce the possibility of schools facing penalties for catering to a higher proportion of students with disabilities. This shift in evaluation criteria could potentially lead to improved support for special education students and allow schools to prioritize necessary educational resources without fear of negative performance assessments.

Summary

House Bill 713 introduces a significant amendment to Texas education law by prohibiting the adoption or implementation of performance indicators that measure the aggregated number of students receiving special education services in school districts or charter schools. The primary objective of this bill is to eliminate potential biases against schools based on how many students they serve with special needs, arguing that such metrics do not accurately reflect educational quality or efficacy. The bill emphasizes a more nuanced approach, allowing educational agencies to focus on the quality of services provided rather than merely the quantity of students classified for special education.

Sentiment

The sentiment surrounding HB713 appears to be generally positive among supporters, including educators and advocates for individuals with disabilities. They view the bill as a progressive step toward more equitable evaluations of school performance and a recognition of the complexities associated with teaching students with special needs. However, there might be concerns among some stakeholders regarding how the removal of such performance indicators could affect accountability and transparency within school systems.

Contention

Despite its positive reception among certain groups, the bill may encounter opposition from those who argue that without specific performance measures for special education services, it becomes challenging to hold schools accountable for their support of these students. Opponents might contend that performance indicators are necessary to ensure that students with disabilities receive adequate educational opportunities and resources. The debate surrounding the legislation thus centers on the balance between accountability and equitable treatment for diverse student populations.