Texas Senate Bill SB214

Texas 2017 - 85th Regular

• Filed: 11/14/16

Caption

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

Impact

The implications of SB214 are significant for how educational institutions operate and are evaluated. By eliminating performance indicators tied to special education enrollment, the bill seeks to alleviate concerns that schools may make decisions based on how it affects their performance metrics. This change could encourage schools to focus more on providing adequate support for special education students without fear of repercussions for higher enrollment numbers in those programs. However, it may also lead to challenges in accountability and transparency within the education system regarding how well special education services are being delivered.

Summary

Senate Bill 214 aims to prohibit the use of specific performance indicators within monitoring systems that assess the effectiveness of educational institutions, particularly concerning students receiving special education services. The bill specifically forbids the Texas Education Commissioner from adopting or implementing any indicators based on the total number or percentage of special education students enrolled in school districts or open-enrollment charter schools. This legislative measure seeks to support schools in their ability to provide services without the pressure of being evaluated negatively on the basis of their special education enrollment statistics.

Contention

The bill has sparked discussions regarding the balance between evaluation of educational outcomes and the potential stigmatization of special education programs. Supporters of SB214 argue that metrics based on enrollment figures are misleading and counterproductive, often penalizing schools that adequately serve special needs populations. Opponents may express concerns about removing these performance measures, fearing it could lead to a lack of accountability in achieving quality educational outcomes for those students. The debate touches on broader themes of educational reform, equity in service provision, and the complexities involved in measuring success in diverse educational settings.