Relating to requirements regarding assessment instruments required for public high school graduation and the use of individual graduation committees to satisfy certain public high school graduation requirements.
Impact
This bill is expected to impact the graduation pathways for high school students in Texas significantly. By allowing individual graduation committees to operate, the legislation aims to assist students who may struggle with high-stakes testing but still meet other academic criteria. The bill emphasizes a more personalized approach to graduation requirements, reflecting a growing recognition that standardized tests may not thoroughly capture a student’s capabilities and readiness for postsecondary education or careers.
Summary
SB615 aims to amend several sections of the Education Code concerning assessment instruments required for public high school graduation and the establishment of individual graduation committees. The bill provides a framework for high school students to demonstrate readiness for graduation through an individual graduation committee, especially if they do not perform satisfactorily on statewide assessment instruments. This change intends to offer schools and students more flexibility in fulfilling graduation requirements, taking into account various factors that may affect student performance.
Contention
One notable point of contention surrounding SB615 relates to the reliability of assessment instruments as measures of student success. Critics may argue that relying on alternative pathways to graduation could undermine academic standards. Conversely, supporters advocate for the bill's intention to accommodate diverse learning styles and conditions among students, acknowledging that a single test score may not adequately represent a student's knowledge or abilities. The overall discussions around the bill suggest a balancing act between maintaining rigorous academic standards and providing equitable opportunities for all students to succeed.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to public school accountability, including assessment of academic skills, performance standards and sanctions, and public high school graduation requirements.
Relating to eliminating the requirement to use public school assessment instruments as indicators of achievement under the public school accountability system.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to secondary-level assessment of public school students and the use of individual graduation committees to satisfy certain public high school graduation requirements.
Relating to assessment of public school students, providing accelerated instruction, appropriately crediting certain student performance, and eliminating requirements based on performance on certain assessment instruments.
Relating to assessment of public school students and providing accelerated instruction and eliminating performance requirements based on performance on certain assessment instruments.
Relating to the implementation of an instructionally supportive assessment program and the adoption and administration of assessment instruments in public schools.