Texas House Bill HB1603

Texas 2019 - 86th Regular

Caption

Relating to successful completion of a United States history dual credit course as an alternative to compliance with the United States history end-of-course assessment requirement.

Impact

The bill amends the Education Code to include provisions for students enrolled in eligible United States history dual credit courses. If enacted, students who successfully complete these courses will not need to take the associated end-of-course assessment, which could potentially alleviate some of the testing burdens placed on students. This change could encourage more students to pursue dual credit options, providing them with advanced standing in their college education and a deeper understanding of U.S. history much earlier in their academic careers. The legislation applies starting with the 2019-2020 school year.

Summary

House Bill 1603 proposes an alternative pathway for high school students to meet United States history requirements for graduation by allowing them to complete a dual credit course instead of taking the United States history end-of-course assessment. This bill is intended to provide flexibility for students and recognizes the academic rigor required in completing a dual credit course offered by accredited higher education institutions. Successful completion of this course would exempt them from the standardized assessment typically mandated for graduation purposes.

Contention

While supporters of HB 1603 argue that it facilitates advanced education and eases the path towards graduation for students engaged in dual credit programs, critics may raise concerns about the efficacy of dual credit courses as a substitute for standardized assessments. There could be questions regarding how well these courses align with statewide educational standards and whether students without the experience of taking the actual end-of-course assessment might be adequately prepared for civic engagement and responsibilities.

Notable_points

The bill is significant in the ongoing discussions about educational standards and the efficacy of assessments in high school curricula. The provision to exempt students from the end-of-course assessment hinges on the successful completion of a rigorous course, which may be viewed as a positive step toward recognizing diverse educational pathways in high school curriculum design.