Texas House Bill HB4386

Texas 2019 - 86th Regular

Caption

Relating to the authorization of alternative assessment instruments for use under the public school accountability system.

Note

The bill will take immediate effect if passed by a two-thirds majority in both legislative houses; otherwise, it will be enacted on September 1, 2019, marking a significant step toward refined education assessment strategies.

Impact

If enacted, HB4386 will amend Subchapter B of Chapter 39 in the Texas Education Code, thereby establishing a framework for the inclusion of alternative assessments. This change aims to provide schools with more flexibility in evaluating student performance, which could lead to improved outcomes for students who may struggle with traditional standardized testing formats. The bill also requires compliance with the Every Student Succeeds Act, ensuring that any alternative assessments chosen are aligned with state educational requirements.

Summary

House Bill 4386 seeks to authorize the use of alternative assessment instruments within the public school accountability system of Texas. This measure intends to enhance the evaluation methods available for assessing student achievement from grades three through eight and in secondary-level courses. The bill tasks the commissioner of education with adopting procedures to identify and approve nationally recognized assessment tools that can serve as additional alternatives to existing testing methods, aligning with both state and federal educational standards.

Contention

One notable point of contention surrounding HB4386 may revolve around the balance of state standards and local educational autonomy. While proponents laud the bill for granting more options for assessments, critics may express concerns regarding the potential discrepancies in the quality of alternative assessments and the ramifications of deviating from conventional standards. Furthermore, the bill incorporates a requirement for seeking waivers from federal regulations, which could add complexity to implementation and provoke concerns about overall accountability and educational equity.