Texas 2019 - 86th Regular

Texas Senate Bill SB1274 Compare Versions

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1	1	86R10350 MEW-D
2	2	By: Powell S.B. No. 1274
3	3
4	4
5	5	A BILL TO BE ENTITLED
6	6	AN ACT
7	7	relating to the consideration of certain performance indicators in
8	8	evaluating certain school districts and campuses under the public
9	9	school accountability system.
10	10	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
11	11	SECTION 1. Section 39.053(c), Education Code, as amended by
12	12	Chapters 807 (H.B. 22), 842 (H.B. 2223), and 1088 (H.B. 3593), Acts
13	13	of the 85th Legislature, Regular Session, 2017, is reenacted and
14	14	amended to read as follows:
15	15	(c) School districts and campuses must be evaluated based on
16	16	three domains of indicators of achievement adopted under this
17	17	section that include:
18	18	(1) in the student achievement domain, indicators of
19	19	student achievement that must include:
20	20	(A) for evaluating the performance of districts
21	21	and campuses generally:
22	22	(i) an indicator that accounts for the
23	23	results of assessment instruments required under Sections
24	24	39.023(a), (c), and (l), as applicable for the district and campus,
25	25	including the results of assessment instruments required for
26	26	graduation retaken by a student, aggregated across grade levels by
27	27	subject area, including:
28	28	(a) for the performance standard
29	29	determined by the commissioner under Section 39.0241(a), the
30	30	percentage of students who performed satisfactorily on the
31	31	assessment instruments, aggregated across grade levels by subject
32	32	area; and
33	33	(b) for the college readiness
34	34	performance standard as determined under Section 39.0241, the
35	35	percentage of students who performed satisfactorily on the
36	36	assessment instruments, aggregated across grade levels by subject
37	37	area; and
38	38	(ii) an indicator that accounts for the
39	39	results of assessment instruments required under Section
40	40	39.023(b), as applicable for the district and campus, including the
41	41	percentage of students who performed satisfactorily on the
42	42	assessment instruments, as determined by the performance standard
43	43	adopted by the agency, aggregated across grade levels by subject
44	44	area; and
45	45	(B) for evaluating the performance of high school
46	46	campuses and districts that include high school campuses,
47	47	indicators that account for:
48	48	(i) students who satisfy the Texas Success
49	49	Initiative (TSI) college readiness benchmarks prescribed by the
50	50	Texas Higher Education Coordinating Board under Section 51.334 on
51	51	an assessment instrument in reading or mathematics designated by
52	52	the coordinating board under that section;
53	53	(ii) students who satisfy relevant
54	54	performance standards on advanced placement tests or similar
55	55	assessments;
56	56	(iii) students who earn dual course credits
57	57	in the dual credit courses;
58	58	(iv) students who enlist in the armed
59	59	forces of the United States;
60	60	(v) students who earn industry
61	61	certifications;
62	62	(vi) students admitted into postsecondary
63	63	industry certification programs that require as a prerequisite for
64	64	entrance successful performance at the secondary level;
65	65	(vii) students whose successful completion
66	66	of a course or courses under Section 28.014 indicates the student's
67	67	preparation to enroll and succeed, without remediation, in an
68	68	entry-level general education course for a baccalaureate degree or
69	69	associate degree;
70	70	(viii) students who successfully met
71	71	standards on a composite of indicators that through research
72	72	indicates the student's preparation to enroll and succeed, without
73	73	remediation, in an entry-level general education course for a
74	74	baccalaureate degree or associate degree;
75	75	(ix) high school graduation rates, computed
76	76	in accordance with standards and definitions adopted in compliance
77	77	with the Every Student Succeeds Act (20 U.S.C. Section 6301 et seq.)
78	78	subject to the exclusions provided by Subsections (g), (g-1),
79	79	(g-2), and (g-3);
80	80	(x) students who successfully completed an
81	81	OnRamps dual enrollment course; [and]
82	82	(xi) [the percentage of] students who
83	83	successfully completed a practicum or internship approved by the
84	84	State Board of Education; and
85	85	(xii) students who are awarded an associate
86	86	[associate's] degree;
87	87	(2) in the school progress domain, indicators for
88	88	effectiveness in promoting student learning, which must include:
89	89	(A) for assessment instruments, including
90	90	assessment instruments under Subdivisions (1)(A)(i) and (ii), the
91	91	percentage of students who met the standard for improvement, as
92	92	determined by the commissioner; and
93	93	(B) for evaluating relative performance, the
94	94	performance of districts and campuses compared to similar districts
95	95	or campuses, including the indicator that accounts for high school
96	96	graduation rates under Subdivision (1)(B)(ix); and
97	97	(3) in the closing the gaps domain, the use of
98	98	disaggregated data, including disaggregated data from the
99	99	indicator that accounts for high school graduation rates under
100	100	Subdivision (1)(B)(ix), to demonstrate the differentials among
101	101	students from different racial and ethnic groups, socioeconomic
102	102	backgrounds, and other factors, including:
103	103	(A) students formerly receiving special
104	104	education services;
105	105	(B) students continuously enrolled; and
106	106	(C) students who are mobile.
107	107	SECTION 2. Section 39.053, Education Code, is amended by
108	108	adding Subsection (c-4) to read as follows:
109	109	(c-4) For purposes of evaluating the performance of high
110	110	school campuses and school districts that include high school
111	111	campuses and assigning a performance rating under Section 39.054,
112	112	the commissioner shall:
113	113	(1) for the student achievement domain under
114	114	Subsection (c)(1)(B), give equal consideration to each indicator
115	115	evaluated;
116	116	(2) for the school progress domain under Subsection
117	117	(c)(2)(B), give equal consideration to each indicator evaluated;
118	118	and
119	119	(3) for the closing the gaps domain under Section
120	120	39.053(c)(3), give equal consideration to each component
121	121	evaluated, except the English language proficiency component shall
122	122	be a component of only 10 percent.
123	123	SECTION 3. This Act applies beginning with the 2019-2020
124	124	school year.
125	125	SECTION 4. To the extent of any conflict, this Act prevails
126	126	over another Act of the 86th Legislature, Regular Session, 2019,
127	127	relating to nonsubstantive additions to and corrections in enacted
128	128	codes.
129	129	SECTION 5. This Act takes effect immediately if it receives
130	130	a vote of two-thirds of all the members elected to each house, as
131	131	provided by Section 39, Article III, Texas Constitution. If this
132	132	Act does not receive the vote necessary for immediate effect, this
133	133	Act takes effect September 1, 2019.