Texas House Bill HB3676

Texas 2021 - 87th Regular

Caption

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.

Impact

This bill is significant in redefining the requirements for high school graduation in Texas. By allowing school districts the discretion to choose whether to administer certain assessments, HB 3676 could lead to variations in graduation criteria across districts. The removal of mandatory passing scores for these tests may alleviate pressure on students and educators, fostering a more comprehensive evaluation of student readiness for graduation. Schools will no longer be held accountable for student performance on these specific assessments, which may shift focus to other metrics of student success.

Summary

House Bill 3676 seeks to amend the Education Code by eliminating certain state-required end-of-course assessment instruments that are not mandated by federal law. Notably, it proposes to remove graduation requirements dependent on satisfactory performance in specified end-of-course assessments, specifically for secondary-level courses in English II and United States History. This shift aims to provide more flexibility for students, particularly for those whose performance on these assessments may not align with their overall academic capabilities.

Contention

The bill's passage could raise concerns regarding educational standards and the measurement of academic achievement. Critics may argue that eliminating these assessments could diminish the educational rigor and accountability. Proponents, however, argue that this change is essential to cater to diverse learning needs and prevent students from being penalized for performance on standardized tests that do not fully reflect their academic abilities. Additionally, this bill aligns with ongoing discussions about the role of standardized testing in education, especially in the context of equity and accessibility.