Relating to the use of individual graduation committees for certain high school students.
Impact
The legislation is poised to affect state education laws significantly, particularly those governing graduation requirements in Texas. By modifying the conditions for graduation for a specific group of students, HB999 seeks to accommodate the unforeseen difficulties they experienced in completing their coursework and required assessments. The bill mandates that individual graduation committees consider students for graduation irrespective of their performances on standardized assessments, which could have lasting implications on future graduation criteria and accountability measures in the state.
Summary
House Bill 999, titled 'Relating to the use of individual graduation committees for certain high school students', was introduced to modify the criteria under which certain high school students could qualify for graduation. Specifically, the bill allows students in the 12th grade during the 2020-2021 school year to be exempt from certain assessment performance criteria while being evaluated by an individual graduation committee. This provision aimed at providing flexibility for students who may have faced challenges during the academic year, likely exacerbated by the global pandemic.
Sentiment
The sentiment around HB999 appeared largely positive among legislators, as evidenced by the overwhelming support during the voting process. With a 146-0 vote in the House and similar support in the Senate, the bill garnered bipartisan approval. Lawmakers recognized the necessity of the bill to address the immediate educational challenges faced by high school seniors, reflecting a collective sense of urgency to adapt the education system in light of recent adversities.
Contention
While there was considerable support for the bill, some points of contention may have arisen regarding the long-term implications of such flexibility in graduation requirements. Critics could argue that easing standards might lead to concerns about educational rigor and accountability. However, the overall support suggests a consensus on the need for adaptive measures to support students during unprecedented times, prioritizing their educational continuity and success over rigid compliance with traditional assessment metrics.
Relating to the terminology used to refer to certain disabilities and to an individualized education team for purposes of determining a student's eligibility for special education services and providing those services in public schools.
Relating to the operation by a school district of a foundation and trade diploma program to provide eligible high school students with educational training under a plan for the issuance of a high school diploma and the application of certain student-based allotments under the public school finance 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.