Texas House Bill HB233

Texas 2021 - 87th 2nd C.S.

Caption

Relating to providing accelerated instruction for public school students who fail to achieve satisfactory performance on certain assessment instruments.

Impact

The impact of HB 233 on state education laws is significant as it reinforces a structured approach to education interventions for struggling students, promoting a higher standard of achievement across public schools. The bill establishes clear expectations for school districts regarding how to support students who continue to fail to meet academic benchmarks. This could lead to improved educational outcomes over time, particularly for students who are at risk of falling further behind due to inadequate academic support.

Summary

House Bill 233 addresses the provision of accelerated instruction for public school students in Texas who do not achieve satisfactory scores on designated assessment tests in grades three through eight. The legislation mandates that school districts provide additional academic support to these students either during the summer or throughout the subsequent school year. The bill outlines specific requirements for supplemental instruction, including the number of hours required and the size of student groups for effective teaching. Additionally, it permits schools to assign highly certified teachers to work with these students to enhance their learning experience.

Sentiment

The sentiment surrounding HB 233 is generally positive, with broad bipartisan support reflected in its unanimous passing (124-0) during voting. Proponents argue that the bill represents a proactive step toward addressing educational disparities and ensuring that every student has the opportunity to succeed academically. However, some concerns have been raised about the implementation of the bill's requirements, including the availability of resources and trained instructors capable of delivering the accelerated instruction effectively, which could impact its success.

Contention

While the bill has garnered support, notable points of contention include the feasibility of the required instructional hours, especially given the existing constraints on school resources and the varying needs of students. Critics may voice concerns over whether districts will be able to provide the level of personalized attention mandated and adequately staff the supplemental instruction programs without additional funding or personnel. Furthermore, the bill sunsets various provisions after a year, raising questions about the long-term sustainability of its impacts if funding or policy support is not maintained.