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.
Impact
The bill directly affects the Education Code by requiring school districts to implement a systematic approach to address academic shortcomings among students. It establishes requirements for additional instructional support during both the school year and summer sessions for students who do not meet performance standards. Furthermore, the bill calls for specific qualifications for teachers who are tasked with instructing these students, aiming to ensure that children receive support from highly qualified individuals. The intent is to offer a robust framework for student success while addressing remedial needs effectively.
Summary
House Bill 1983 aims to enhance the educational framework for public school students in Texas by modifying the procedures regarding the assessment and accelerated instruction for students who do not achieve satisfactory performance on designated assessment instruments. Specifically, the bill mandates the establishment of an accelerated learning committee for students who fail to perform satisfactorily on key assessments, such as those administered in third, fifth, and eighth grades in mathematics and reading. This committee will include school administration and the student's parents and will focus on developing tailored instructional strategies to assist the student in improving their performance.
Sentiment
The general sentiment regarding HB 1983 appears supportive, particularly among educators and administrators who see value in structured interventions for struggling students. There is a recognition of the necessity for measures that can more effectively address educational disparities faced by students, particularly those in vulnerable populations. However, some skepticism may arise around the resource allocation required for the implementation of the bill, including concerns about whether all schools have the capacity to meet these new requirements adequately.
Contention
Notable points of contention include potential debates around how the implementation might be financed and whether sufficient resources are allocated to all school districts, especially those in underserved areas. Critics might express concerns regarding the adequacy of provisions for special education students, as well as the feasibility of creating and maintaining accelerated learning committees in every school. There may also be discussions focusing on the balance between standardized testing pressures and the need for individualized educational attention, raising questions about the effectiveness of the proposed interventions.
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.
Relating to the provision of accelerated and supplemental instruction to public school students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to providing accelerated instruction for public school students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the assessment of public school students, the establishment of a strong foundations grant program, and providing accelerated instruction for students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the assessment of public school students, the establishment of a strong foundations grant program, and providing accelerated instruction for students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to accelerated instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments, indicators under the public school accountability system, and performance standards in public schools.
Relating to assessment of public school students and providing accelerated instruction and eliminating performance requirements based on performance on certain assessment instruments.
Relating to providing accelerated instruction and eliminating certain requirements for public school grade-level promotion that are based on satisfactory performance on state assessment instruments.
Relating to the assessment of public school students, the establishment of a strong foundations grant program, and providing accelerated instruction for students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to assessment of public school students, providing accelerated instruction, appropriately crediting certain student performance, and eliminating requirements based on performance on certain assessment instruments.
Relating to the assessment of public school students, the establishment of a strong foundations grant program, and providing accelerated instruction for students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to assessment of public school students and providing accelerated instruction and eliminating performance requirements based on performance on certain assessment instruments.
Relating to eliminating performance requirements for public school assessments as a criterion for promotion in certain grade levels and the use of individual graduation committees to satisfy certain public high school graduation requirements.
Relating to the administration of assessment instruments in public schools, eliminating the requirement to use public school assessment instruments as a criterion for promotion or graduation, and the temporary suspension of certain accountability determinations for a school district or campus in a school year in which the operations of the district or campus are disrupted as a result of a declared disaster.