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
If enacted, HB2031 will change the landscape of public education in Texas by potentially increasing the resources allocated to struggling students. The legislation places a strong emphasis on accountability by mandating additional instructional support, which may lead to enhanced educational performance among students who are at risk of falling behind. School districts will need to adapt to these requirements, potentially leading to an overhaul in how they allocate teaching resources and structure curricular support programs. The law also aligns with the provisions set forth in the Every Student Succeeds Act, reinforcing the state’s commitment to meeting federal education standards.
Summary
House Bill 2031 relates to the assessment of public school students and mandates the provision of accelerated instruction for those who do not meet satisfactory performance standards on certain assessment instruments. The bill emphasizes the responsibility of school districts to provide additional instructional support for students failing to achieve passing scores on statewide assessments administered in various core subjects, aiming to enhance educational outcomes and ensure that students are adequately prepared for advancement. The requirement to offer accelerated instruction applies from the upcoming 2023-2024 school year, which is a critical timeframe for implementing these educational changes.
Sentiment
The sentiment around HB2031 appears to be generally positive among education advocates who believe that increased support for struggling students is essential for academic success. Proponents argue that providing accelerated instruction not only helps students catch up but also fosters a more equitable educational environment where all students have a fair chance to succeed. Critics, however, may express concern over the feasibility of implementing such programs effectively within budget constraints and the potential strain on existing educational resources. The overall discourse indicates a recognition of the importance of educational assessments but also highlights challenges in adequately addressing the needs of all students.
Contention
Key points of contention surrounding HB2031 may include discussions about the adequacy of funding for the additional instructional resources required by the law. Stakeholders in education may raise concerns about whether school districts have the necessary financial and human resources to provide personalized instruction to all students who need it. Moreover, the implications for students in special education programs require careful consideration, as their inclusion in accelerated instruction mandates raises questions regarding appropriate accommodations and support mechanisms necessary to serve their unique learning needs.
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 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 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 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 accelerated and supplemental instruction provided to public school students who fail to achieve satisfactory performance on certain assessment instruments and access to criminal history record information for certain tutors providing that instruction.
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 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 assessment of public school students and providing accelerated instruction and eliminating performance requirements based on performance on certain assessment instruments.
Relating to the electronic administration of certain required assessment instruments, measures to support Internet connectivity for purposes of those assessment instruments, the adoption and administration of certain optional interim assessment instruments, the review and use of the instructional materials and technology allotment, and requests for production of instructional materials.
Relating to the electronic administration of certain required assessment instruments, measures to support Internet connectivity for purposes of those assessment instruments, and the adoption and administration of certain optional interim 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.