Relating to eliminating certain state-required assessment instruments and certain end-of-course assessment instruments not required by federal law.
Impact
The immediate effect of this bill is the intended reduction of standardized assessments for students in Texas. By limiting the number of required assessments, the bill reduces the testing load on students and provides educational institutions with greater flexibility in curriculum design and implementation. The bill emphasizes prioritization of core subjects such as mathematics and reading, potentially allowing for a deeper focus on foundational skills that are critical for student success in higher education and beyond.
Summary
House Bill 221 aims to amend the Texas Education Code by eliminating certain state-required assessment instruments, specifically assessments that are not mandated by federal law. The bill seeks to streamline the assessment process for school districts by reducing the burden of unnecessary testing, allowing schools to focus on more critical areas of student learning. By doing so, the bill highlights an effort to improve the educational environment for both students and educators by removing extraneous tests that do not contribute to the overarching goal of student achievement.
Contention
One of the notable points of contention surrounding HB221 may relate to the balance between state educational accountability and local control. While advocates argue that reducing the number of assessments is necessary for enhancing student learning environments, detractors may raise concerns about maintaining high standards and the ability to adequately measure student progress over time. Additionally, the bill's implications could lead to debates regarding the adequacy of preparation for state and federal standards, thus eliciting varied responses from educational stakeholders across the state.
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.
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.
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 eliminating the requirement to use public school assessment instruments as indicators of achievement under the public school accountability system.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to the use of interim testing and adaptive, growth-based assessment instruments for certain required assessments of public school students and prohibiting the use of the results of certain required assessments of public school students for certain purposes.
Relating to measures to support kindergarten readiness and early literacy and numeracy skills for public school students and to funding to support those measures.
Relating to measures to support kindergarten readiness and early literacy and numeracy skills for public school students, including an early childhood parental support program and prekindergarten programs in public schools, and to funding under the Foundation School Program for certain school districts and to support those measures.