Texas House Bill HB3068

Texas 2025 - 89th Regular

• Filed: 2/20/25

Caption

Relating to the consideration of an alternative assessment instrument score in undergraduate admissions at certain public institutions of higher education.

Impact

If enacted, HB3068 would affect the admissions policies at public universities in the state, potentially reshaping how applicants are evaluated. Institutions may have to revise their admissions criteria and processes to accommodate alternative scores, which could lead to broader changes in how applicant merit is perceived. This could promote a more holistic approach to admissions, whereby factors beyond test scores, such as personal statements and other achievements, are taken into greater consideration.

Summary

House Bill 3068 proposes to allow the consideration of alternative assessment instrument scores during undergraduate admissions at specific public institutions of higher education. This bill aims to provide a more flexible evaluation process for applicants, particularly for those who may not perform well on standardized tests but excel in other areas. By incorporating alternative assessment scores, the bill seeks to enhance diversity and inclusiveness within the student body, acknowledging that traditional metrics may not fully represent a student’s potential or capabilities.

Contention

While supporters of HB3068 advocate for the bill as a means to increase fairness and access in higher education, critics raise concerns regarding the possible dilution of academic standards. Some fear that allowing alternative assessments could lead to inconsistent evaluation criteria across institutions, complicating admissions processes and possibly undermining the value of a traditional college education. The debate around this bill highlights a broader conversation about educational equity and how best to assess student readiness for college-level work.

Texas Constitutional Statutes Affected

Education Code

• Chapter 51. Provisions Generally Applicable To Higher Education
  • Section: New Section