Discontinuing the use of common core standards and assessments in the state
Impact
If enacted, HB2206 would fundamentally alter the landscape of educational standards in West Virginia by eliminating federal or nationally established frameworks in favor of state-specific standards. Proponents argue that it would enable a more tailored approach to education, allowing communities to develop curricula that better meet the needs of their students. Effectively, this bill would empower local education authorities to create assessments and curricula devoid of any alignment with Common Core principles, potentially accelerating the diversification of educational practices across the state.
Summary
House Bill 2206 seeks to amend the Code of West Virginia by discontinuing the use of Common Core standards and assessments within the state. The bill stipulates that, effective July 1, 2021, the State Board of Education is prohibited from implementing the academic content standards associated with the Common Core State Standards Initiative. This move reflects a growing sentiment to shift control over educational standards away from established national benchmarks back to state and local authorities, emphasizing local control over educational policies and curriculum development.
Sentiment
The sentiment surrounding HB2206 appears to be divided along party lines. Supporters, primarily from the Republican delegation, argue that discontinuing Common Core standards would prevent overly standardized and potentially irrelevant curricula that do not reflect local educational priorities. On the other hand, critics, mainly from the Democratic side, express concerns that this could lead to educational discrepancies, overlooking the advantages of maintaining some consistency in educational quality across the state.
Contention
Notable points of contention arise from the potential implications of this bill on educational equity. Critics warn that without a cohesive set of standards like Common Core, disparities in educational quality may widen, particularly in less affluent districts that may lack the resources to develop robust alternatives. Furthermore, the approach taken by HB2206 illustrates a broader debate regarding the balance of power in educational governance, highlighting tensions between state control and local mandate.