Louisiana House Bill HB1025

Louisiana 2022 Regular Session

• Introduced: 4/5/22
• Refer: 4/6/22

Caption

Provides relative to the administration of the ACT and the school and district accountability system

Impact

The legislation has significant implications for the educational accountability system in Louisiana. By ensuring that the ACT score of students with exceptionalities cannot affect the performance score of their schools, the law seeks to create equitable treatment within the accountability framework. This change might encourage schools to better accommodate these students without fear of detrimental impacts on school ratings stemming from their test performances. Additionally, students pursuing career diplomas can opt to take both the ACT and the WorkKeys test, allowing for broader assessment options.

Summary

House Bill 1025 aims to amend existing laws concerning the administration of the American College Test (ACT) specifically for students with exceptionalities and those pursuing career diplomas. The bill retains the prohibition on administering the ACT to certain students with exceptionalities unless their parents opt-in or their Individualized Education Program (IEP) designates it as appropriate. Notably, the bill excludes the ACT score from performance calculations for schools, reinforcing a commitment to not penalize institutions based on participation or performance of certain students.

Sentiment

The general sentiment around HB 1025 appears to be supportive among advocates for special education. The bill is seen as a positive step toward inclusivity, providing more tailored educational assessments for students with differing capabilities. However, there could be concerns among educators about how the changes might complicate the accountability structure or about the implications of segregating assessment standards between regular and exceptional students. Nonetheless, support for the bill seems to stem from a desire to foster an inclusive environment within educational metrics.

Contention

A notable point of contention surrounding HB 1025 may arise from differing views on educational assessments and accountability. Proponents advocate for preserving the integrity of the assessment system while addressing the needs of students with exceptionalities. Critics might argue that by modifying the calculations for performance scores, the bill could dilute the accountability measures intended to improve educational outcomes for all students. The balance between inclusive practices and accountability remains a significant topic of discussion.