Requests the State Board of Elementary and Secondary Education to study the role of ACT and WorkKeys scores in the school and district accountability system
Impact
The proposed study aims to clarify the applicability of these testing programs, as ACT assessments are generally designed for students pursuing university diplomas, while WorkKeys assessments focus on foundational skills necessary for workplace success. This distinction raises questions on whether the accountability scores adequately reflect the competency of all high school students, particularly those on career tracks. A study of this nature could lead to adjustments in how performance metrics are determined, potentially influencing educational policies across the state.
Summary
House Resolution 101 (HR101) urges the State Board of Elementary and Secondary Education (BESE) to study the role of ACT and WorkKeys scores in Louisiana's school and district accountability system. The resolution recognizes that current law requires BESE to establish a method for assigning performance scores that impacts how schools and districts are graded. As part of this review, HR101 emphasizes the importance of evaluating the effectiveness of the ACT and WorkKeys tests in relation to the diverse educational paths students may choose upon graduation.
Sentiment
The sentiment surrounding HR101 appears generally supportive, with a consensus that more nuanced accountability measures could benefit both students and educational institutions. The resolution's passage through the House with a broad vote of 92-0 indicates a strong bipartisan agreement on the necessity of a thorough review of current assessments. By advocating for a revised approach that considers varied student needs, the bill reflects a commitment to enhance educational outcomes in Louisiana.
Contention
While there was no significant opposition noted in the voting or discussions, HR101 seeks to address the broader question of accountability in education, which often elicits debate among stakeholders regarding standardized testing. Advocates for educational reform may call for broader reforms, while traditionalists may argue against altering established accountability frameworks. Nevertheless, HR101's intent to study these scores signals an acknowledgment of the complexities within student assessment and the need for tailored educational strategies.
Requests the State Board of Elementary and Secondary Education to develop and provide online educational resources to public school students for the 2020-2021 school year.
Establishes new accountability measures for public schools, charter schools, school districts, and the Department of Elementary and Secondary Education
Requests the Governor to clarify the duties of the Department of Elementary and Secondary Education and authorize certain actions by the Commissioner of the Department of Elementary and Secondary Education and the State Board of Education
Requests that the State Board of Elementary and Secondary Education study the history of racism, racism's effects on public education, and anti-racism education and creates a task force to develop recommendations for implementing such education
Requests the state Department of Education, the State Board of Elementary and Secondary Education, the Board of Regents, and postsecondary education management boards to promote artificial intelligence education for students and to encourage professional development relative to artificial intelligence for faculty and staff
Requests that the State Board of Elementary and Secondary Education study and report relative to the voting threshold required for parental approval for the conversion of a preexisting school to a charter school
Requires students to attain a minimum ACT score set by the State Board of Elementary and Secondary Education as a prerequisite to high school graduation and prohibits state-administered end-of-course assessments for high school students (OR -$4,300,000 GF EX See Note)