Bill: HB 5, 83(R) - 2013

Bill Caption

Relating to public school accountability, including assessment, and curriculum requirements.

Fiscal Notes

Estimated two-year net impact to general revenue related funds for HB5: A positive impact of $25,082,865 through the biennium ending August 31, 2015. The bill would make no appropriation but could provide the legal basis for an appropriation of funds to implement the provisions of the bill. A school district might experience savings from the reduced number of end-of-course assessments, although a district might incur some additional costs related to implementing the provisions of the bill.

Bill Analysis

Summary:

HB 5 seeks to reform the Texas public education system by allowing more flexibility for the school districts. This legislation gives school districts the ability to determine what percentage of the end-of-course exams factor into the student’s grade. Each school district would no longer be required to have an end-of-course exam account for 15% of the student’s grade in the course. HB 5 streamlines the requirement for the number of end-of-course assessments from 15 to 5.

Current law requires high school students to complete one of three degree programs—minimum, recommended, or advanced. HB 5 changes this, requiring one degree track called the Foundation High School Degree Program. Furthermore, HB 5 creates endorsements that allow a student to specialize in specified topics.

The legislation specifies a grade letter rating system, where the Texas Education Agency (TEA) rates the districts based on letter grades—A, B, C, and F. The legislation also includes future financial solvency in determining a school districts financial viability.

Analysis:

HB 5 permits the oversight and rigor necessary for the state to meet its constitutional requirement in maintaining an efficient public school system along with maintaining basic school accountability systems. The bill also limits government’s scope by allowing local districts to determine the best approach for meeting state requirements and educating their students.

Specifically, by allowing each district to determine if they want their students’ end-of-course assessments to count for 15% or less of the students’ final course grades, and decreasing the number of required exams, the school districts assume the responsibility to determine the teaching and assessment options that work best for their students. By allowing these districts the freedom to address their students’ relevant education needs, districts will have more opportunity to succeed.

The Foundation High School Program and endorsement options provide flexibility for all students by allowing them to specialize in industry specific studies. Also, the school letter grade performance evaluations will maintain the rigor and accountability necessary for quality performance.

Recommendations: 

In seeking efficiency, value, and success, TPPA recommends that the legislature maximize local control for the school districts to determine the education methods that work best, while still keeping accountability measures in place. 

Furthermore, this legislation permits the State Board of Education to determine the requirements for endorsements. To perform this task, they will look for input from local professionals and educators. We recommend that parents be included in providing input as they are the most local level of feedback and will provide perspective that others may not.

Lastly, we advise the legislature to support the changes to the Foundation High School Degree Program and maintain this change for a enough time for school districts to adjust to the new system and for the program to mature enough that it will be possible to determine its success. Legislators should resist the urge to make significant changes now and then judge the results prematurely before there is enough data to correctly assess the program.

HB 5 moves in a more efficient direction, seeking to make the public education system a venue where an education will equip students to learn, develop critical thinking skills, and enable graduates to be college ready. By adjusting the examination requirements, degree plans and course requirements in the current system, HB 5 allows school districts to have more flexibility in reaching their educational objectives since their populations are both diverse and growing rapidly. We support passage of this legislation.

Amendments:

While we are not commenting on all amendments, we recommend that Members VOTE NO on the following amendments. We do not endorse any specific amendments at this time.

Allen 830215

Allen 830216

Alonzo 830158

Alonzo 830159

Alonzo 830160

Alonzo 830171

Alonzo 830172

Alvarado 830269

Burnam 830142

Burnam 830143

Burnam 830261

Burnam 830289

Burnam 830290

Burnam 830298

Button 830190

Cortez 830238

Cortez 830239

Davis, John 830202

Davis, John 830204

Davis, Yvonne 830293

Dukes 830230

Dutton 830279

Giddings 830234

Gonzalez, Mary 830244

Gonzalez, Mary 830245

Gooden 830258

Herrero 830300

Herrero 830306

Martinez-Fischer 830294

Martinez-Fischer 830295

McClendon 830153

McClendon 830156

McClendon 830157

Moody 830275

Moody 830276:

Phillips 830195

Pitts 830173

Rodriguez, Eddie 830217

Rodriguez, Eddie 830220

Patrick, Diane 830165

Herrero, Abel 830305

Herrero, Abel 830306

Turner, Chris 830210

Walle 830281

Walle 830284

Wu 830236

 

 

Source URL (retrieved on 04/19/2024 10:04 AM): http://reports.texasaction.com/bill/83r/hb5?print_view=true