BILL ANALYSIS

H.B. 61

By: Guillen

Public Education

Committee Report (Unamended)

BACKGROUND AND PURPOSE

Interested parties suggest that the state accountability system does not specifically highlight the academic achievements of students who exit a special education program. H.B. 61 seeks to address this issue by establishing a new achievement indicator and an academic distinction for such students.

CRIMINAL JUSTICE IMPACT

It is the committee's opinion that this bill does not expressly create a criminal offense, increase the punishment for an existing criminal offense or category of offenses, or change the eligibility of a person for community supervision, parole, or mandatory supervision.

RULEMAKING AUTHORITY

It is the committee's opinion that this bill does not expressly grant any additional rulemaking authority to a state officer, department, agency, or institution.

ANALYSIS

H.B. 61 amends the Education Code to add to the fourth domain of indicators of achievement under the public school accountability system for evaluating the performance of middle and junior high school and elementary school campuses and public school districts that include those campuses the percentage of students formerly receiving special education services who achieved satisfactory academic performance for those students, as determined by rule of the commissioner of education, on statewide standardized tests administered in grades three through eight. The bill adds the percentage of such students to the criteria the commissioner is required to adopt in establishing an academic distinction designation for districts and campuses for outstanding performance in attainment of postsecondary readiness. The bill establishes the manner of determining who is a student formerly receiving special education services for purposes of these additions. The bill's provisions apply beginning with the 2017-2018 school year.

EFFECTIVE DATE

On passage, or, if the bill does not receive the necessary vote, September 1, 2017.