H.B. No. 277 seeks to improve the assessment framework in Texas public schools by establishing an instructionally supportive assessment program. The bill introduces new requirements for assessment instruments, emphasizing annual performance goals in reading language arts and mathematics. It mandates that assessments be based on scientific research, monitor student progress, and identify specific skills needing targeted instruction. Additionally, the bill requires school districts to provide targeted professional development for early-grade teachers and outlines criteria for selecting teachers for literacy achievement academies. It also specifies that assessments must be administered at various points throughout the school year and must evaluate essential subjects, ensuring a comprehensive approach to student assessment.

The bill further amends the Education Code to enhance the evaluation of emergent bilingual students, mandating the adoption of a norm-referenced assessment system for their academic progress. It requires the performance of these students to be included in performance reports, disaggregated by their respective bilingual education programs. The evaluation criteria for school districts will now encompass a broader range of indicators, including reading language arts and mathematics performance. Additionally, the bill establishes a mechanism for reducing school district entitlements based on third-grade reading language arts assessments, effective from the 2030-2031 school year. Overall, H.B. No. 277 aims to enhance the assessment process to better meet the needs of students and educators while ensuring compliance with federal requirements.

Statutes affected:
Introduced: Education Code 11.185, Education Code 21.4552, Education Code 29.056, Education Code 39.022, Education Code 39.023, Education Code 39.027, Education Code 39.028, Education Code 39.053, Education Code 39.203 (Education Code 11, Education Code 39, Education Code 21, Education Code 29)