H.B. No. 56 seeks to improve the assessment framework in Texas public schools by introducing an instructionally supportive assessment program. Key provisions include the implementation of new assessment instruments for reading language arts and mathematics, the establishment of annual growth goals for students, and the requirement for targeted professional development for early-grade teachers. The bill mandates that each school district's plan includes oversight by a district-level administrator and annual reviews by the board of trustees. It also emphasizes monitoring student progress and providing actionable information to educators and parents, while modifying the selection criteria for teachers in literacy achievement academies to prioritize those in schools with a high percentage of educationally disadvantaged students.

Additionally, the bill amends the Education Code to enhance the evaluation of emergent bilingual students and overall student performance. It requires the adoption of a norm-referenced assessment system for these students and mandates the inclusion of their performance in various reports, disaggregated by their educational programs. The bill introduces new indicators for evaluating high school performance, such as dual course credits and industry certifications, and establishes a mechanism for reducing school district entitlements based on third-grade reading assessment performance starting in the 2030-2031 school year. Overall, H.B. No. 56 aims to create a balanced assessment program that supports student achievement and instructional effectiveness, with a focus on valid and reliable assessment instruments aligned with state curriculum standards.

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 39, Education Code 21, Education Code 29, Education Code 11)