House Bill 5How HB5 Changed Texas Education
Business Perspective
HB5 overview
The structure and intent• Accountability, Assessment and Graduation
Plans• The goals:• the development of a more diverse workforce• sending students to the postsecondary level
more prepared for success
• The understanding is that each student’s path to the workforce is unique.
Diploma Plans
Parameters to follow “…students entering Grade 9 in the 2014-
15 school year and thereafter…”Students currently in high school may switch
next yearEndorsements, distinguished level and
performance acknowledgements to be on students’ transcript and diploma
Students can move to a Foundation only diploma after their sophomore year with:Parent advisementParent signed permission
Graduation requirements
• Foundation requirements• Endorsements (4 Math, 4 Science, Endorsement
curriculum requirements, two elective credits)
• STEM• Business and Industry• Public services• Arts and Humanities• Multidisciplinary
• Distinguished (4 Math including Algebra II, 4 Science and Endorsement)
• Performance Acknowledgements
Speech course?• No longer a required separate state credit for a diploma for
Foundation diploma students but “speech requirement” exists• Districts may opt to add it to their diploma requirements• Consider standards within English/Language Arts TEKS Oral
Conventions
This was noted to be a “soft skill” from those in the workforce so districts and higher education will need to consider it’s removal from diploma requirements.
Endorsements =make room for CTE
Terms to know for a diploma• Endorsement = a set of classes that go
together to help create an area of study for a student• Endorsements follow a pattern set by the
district.• This customizes the diploma to support the
child’s college and career pathway.• Students study in areas where they are
interested or have a talent/aptitude.• Think of it like a major in college
Remember it is all about the “final” course!• The final course the student takes is
what will determine what Endorsement(s) the student receives• Think of this final course as a
“capstone” course• This is completely up to the district• This allows districts to be more
flexible about what they deem to be a “coherent sequence”• Think about what can be taken
simultaneously in the junior/senior year• This can change how senior year
looks!
Other diploma features
What does a child need to be in the top 10%?
• GPA requirements set by district• Distinguished Level =• Credits for the Foundation• Credits for one Endorsement• 4 Math and 4 Science• One of the math must be Algebra II
Performance Acknowledgements Dual credit - 12 hours of college academic courses
with 3.0 GPA or better Associate’s degree while in high school Score of 3+ on a College Board AP examination Score of 4+ on an International Baccalaureate PSAT, SAT, ACT-PLAN, ACT
PSAT = commended scholar or higher ACT-PLAN = college readiness in minimum two of
four subject areas SAT = combined reading and math score of
1250+ ACT = composite score of 28 (excluding writing)
The “locally developed” courses•Required to be built in conjunction with IHE (institutes of higher education) and businesses by September 2015 and offered to students•One is an advanced course connected to work within a field (like internships)•One is filling the gap for students who are not “college ready” for English and Math
Challenges for CTE
What are some challenges for CTE in implementing HB5?
• Equity among demographic groups is required • If one particular
group is represented more than the others in a certain Endorsement it will cause a review by TEA.
• Working with counselors to help students find their aptitude• Allowing students to
sample various CTE courses while maintaining quality Endorsement paths• Expanding dual credit
options
What do you see? From Bureau of Labor
From The Girls RISE (Raising Interest in Science and Engineering), 2013“The under representation of women in science classes and STEM careers continues to be an issue of compelling puzzlement. Inherent gender differences have been ruled out by the vast majority of scientists given studies that demonstrate that younger boys and girls are similarly interested in science, and even that girls get better grades than boys in science. Yet high ability girls often do not have correspondingly high levels of confidence in their ability to do science (Baker, 2013), which may be one of the contributors to the findings that the standardized test score difference between boys and girls is not definitive, varying by year and geographic location, though boys appear to do better at the extreme high end of the distribution (Ceci and Williams, 2009).”
“Teachers can foster girls’ long-term interest in math and science by choosing activities connecting math and science activities to careers in ways that do not reinforce existing gender stereotypes and choosing activities that spark initial curiosity about math and science content. Teachers can provide ongoing access to resources for students who continue to express interest in a topic after the class has moved on to other areas.”~Institute of Education Sciences, 2007
But what about boys?
“In 2008, there were 3,063,163 licensed registered nurses in the United States. Only 6.6% of those were men”
These numbers only decrease when minorities were the focus.
So we must make girls and boys see beyond gender stereotypes.How can we do that?
The challenges of new diploma plans for ISDs
• Being able to offer more than one Endorsement (cost, staffing, certification)
• Counseling students (with their parents) every year and adjusting graduation plans
• Maintaining a plan for the unique needs of every child
• Creating the developmental courses with higher education
• How to offer more CTE, Dual credit courses and electives to match more Endorsements in creative ways?
• Working with Business & Industry
• Informing parents
• Building policies for:• Class ranking with
mixed diploma types• LOTE switch
Review• HB5 changed assessment, accountability
and diploma plans in the state of Texas as of 2013-14 school year.• Newer diploma plans allow for CTE
courses to be a more common pathway for students to “major” in.• HB5 and CTE sometimes have
overlapping language.• With the expansion of CTE possibilities,
there are opportunities for overcoming gender imbalances in certain career paths.• Opportunity for business involvement.
HOMEWORK:What’s on our site?
• Updated documents and FAQs from TEA
• Tools to help you plan
• Testing updates• Presentations to
share with parents• Information on
SBOE decisions
Take a look at our site for updated
informationwww.esc12.net/hb5
Denise Bell Chris Holecek
[email protected]@esc12.net
