This race is the closed primary runoff. The Louisiana State Board of Elementary and Secondary Education (BESE) is the administrative body for all Louisiana public elementary and secondary schools; it also performs certain administrative functions for the state's non-public elementary and secondary schools. BESE adopts regulations and enacts policies governing the operations of the schools under its jurisdiction, and exercises budgetary oversight of their educational programs and services. The Board is composed of 11 members: eight elected by the citizens of Louisiana’s eight BESE districts, and three appointed by the governor of Louisiana to represent the state at-large.
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1. Audit all required tests to eliminate duplicative or low-value assessments to ensure the maximum time is dedicated to instruction.
2. Have a system of vetting curriculum and best practices.
3. Try and create a system top down of a "help desk" culture vs a policing culture.
Seems the need for a single test passage is a reflection of the need to stop social promotion- lack of proficiency. I am in favor a new design of requirements that do not rely on one test. It is not an authentic way to prove that learning happened.
Administrative burden and expectations are driving attrition. Reduction in non-instructional paperwork and redundant reporting and increasing planning time and classroom support staff are much needed. Providing retention incentives such as loan forgiveness and stipends may motivate more to stay in the profession. There are parishes that are already incentivizing their paraprofessionals to get their degrees and stay within the parish for a minimum of three years. As times change, we need to be creative in terms of certification (yet provide strong training). If the associate degree curriculum is well-developed in training, I would agree to it.
I am in support of any way of giving parents choice/options for their child. I do say that anything legislated should be securely funded. We often start programs and run out of money making, unintentionally I am sure, but often, our students suffer from it.
Early childhood is an important year where foundations are built. Third grade is a crucial year where difficultly in math and reading occur due to the higher cognitive levels required in the curriculum. The fact that only 3% of students were actually held back suggests the law is working more as a catalyst for intervention rather than a retention tool. To prevent "harm" seen as wasted year, the state has put in place Individual Literacy Plans. I have concern emotionally but with ALL honesty can't decipher which would have the most harm: social-emotional harm or illiteracy as disability. We should try to prevent both.
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