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House study group flags testing, DIBELS and high‑dosage tutoring burdens; lawmakers call for collaborative fixes
Summary
Members of the K–12 study group told the House Education Committee that the group’s four public meetings produced a concise set of findings: concern about testing volume, third‑grade retention timing, use of DIBELS as an assessment, administrative burden from high‑dosage tutoring and questions about vendor quality and accountability.
Representatives Roger Wilder and Bamberg presented the findings of the K–12 education study group to the House Education Committee on Feb. 12, summarizing four public meetings and a set of prioritized findings that group members said emerged from teachers, administrators and superintendents statewide.
"Are we teachers or are we testers?" Representative Roger Wilder paraphrased public testimony captured in the group’s report as he summarized concerns about assessment volume and the pressure created by multiple screeners and tests.
Top findings listed by Wilder and reiterated by others included: - Testing volume: The study group reported a perspective that Louisiana administers many more tests than the federal minimum; testimony cited a comparison of 32 Louisiana tests versus a federal minimum of 17, and members said the…
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