Arkansas Senate Bill SB149

Arkansas 2025 Regular Session

• Introduced: 1/30/25
• Refer: 1/30/25
• Report Pass: 4/7/25
• Engrossed: 4/9/25
• Refer: 4/9/25
• Report Pass: 4/10/25
• Failed: 5/5/25

Caption

To Amend Public School Funding Amounts Under The Public School Funding Act Of 2003.

Impact

The adjustments in funding amounts are expected to provide essential financial support to various educational entities, potentially ameliorating the challenges faced by districts with limited resources. The increased funding for alternative learning environments also highlights a commitment to catering to students with diverse educational needs, ensuring they get the necessary resources for their success. Additionally, the bill stipulates that the funding for English learners will be coordinated through rules set by the State Board of Education, which aims to improve educational outcomes for students transitioning into English proficiency.

Summary

Senate Bill 149 seeks to revise the funding amounts allocated to public education under the Public School Funding Act of 2003 in Arkansas. The bill introduces changes to the foundation funding for traditional public schools, alternative learning environments, and specific provisions for English learners. Notably, the foundation funding amount is increased for the coming years, which aims to address the financial needs of school districts. For instance, the foundation funding amount for the 2023-2024 school year will rise to $8,162, and it will reach $8,371 starting from the 2024-2025 school year.

Contention

While this bill appears to have widespread support focusing on enhancing educational funding, discussions may center around whether the proposed increases are sufficient to meet the growing needs of schools, especially in economically challenged areas. Critics may argue that without addressing the underlying issues such as teacher salary disparities and mental health resources, simply increasing funding amounts may not yield the desired outcomes. Additionally, the passage of this bill could lead to debates on the distribution of these increased funds and how effectively they can be managed at the district level. Stakeholders might express concerns regarding the equitable allocation of resources towards different district needs, particularly in the context of varying socio-economic backgrounds.