Connecticut House Bill HB05686

Connecticut 2011 Regular Session

• Introduced: 1/21/11
• Refer: 1/21/11

Caption

An Act Concerning Limited English Proficient Students And The Ecs Formula.

Impact

The immediate impact of HB 5686 is expected to enhance state aid to school districts, offsetting the extra costs associated with educating English language learners. By modifying the ECS (Education Cost Sharing) formula, the bill seeks to provide equitable funding that accurately reflects the challenges school districts face in accommodating LEP students. This change is crucial in creating a more inclusive educational environment, allowing these students to thrive and succeed academically.

Summary

House Bill 5686 addresses the challenges faced by limited English proficient (LEP) students within the state’s education system. The primary focus of the bill is to revise the existing definition of 'total need students' as outlined in section 10-262f of the general statutes. By increasing the weighting for LEP students from fifteen percent to thirty percent, the bill aims to ensure that educational institutions receive adequate financial support to meet the needs of these students. This legislative proposal acknowledges the additional resources and teaching efforts required to effectively educate students who are not proficient in English.

Contention

While the intent behind HB 5686 is to bolster support for LEP students, the bill may also lead to debates surrounding education funding priorities. Some stakeholders may express concerns regarding the implications of increased funding for LEP students on other areas of education funding. Legislative discussions may focus on balancing the need for additional resources for language learners with the considerations of budget constraints and the potential impact on funding for other student groups. As such, this bill could spark discussions on educational equity and resource allocation.

Notable_points

The introduction of HB 5686 highlights a growing awareness of the needs of limited English proficient students in the education system. The increase in funding weight signifies a commitment to improving educational outcomes for these students, who often face unique obstacles in their learning process. This proposed change in the ECS formula exemplifies a targeted approach to addressing the disparities that exist within educational funding, with the aspiration of fostering a more supportive environment for all students.