Iowa House Bill HF2212

Iowa 2023-2024 Regular Session

• Introduced: 1/30/24
• Refer: 1/30/24

Caption

A bill for an act relating to school districts and area education agencies that share bachelor social workers as part of an operational sharing agreement, and including applicability provisions.

Impact

The implementation of HF2212 is expected to redirect educational resources, ultimately increasing student opportunities through enhanced access to shared services. The adjustment in funding structures is particularly vital for districts utilizing operational sharing agreements, as it encourages collaborative resource use. By assigning supplementary weights to shared roles, the bill offers a financial incentive for schools to collaborate in providing educational and support services, thereby potentially improving educational outcomes for students across participating districts.

Summary

House File 2212, introduced by Representative Stone, aims to provide additional funding for school districts and area education agencies that share designated operational functions. This bill specifically includes bachelor social workers as eligible roles under operational sharing agreements. By amending Section 257.11 of the Iowa Code, HF2212 allows school districts that share services such as curriculum direction, social work, and management functions to receive supplementary weighting, thereby enhancing financial support for student programming during budget years beginning on or after July 1, 2025.

Contention

Although the bill increases funding possibilities for educational districts that share operational roles, some contention may arise regarding the reliance on shared services and the equity of resource distribution. Critics might argue that the reliance on operational sharing could disproportionately favor certain districts over others, particularly those with established partnerships. The longevity of supplementary weighting, which is tied to budget years ending in 2034, may also be debated regarding its sustainability and future implications for school funding structures.