Iowa Senate Bill SF2075

Iowa 2023-2024 Regular Session

• Introduced: 1/18/24
• Refer: 1/18/24

Caption

A bill for an act relating to statewide voluntary preschool program students whose household income is below a certain amount, minimum hours required to be offered, and funding calculations.(See SF 2383.)

Impact

The new rules aim to provide more instructional time for low-income preschool students, with the intention of enhancing education outcomes in this demographic. The funding changes necessitated by the bill will adjust how preschool budget enrollment is calculated, thus influencing state funding mechanisms for school districts participating in SVPP. Districts opting for the increased hours will see their funding based on both the number of eligible students receiving additional instruction as well as those remaining on the standard curriculum.

Summary

Senate File 2075 amends regulations regarding the statewide voluntary preschool program (SVPP) in Iowa, specifically impacting students whose household incomes fall below 185 percent of the federal poverty level (FPL). The bill allows school districts to determine their instruction hours at the start of each school year. For students eligible under the lowered income threshold, the bill increases the minimum required hours of instruction per week, starting from 15 hours for the 2024-2025 school year and escalating to 20 hours per week in subsequent years. For other students, the requirement remains at a minimum of 10 hours per week.

Contention

Discussions around SF2075 highlight divergent views on the implications of raising instructional requirements for low-income students. Proponents argue that more required instructional hours are necessary to ensure educational equity and better prepare students from disadvantaged households for future academic success. Conversely, critics may contend that such requirements place undue pressure on school districts and may limit the flexibility needed to cater to individual student needs. Overall, the bill represents a significant shift in early childhood education policy aimed at addressing income disparities in educational access.