Including placement in foster care as a criteria for a student to be eligible for at-risk programs and services.
Impact
The introduction of this bill is expected to modify existing laws related to the eligibility criteria for at-risk programs, thus expanding the reach of these services. By incorporating students in foster care into the eligibility pool, the bill provides a support mechanism for a vulnerable demographic that often struggles academically. The change aims to facilitate not only academic achievement but also to address social and emotional needs that can stem from their challenging living situations. This addition could lead to an increase in funding and resources directed toward these programs to help schools better cater to this population.
Summary
House Bill 2703 aims to enhance educational support for students identified as at-risk by expanding the eligibility criteria for at-risk educational programs and services in Kansas. This bill includes placement in the custody of the secretary for children and families as a new criterion for eligibility, thereby enabling additional support for students who may be facing challenges related to their family circumstances. The intent is to provide targeted interventions and evidence-based educational opportunities to help such students meet state board of education outcome goals.
Sentiment
The overall sentiment towards HB 2703 appears to be positive, especially among advocates for education reform and child welfare. Supporters argue that the bill logically extends the existing framework of support to include children who are in foster care, acknowledging the unique difficulties they face. Educational advocates express hope that this bill will reduce dropout rates and improve overall student outcomes for those who are most in need. However, as with any legislative change, there may be concerns regarding the implementation and necessary funding to effectively support these changes.
Contention
While the sentiment is largely supportive, potential points of contention include concerns about the adequacy of resources and funding to support the increased eligibility criteria. Critics may question whether the state is prepared to provide the necessary infrastructure and financial support to implement these programs effectively. Additionally, the impact on school district administrations and their capacity to handle the increased demands of a larger at-risk student population could spur discussion, particularly concerning staffing and training for those involved in delivering these services.
Requiring each school district to establish an at-risk student accountability plan and to show academic improvement in certain student subgroups and students identified as eligible for at-risk programs, prohibiting the state board of education from revising the curriculum standards in English language arts and mathematics until 75% of all students achieve proficiency and requiring school districts to comply with all state laws and rules and regulations to maintain accreditation.
Expanding the tax credit for low income students scholarship program act to allow students enrolled in underperforming school districts to be eligible for a scholarship.
Including programs and services provided by nonprofit organizations accredited by the international multisensory structured language education council as approved at-risk educational programs.
Authorizing students attending public schools with low proficiency scores and certain private elementary and secondary school students to participate in the tax credit for low income students scholarship program.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Expanding student eligibility under the tax credit for low income students scholarship program, increasing the amount of the tax credit for contributions made pursuant to such program and providing for aggregate tax credit limit increases under certain conditions.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Expanding student eligibility under the tax credit for low income students scholarship program, increasing the amount of the tax credit for contributions made pursuant to such program and providing for aggregate tax credit limit increases under certain conditions.