Kansas Senate Bill SB84

Kansas 2023-2024 Regular Session

• Introduced: 1/23/23
• Refer: 1/24/23
• Failed: 4/30/24

Caption

Including individuals who receive a high school equivalency (HSE) credential in performance-based payments for certain postsecondary educational institutions.

Impact

If enacted, SB84 will significantly impact funding for postsecondary institutions by creating a financial model that rewards not just the completion of vocational training but also the attainment of basic educational benchmarks such as GEDs. This aligns with broader educational goals to improve access to advanced training and workforce readiness. Moreover, it has provisions for scholarships to support students enrolled in career technical education programs, which could lead to increased enrollment and graduation rates in such programs across the state.

Summary

Senate Bill 84 aims to enhance the performance-based payment structure for eligible postsecondary educational institutions in Kansas by including metrics related to high school equivalency (HSE) credentials. Specifically, the bill outlines how institutions can certify the number of students who have obtained GEDs or HSE credentials as part of their educational programs. The legislation sets monetary incentives for institutions based on these certifications, thereby encouraging the development of programs that help students achieve their educational and vocational goals.

Conclusion

Overall, SB84 represents a significant step forward in aligning Kansas's postsecondary education funding with measurable outcomes related to student success. By incorporating HSE credentials into the criteria for performance-based payments, the bill aims to promote educational attainment and improve career readiness, although careful attention will be needed to address any potential disparities in implementation and funding.

Contention

Some potential points of contention surrounding SB84 may stem from discussions about equitable resource allocation among different educational programs and institutions. Critics may question whether such performance-based incentives adequately accommodate the diverse needs of students and the varying capacities of institutions to deliver career technical education. Additionally, there may be concerns regarding the sustainability of funding for these incentives, especially if linked to state appropriations that could vary annually.