Louisiana Senate Bill SB665

Louisiana 2012 Regular Session

• Introduced: 4/2/12
• Refer: 4/3/12

Caption

Provides for powers and duties of the Board of Regents with respect to the distribution of funds to postsecondary education institutions. (8/1/12) (OR SEE FISC NOTE GF EX)

Impact

The proposed changes could significantly impact state laws surrounding higher education funding by providing a structured approach to how resources are allocated among different institutions. The emphasis on equitable distribution based on performance is intended to foster a more uniform approach to higher education funding, facilitating better resource management and potentially improving outcomes across Louisiana's postsecondary institutions.

Summary

Senate Bill 665 aims to clarify and enhance the powers and duties of the Board of Regents in relation to the distribution of funds to postsecondary education institutions in Louisiana. The bill proposes that the Board should develop an equitable formula for funding allocation, ensuring that resources are distributed based on institutions’ performance and mission. Specifically, institutions would be compared to their peers within the Southern Regional Education Board, with considerations given for institutions fulfilling their unique missions. The bill goes into effect on August 1, 2012.

Sentiment

While the specific sentiment surrounding SB665 is not detailed in the available documents, generally, such bills draw mixed reactions. Proponents likely support the idea of a performance-based funding model, arguing that it promotes accountability and educational effectiveness. Conversely, opponents may raise concerns about the equity of outcomes and the potential risk that some institutions could be unjustly disadvantaged if their performance metrics do not meet certain expectations.

Contention

A notable point of contention may arise from the bill's focus on institutional missions and performance evaluations, as some institutions might argue that the metrics used to assess performance could unfairly penalize them, especially if they cater to diverse student populations without traditional admission standards. This could lead to debates regarding the balance between accountability and equitable funding, particularly in addressing the unique needs of different educational institutions within the state.