Louisiana House Bill HB1153

Louisiana 2014 Regular Session

• Introduced: 4/1/14
• Refer: 4/2/14

Caption

Provides relative to Taylor Opportunity Program for Students

Impact

The proposed revisions to HB 1153 are expected to impact state legislation around educational funding, specifically focusing on how the state allocates resources to support students in public and private institutions. By establishing a tiered system for scholarship amounts based on students' progress through their college semesters, the bill seeks to encourage timely graduation while simultaneously helping to manage state expenditure on educational awards. The structured award percentages vary across semesters, promising 80% funding initially and increasing to 120% in later semesters, which could alleviate financial burdens on students.

Summary

House Bill 1153 amends the Taylor Opportunity Program for Students (TOPS) in Louisiana to revise both the eligibility requirements and the award amounts for Opportunity Awards aimed at financial assistance for students pursuing higher education. Under the amended provisions, students will be required to achieve a higher minimum ACT score of 22 starting with the 2017-2018 graduating class, unless they maintain a GPA of 3.0 or higher. This change is aimed at raising academic standards and ensuring that recipients of state-funded scholarships are well-prepared for the rigors of higher education.

Sentiment

General sentiment surrounding HB 1153 appears to be mixed but leans towards positive in relation to the goal of enhancing educational attainment among Louisiana students. Proponents argue that the adjustment in requirements promotes a stronger focus on academic achievement, thereby improving the overall quality of education and preparedness for future careers. Opponents, however, have raised concerns about the increased academic thresholds potentially limiting access to financial aid for students who may struggle with standardized testing despite their capabilities and commitment to education.

Contention

One notable point of contention regarding this bill is the potential impact on lower-income students and those attending underfunded schools who may not have the same access to resources for test preparation, making it more challenging to meet the newly established ACT score requirement. Additionally, the phased reduction in award percentage might disproportionately affect students who face challenges in successfully completing their degree within the stipulated time frames. This aspect could foment debates about educational equity and the implications of standardized testing on personal trajectories.