Louisiana House Bill HB446

Louisiana 2019 Regular Session

• Introduced: 3/29/19
• Refer: 3/29/19
• Refer: 4/8/19
• Report Pass: 5/7/19
• Refer: 5/8/19
• Report Pass: 5/20/19
• Engrossed: 5/27/19
• Refer: 5/28/19
• Refer: 5/30/19

Caption

Provides for a voucher program for certain public school students (RE +$46,617,900 GF EX See Note)

Impact

The bill impacts state educational laws by allocating financial resources towards improving literacy among vulnerable student populations. The Department of Education is designated to oversee the program, creating a structured approach to not only determine eligibility but also to establish a list of approved service providers from whom students may receive reading assistance. Additionally, the bill imposes reporting requirements to ensure accountability and transparency regarding the program's implementation and effectiveness.

Summary

House Bill 446 establishes the Reading Assistance Program aimed at supporting eligible public school students in grades three through five who struggle with English language arts. Specifically, the program targets students who scored below mastery on the state assessments during the previous school year, giving priority to economically disadvantaged learners. Each eligible student would receive a payment of $500 to be used for supplemental educational services designed to enhance their reading and literacy skills.

Sentiment

General sentiment surrounding HB 446 appears favorable, particularly among legislators and advocates for educational assistance. Supporters argue that the bill addresses critical gaps in literacy education for some of the state’s most disadvantaged learners. However, there are underlying concerns about the adequacy of funding and the actual implementation of the program, which could affect its success. Some critics express skepticism about whether the $500 payment will be sufficient to cover the necessary educational services or if it will lead to further funding shortfalls in public education.

Contention

Notable points of contention include the determination of eligibility and the selection of service providers. There are concerns among some stakeholders that the eligibility criteria may inadvertently exclude students who could also benefit from assistance, particularly those just above the threshold. Additionally, the reliance on approved providers raises questions about the quality and consistency of services being offered, as local communities may have differing capacities to supply adequate educational resources.