Provides relative to literacy instruction and reading support services for certain students in grades six through 12 (RE1 SEE FISC NOTE LF EX See Note)
Impact
If enacted, HB 792 would significantly influence state education policy by mandating public school governing authorities to actively identify eligible students and notify their parents or guardians regarding available literacy services. The Department of Education is tasked with evaluating and approving providers of reading support, ensuring quality and accountability in these services. This legislative framework is expected to enhance the availability of targeted educational resources, ultimately aiming to boost literacy rates among at-risk middle and high school students.
Summary
House Bill 792 is a legislative initiative aimed at enhancing literacy instruction and reading support services for public school students in grades six through twelve who read below grade level. The bill establishes a framework for eligibility, specifically targeting students enrolled in alternative educational settings who meet the reading proficiency criteria. Through this initiative, the state aims to develop a structured application process for literacy service providers and ensure the assessment of their effectiveness, contributing to improved educational outcomes for struggling readers.
Sentiment
The sentiment surrounding HB 792 appears to be positive, with support from various educational stakeholders who recognize the need for enhanced literacy services. Proponents argue that the bill represents a critical step towards addressing educational inequalities and fostering academic achievement. By focusing on specific interventions for students who are struggling, the bill aims to promote inclusivity and better prepare students for future academic challenges. However, there may also be concerns regarding the sufficiency of funding and resource allocation to meet the proposed objectives.
Contention
While the overall reception of HB 792 is favorable, potential points of contention may arise regarding the implementation and distribution of resources. Critics might challenge the adequacy of funding generated through the proposed Education Excellence Fund and whether it will suffice to meet the demand for literacy programs. Additionally, discussions may emerge about the criteria established for service provider evaluation and the impact this could have on the diversity and types of instructional support available to students.
Prohibits promotion to the fourth grade of certain students whose reading deficiencies have not been remedied by the end of the third grade (RE1 INCREASE LF EX See Note)
Requires DOE to establish working group on student literacy; mandates universal literacy screenings for kindergarten through grade three students; requires professional development for certain school district employees.