Texas Senate Bill SB2084

Texas 2017 - 85th Regular

Caption

Relating to calculation of average daily attendance for public school students in blended learning programs.

Impact

The passage of SB 2084 is expected to enhance the educational landscape in Texas by recognizing and supporting blended learning programs that integrate real-world work experiences for students. This shift could incentivize schools to adopt blended learning methods, improving students' preparedness for the workforce. Additionally, it may drive more students to seek participation in these programs, which could help bridge the gap between education and employment opportunities.

Summary

Senate Bill 2084 focuses on the calculation of average daily attendance (ADA) for public school students participating in blended learning programs. These programs are designed to supplement classroom instruction with applied workforce learning opportunities, such as internships, externships, and apprenticeships. By amending Section 42.005 of the Texas Education Code, the bill aims to provide a framework for accurately assessing student attendance in these innovative educational models, thus ensuring schools receive appropriate funding based on actual student engagement.

Sentiment

The overall sentiment around SB 2084 was positive, with broad support evidenced by the unanimous votes in both the Senate and House, indicating strong bipartisan agreement on the importance of integrating workforce learning into educational curricula. Stakeholders, including educators and workforce development advocates, expressed enthusiasm for the potential benefits this bill could bring to students and the broader economy.

Contention

While the bill enjoyed widespread support, there were some discussions about the logistics of implementing the new attendance calculation methods. Stakeholders raised concerns over how effectively the Texas Education Agency would develop appropriate guidelines for schools to adopt these changes. Ensuring equitable access to blended learning resources for all students, especially in under-resourced districts, was highlighted as a crucial point for ongoing dialogue.