Arkansas Senate Bill SB33

Arkansas 2024 Regular Session

• Introduced: 4/3/24
• Refer: 4/10/24
• Refer: 4/15/24
• Report Pass: 4/17/24
• Engrossed: 4/18/24
• Enrolled: 4/24/24
• Chaptered: 4/30/24
• Passed: 4/30/24

Caption

An Act For The Department Of Education - Division Of Career And Technical Education Appropriation For The 2024-2025 Fiscal Year.

Impact

The bill will have a substantial impact on state law by ensuring that critical funding is available for vocational and technical education programs. By appropriating funds, the bill seeks to address gaps in education and training for various jobs and industries. This is aligned with state goals for workforce development and may help meet the needs of employers seeking skilled labor, thereby promoting the state's economic growth.

Summary

Senate Bill 33 focuses on the appropriations needed for the Department of Education, specifically for the Division of Career and Technical Education during the fiscal year ending June 30, 2025. The bill outlines various financial allocations, including funds for personal services, operating expenses, and grants to local school districts and special programs. The total appropriated amount is significant, as it directly supports educational initiatives aimed at enhancing career and technical education in Arkansas.

Sentiment

The general sentiment around SB33 appears to be supportive, particularly among proponents who recognize the importance of career and technical education in preparing students for the workforce. However, some dissent may arise from those who argue that funding should prioritize other educational areas or general budget improvements over specialized programs. Overall, the focus remains on the necessity of vocational education funding to create skilled job seekers.

Contention

Notable points of contention associated with SB33 may center around the allocation of funds and the effectiveness of career and technical education programs in meeting labor market demands. Critics may question whether the appropriated amounts are sufficient or if they effectively target the most pressing educational needs. There could also be discussions around ensuring that these funds are utilized efficiently and that they lead to tangible outcomes for students and the broader community.