Louisiana Senate Bill SR179

Louisiana 2017 Regular Session

• Introduced: 6/3/17
• Passed: 6/4/17

Caption

Requests BESE to reconvene the MFP task force.

Impact

If successful, SR179 would lead to a thorough review and potential overhaul of the MFP formula that dictates how education funding is allocated across public schools in Louisiana. This could have significant implications for how resources are distributed at the local level, especially for schools in underserved communities. By demanding an analysis of both costs and funding sources, the resolution aims to facilitate better financial planning and resource allocation for education, which is essential for enhancing educational outcomes in the state.

Summary

Senate Resolution No. 179 (SR179) urges the State Board of Elementary and Secondary Education (BESE) to reconvene the Minimum Foundation Program (MFP) task force. The primary goal of this task force is to determine the actual costs involved in providing public education in Louisiana and to identify potential funding mechanisms that will allow school systems to cover these costs. The resolution emphasizes the importance of ensuring adequate funding for public education, as mandated by the state constitution, and underscores that all students should have equal opportunities to thrive academically and socially.

Sentiment

The general sentiment surrounding SR179 seems supportive, particularly among education advocates who view the reconvening of the MFP task force as an opportunity to address ongoing funding issues. However, there may also be concerns about state-level decisions overshadowing local educational needs. Supporters argue that this action is crucial for better aligning educational funding with the real costs of providing quality education, while critics might contend that it falls short of ensuring community input into funding decisions.

Contention

Notable points of contention surrounding SR179 could arise from differing opinions on funding adequacy and equity. Some stakeholders might question whether the proposed measures will truly lead to improved educational equity across diverse populations. Additionally, debates may surface regarding the composition of the task force, particularly concerning the representation of various educational and community stakeholders, to ensure everyone's interests are adequately considered in the review process.