Special education funding.
This bill significantly impacts the existing funding structure for special education in California by redistributing resources to underfunded regions. The increase in the base funding percentages and the introduction of allowances for high-cost services promotes the integrity of special education services across varied local education agencies (LEAs), thereby addressing long-standing inequities. Furthermore, the amendment requires participation from special education local plan areas (SELPA) in apportionments based on attendance reporting, impacting how funds are allocated and utilized.
Assembly Bill 3136 aims to enhance special education funding in California by revising the current funding formula. The bill increases the percentile for determining equalization adjustments from the 90th to the 95th percentile, ensuring that local plan areas receiving federal and state special education funds will receive a higher rate of funding, facilitating a more equitable distribution across the state. Additionally, the legislation introduces a high-cost service allowance for areas with high needs, particularly for students with severe disabilities or multiple disabilities.
The sentiment surrounding AB 3136 appears to be largely positive among advocates for special education, who believe the changes will address critical funding deficiencies and advocate for more equitable support for vulnerable student populations. However, there are concerns among some local education officials regarding the administrative burden of the new calculations and potential shortfalls as funding requirements increase. Debates reflect a consensus on the need for greater support but highlight the logistics of implementing these changes effectively.
Notable points of contention include the logistical challenges that may arise in recalibrating the funding mechanisms and the potential impact on districts that could see fluctuations in their funding levels. Critics argue that the new formula may inadvertently disadvantage smaller districts or areas that are already underfunded, raising concerns about the equity of the new system. Additionally, the requirement that SELPAs count units of average daily attendance generated by preschool-aged children may create a strain on existing local programs if not accompanied by adequate resources.