Provides relative to the Steve Carter Literacy Program (OR INCREASE GF EX See Note)
The bill specifies that the DOE must establish minimum criteria for evaluating service providers based on their effectiveness in improving literacy among students. Providers who fail to demonstrate improvement after two consecutive years will be deemed ineligible. This change aims to ensure that only effective, capable service providers participate in the program, which would likely improve educational outcomes for students. Additionally, the bill emphasizes support for economically disadvantaged students by prioritizing their placement in the program and facilitating more structured payment processes related to attendance and service delivery.
House Bill 389, introduced by Representative McKnight, focuses on enhancing the Steve Carter Literacy Program, which aims to support literacy among public school students from kindergarten through fifth grade. The bill proposes notable changes to the administration and requirements of the program, particularly in how service providers are evaluated, trained, and compensated. The Department of Education (DOE) will be tasked with developing a structured application process for both students and service providers, as well as implementing training requirements to ensure high-quality educational assistance for students struggling with reading.
Overall, the sentiment surrounding HB 389 appears to be positive among education stakeholders, particularly those who advocate for better educational resources and support for struggling students. There is a recognition of the importance of early literacy and the role of qualified service providers in achieving this goal. However, some concerns may arise regarding the implementation of stricter eligibility requirements for providers and the potential barriers this might create for smaller or less established educational service organizations.
Notably, contention around the bill may include discussions about the balance between ensuring high-quality service provision and the accessibility of the program for newer or less traditional educational service providers. As the bill places a significant focus on the evaluation criteria for tutors and service providers, this could influence the diversity of available educational support services. Moreover, there may be debates over how the changes in the payment structure, particularly related to student attendance, could impact both service providers and students' participation in the program.