Arkansas House Bill HB1698

Arkansas 2023 Regular Session

• Introduced: 3/27/23
• Refer: 3/27/23

Caption

To Create The Arkansas Released Time Education Act.

Impact

The proposed legislation mandates that schools adopt policies which permit students to be excused for up to five hours a week to attend released time classes, provided parental consent is obtained. It also establishes expectations for the sponsoring entities regarding attendance and liability, reinforcing the responsibility of the independent organizations involved in delivering these courses. Such provisions indicate a significant shift in the intersections of education and religious instruction in Arkansas, prompting schools to implement and adapt policies that align with this new framework.

Summary

House Bill 1698, known as the Arkansas Released Time Education Act, seeks to establish a policy allowing public school students to participate in privately sponsored religious instruction during school hours. This bill builds on the precedent set by the United States Supreme Court, particularly the 'Zorach v. Clauson' case, which affirmed the constitutionality of permitting such programs. The intent is to enhance student access to religious moral education while ensuring that no family is excluded from such opportunities. Additionally, the bill proposes that schools may offer academic credit for participation in these courses, aligning with practices already adopted in six other states.

Contention

Supporters of HB 1698 argue that it expands educational opportunities and adheres to constitutional guidelines regarding the separation of church and state. However, critics may raise concerns over the potential implications for state-funded education and the proper separation of public education from private religious instruction. The requirement for students to catch up on missed schoolwork and the stipulation that released time courses not occur on school property further suggests an attempt to balance educational responsibilities with religious opportunities. These aspects may become focal points in ongoing debates about the integration of religious education within public schooling.