Oklahoma House Bill HB2971

Oklahoma 2024 Regular Session

• Introduced: 2/5/24
• Refer: 2/6/24

Caption

Oklahoma Higher Learning Access Program; program eligibility; establishing minimum ACT score for all students; effective date.

Impact

The bill is expected to impact both students and educational institutions significantly. It establishes a clear benchmark (a minimum ACT composite score of 22) that students must achieve in order to participate in the Oklahoma Higher Learning Access Program. This change may lead to increased pressure on high school students to perform academically on standardized tests, potentially limiting access for those who may struggle with test-taking despite having other qualifications. Supporters argue that this will elevate educational standards and ensure that financial aid is directed toward students who are academically prepared for postsecondary education.

Summary

House Bill 2971 seeks to amend the Oklahoma Higher Learning Access Program by establishing a minimum ACT score requirement for student eligibility. Previously, the program had varied criteria for allowing students to qualify for awards that cover the costs of resident tuition in state institutions. By setting a specific ACT score minimum, this bill is intended to standardize student admission criteria and help ensure that recipients of state-funded educational assistance meet certain academic standards. The bill aims to enhance the quality and accountability of the program, which provides important educational opportunities to Oklahoman residents.

Contention

Notably, some educators and lawmakers contest the bill, arguing that standardized tests like the ACT do not accurately reflect a student's ability or potential for success in higher education. They fear that the new requirement could disproportionately affect students from low-income backgrounds or those attending underfunded schools who may not have the same access to resources for effective test preparation. Furthermore, concerns have been raised about the potential diminishing of the program’s inclusivity, which historically aimed to assist a broad range of students, including those with varying levels of academic achievement.