Kentucky Senate Bill SB192

Kentucky 2024 Regular Session

• Introduced: 2/9/24
• Refer: 2/9/24
• Refer: 2/12/24

Caption

AN ACT relating to career and technical education funding, making an appropriation therefor, and declaring an emergency.

Impact

The bill represents a significant change in how funding for CTE programs is structured, moving away from a purely formulaic allocation to one that considers student success metrics. Specifically, the incentives-based funding component rewards districts for achieving technical skill attainment and other performance benchmarks, which aligns state educational funding with workforce development goals. This strategy is expected to incentivize local districts to enhance program quality and student performance, ultimately benefiting Kentucky's workforce and economy.

Summary

SB192 focuses on reforming the funding structure for career and technical education (CTE) in Kentucky. The bill aims to establish a more equitable and effective appropriation of funds by introducing an allocation model that combines both enrollment-based funding (60%) and incentive-based funding (40%). This dual approach is intended to allocate resources based on the actual performance and outcomes achieved by students, thereby enhancing the quality and effectiveness of technical education programs across the state.

Sentiment

The overall sentiment surrounding SB192 appears to be positive, particularly among educators and stakeholders who advocate for improvements in career and technical education. Many express that linking funding to performance will not only encourage districts to focus on student outcomes but also address workforce readiness in key industry fields. However, there are concerns about the potential implications for funding equity among districts with varying levels of resources and student populations. Some critics worry that the emphasis on performance metrics may inadvertently disadvantage under-resourced areas.

Contention

Notable points of contention include debates on the adequacy and fairness of the proposed funding model. Opponents argue that not all districts will have the same ability to achieve the performance metrics set by the bill, potentially leading to disparities in funding and resource allocation. Additionally, discussions around the potential for the new structure to prioritize certain programs over others have been raised, with some stakeholders advocating for safeguards to ensure that all areas of technical education are adequately supported.