The proposed pilot program would impact the local education system by specifically addressing the unique needs of nearly 2,000 foster youth in West Virginia. By integrating life-coaching with academic guidance, the bill opens up pathways to higher education that have previously been difficult for these students due to their circumstances. Furthermore, the program provides financial assistance to cover tuition and other related costs, aiming to reduce educational barriers that foster children encounter. Funding of $95,000 per year from the state's general revenue is earmarked for the program, ensuring that essential resources are allocated for its operational success.
Summary
House Bill 5513 aims to address the challenges faced by foster children aging out of the system in West Virginia by establishing the Great Expectations Pilot Program at Pierpont Community and Technical College. The program intends to create a supportive network for these individuals, pairing them with adult coaches who will assist them in navigating the complexities of college enrollment and success, providing tailored support that goes beyond traditional advising. This initiative is modeled after a successful program in Virginia and is designed to improve the educational outcomes for foster youth by offering focused, personalized guidance.
Sentiment
The sentiment surrounding HB5513 appears largely positive among stakeholders who see the bill as a necessary step towards improving the educational prospects for vulnerable populations. Supporters believe that this program will empower foster youth, offering them the tools and resources they need to succeed academically and professionally. However, discussions may still highlight concerns regarding the adequacy of funding and the implementation of the program, as well as the need for additional resources to truly meet the diverse needs of these students.
Contention
While the bill has garnered support for its intent to aid foster children, there may be points of contention regarding the effectiveness and sustainability of the pilot program. Critics might question whether the allocated funds are sufficient to cover the comprehensive needs of participants over the three-year pilot phase. There may also be concerns about the scalability of the program to other community and technical colleges across the state, particularly if the pilot is deemed successful after evaluation. These aspects could dominate discussions around the proposal in future legislative sessions.
Including Potomac State College in the definition of community and technical college education program for participation in the “Learn and Earn Program”