North Dakota House Bill HB1517

North Dakota 2025-2026 Regular Session

• Introduced: 1/20/25
• Refer: 1/20/25
• Report DNP: 2/7/25

Caption

The creation of the North Dakota student teacher scholarship program; and to provide an appropriation.

Impact

The financial implications of HB1517 are notable as it provides an appropriation of $4.2 million from the general fund to support the scholarship program for the biennium starting July 1, 2025, and ending June 30, 2027. This funding aims to alleviate the financial burden associated with teacher education, thereby potentially increasing the number of qualified teachers available in North Dakota. The bill also aims to address teacher shortages by encouraging more individuals to pursue careers in education, particularly in light of the pressing need for qualified teachers in rural and underserved areas of the state.

Summary

House Bill 1517 proposes the creation of the North Dakota Student Teacher Scholarship Program aimed at providing financial support to student teachers seeking initial licensure after graduation. The bill mandates the state board of higher education to develop and administer this scholarship program, ensuring that financial assistance is allocated to institutions that offer North Dakota state-approved teacher preparation programs. Eligible students can receive up to $3,000 for their tuition and fees during their student teaching experience, making it a significant aid for those entering the teaching profession in North Dakota.

Sentiment

The sentiment surrounding HB1517 appears to be largely positive within educational and political circles supportive of enhancing teacher preparedness and increasing the number of educators in North Dakota. Advocates argue that by reducing financial barriers to becoming a teacher, this bill provides a critical incentive for students. However, there may also be concerns about the sustainability of such funding and whether it adequately addresses deeper systemic issues related to teacher retention and support.

Contention

While the overall sentiment is positive, there may be points of contention regarding the allocation of state funds for this program. Critics may question whether the $4.2 million appropriation is sufficient to cover the needs of all eligible student teachers or if the program can effectively ensure that recipients will stay in the state to teach following their certification. Further discussions may arise on how the funding impacts other educational initiatives and whether it justifies taking funds from other areas of the state budget.