Louisiana House Bill HB70

Louisiana 2025 Regular Session

• Introduced: 3/14/25
• Refer: 3/14/25
• Refer: 4/14/25
• Report Pass: 4/16/25
• Refer: 4/22/25

Caption

Revises initial academic eligibility requirements for a TOPS-Tech award (EG INCREASE GF EX See Note)

Impact

The proposed adjustments to the TOPS-Tech eligibility criteria will specifically affect students enrolling in Louisiana colleges starting with the 2025-2026 academic year. By broadening the eligibility requirements, the bill seeks to increase the number of students eligible for the scholarship, which is vital in reducing financial barriers to education. This could lead to higher enrollment in post-secondary institutions and potentially enrich the state's workforce with better-educated individuals.

Summary

House Bill 70 aims to revise the initial academic eligibility requirements for the Taylor Opportunity Program for Students (TOPS-Tech) award in Louisiana. The bill introduces a new qualifying criterion allowing students to qualify for the award by attaining at least nine credit hours of early college credit, alongside existing conditions of a minimum GPA and ACT score. This change is designed to provide additional pathways for students, especially those who engage in dual enrollment courses while in high school, thereby promoting academic preparedness and access to higher education.

Sentiment

General sentiment towards HB 70 appears to be supportive among educational advocates and institutions, who recognize the potential benefits of expanding access to scholarships. By including early college credits as a criteria, the bill addresses evolving educational trends that emphasize dual enrollment and experiential learning, which are important for preparing students for college and careers. However, there may be concerns regarding the standardization and effectiveness of the newly proposed criteria.

Contention

While the sentiment is largely positive, there are potential points of contention regarding the implementation of the new eligibility criteria. Questions may arise about the consistency in how 'validated skills and learning measures' are defined and approved, which could lead to disparities in how different institutions evaluate and apply the new rules. Additionally, some critics may argue that the focus on GPA and ACT scores could continue to create inequities among students from varying educational backgrounds unless properly addressed.