Texas House Bill HR520

Texas 2015 - 84th Regular

Caption

Recognizing February 18, 2015, as Communities In Schools Day at the State Capitol.

Impact

The resolution emphasizes the importance of CIS in creating partnerships with local school districts, businesses, and community organizations. This collaborative framework not only enhances the resources available to at-risk students but also fosters a supportive environment that encourages educational attainment. By formally recognizing Communities In Schools Day, the Texas House of Representatives aims to draw attention to the vital services these programs provide, thereby reinforcing the state's commitment to education and the well-being of its youth.

Summary

H.R. No. 520 is a resolution recognizing February 18, 2015, as Communities In Schools Day at the State Capitol in Texas. The resolution commends the Communities In Schools (CIS) of Texas, an organization dedicated to dropout prevention and student support. Established in Houston in 1979, CIS has expanded to include 27 programs across the state, aiming to provide essential services to students at risk of dropping out of school. The initiative has demonstrated significant effectiveness, with 99 percent of participants remaining in school and 94 percent being promoted to the next grade, highlighting its critical role in supporting educational success among Texas youth.

Sentiment

The sentiment surrounding H.R. 520 is largely positive, reflecting a shared acknowledgment of the significant contributions that Communities In Schools of Texas delivers in terms of dropout prevention and student support. Legislative members demonstrate a unified front in celebrating the organization's achievements, showcasing recognition of its impact on the lives of students and families across Texas. The resolution embodies a spirit of collaboration and an appreciation for community-driven initiatives that aim to address educational challenges.

Contention

While the resolution expresses broad support for CIS of Texas, it does not appear to address any major points of contention. However, in the broader context of education reform and funding, discussions surrounding the efficacy and allocation of resources to such programs may arise. Stakeholders may debate the adequacy of state support for dropout prevention efforts and the extent to which these programs fulfill the diverse needs of increasingly challenged youth populations.