Minnesota House Bill HF2738

Minnesota 2025-2026 Regular Session

• Introduced: 3/24/25
• Refer: 3/24/25

Caption

Microcredentials for teachers and administrators of English learner programs established, English learner revenue formula modified to provide additional revenue for a student with limited or interrupted formal education, English learner staff ratio reporting created, and money appropriated.

Impact

This bill modifies the revenue formulas relevant to English learner funding by providing additional financial resources for students with limited formal education. This modification is crucial as it recognizes the unique challenges faced by these students, offering a more equitable approach to educational funding. The changes will impact several Minnesota Statutes, implicating substantial shifts in how educational programs are funded and staffed. It also aims to require specific reporting on English learner staff ratios, which may lead to increased accountability and resource allocation in schools.

Summary

HF2738 is legislation introduced in Minnesota aimed at enhancing the educational framework for English learners. The bill establishes microcredentials for teachers and administrators working with English learner programs. This initiative is designed to improve the professional qualifications of educators who engage with students who may have limited or interrupted formal education. By allowing for the development of specialized training programs, HF2738 aims to standardize and improve educational outcomes for English learners across the state.

Contention

Notable points of contention surrounding HF2738 may revolve around the adequacy of funding for these new programs and the implementation of standards for microcredentials. Concerns may arise about whether the appropriated funds are sufficient to effectively train educators and transform learning environments. Additionally, debates may emerge regarding the necessity and efficacy of introducing microcredentials, with various stakeholders discussing their potential impact on teacher retention and student learning outcomes. Some representatives might argue for or against the viability of voluntary microcredentials as a mechanism to enhance teacher training.