Mississippi House Bill HB1102

Mississippi 2022 Regular Session

• Introduced: 1/17/22
• Refer: 1/17/22
• Failed: 2/1/22

Caption

Nationally certified licensed school employees; delete caps on nurses and speech pathologists and add athletic trainers.

Impact

With the amendment proposed in HB1102, educational districts will see a more significant investment in their certified staff who hold advanced qualifications, which is likely to aid in recruitment and retention efforts of skilled professionals in critical health and counseling roles within schools. By ensuring that more professionals can benefit from salary supplements, this bill could strengthen the overall quality of education by ensuring that students have access to better-trained health and support services at schools.

Summary

House Bill 1102 is a legislative act aimed at amending Section 37-19-7 of the Mississippi Code of 1972. The bill primarily aims to enhance the financial compensation structure for educational professionals by removing the previously existing cap on the number of nationally board-certified nurses and speech-language pathologists in schools who are eligible to receive salary supplements for their certification. This legislative change also mandates that state-licensed athletic trainers employed by school districts with national board certification are entitled to receive an annual salary supplement, broadening the scope of financial support extended to essential educational support staff.

Contention

While proponents argue that this measure is a necessary step towards enhancing education and providing better services to students, there may be concerns regarding the financial implications for school districts. Critics could argue that while providing higher salaries may improve recruitment efforts, the sustainability of such funding hinges on the state's budget and financial stability in the face of competing educational priorities. Additionally, there might be discussions surrounding the equitable distribution of these benefits among different categories of educational professionals, raising questions about how such funding will be managed and allocated fairly.