Mississippi 2024 Regular Session

Mississippi Senate Bill SB2409

Introduced

2/16/24

Refer

2/16/24

Failed

3/5/24

Caption

Charter School Authorizer Board; reconstitute and revise membership terms, change charter school funding formulas.

Impact

Another key aspect of SB2409 is the amendment to funding formulas related to charter schools. The bill authorizes the Mississippi Charter School Authorizer Board to receive up to 3% of annual per pupil allocations from state and local funds for each charter it oversees. This creates a more uniform financial approach to ensuring that charter schools receive adequate funding while also establishing mechanisms for accountability regarding student performance and utilization of state resources. It reflects an effort to streamline how public education funding is allocated within the state's educational framework.

Summary

Senate Bill 2409 aims to revise the governance and financial structure related to charter schools in Mississippi. One significant change proposed in the bill is the reconstitution of the Mississippi Charter School Authorizer Board with staggered terms for its members. This restructuring is intended to enhance the board's stability and continuity in overseeing charter school operations across the state. The bill outlines specific appointments from both the Governor and the Lieutenant Governor, aiming for a diverse representation to effectively address the unique educational landscape in Mississippi.

Contention

The bill introduces noticeable contention points regarding the governance of charter schools, particularly in the renewal process of charter contracts. It provides that renewal can be granted with specific improvements required or can be shortened based on a charter school's performance. The performance metrics are to be established within the existing charter contracts, suggesting that ongoing monitoring and evaluation will be critical. This highlights a broader discussion on how academic performance drives funding and operational decisions, raising concerns among educators regarding accountability and achievable benchmarks.