New Hampshire House Bill HB625

New Hampshire 2023 Regular Session

• Introduced: 1/12/23
• Refer: 1/12/23

Caption

Relative to the calculation of average daily membership in attendance and average daily membership in residence for school districts.

Impact

The impact of HB625 on state education laws could be considerable, particularly as it relates to funding for school districts. By including home-educated students in these calculations, schools may receive additional funding from the state. This could change the dynamics of school resource allocation and influence legislative funding decisions moving forward. However, the bill has not yet received a full fiscal note, leaving some uncertainty regarding the financial implications associated with its enactment.

Summary

House Bill 625 aims to modify the calculation of Average Daily Membership Attendance (ADMA) and Average Daily Membership Residence (ADMR) for school districts in New Hampshire. The bill proposes that pupils who are eligible for curricular courses and cocurricular programs, and who are also enrolled in a public school academic course, be counted as an additional 0.15 pupil for calculation purposes. This change is intended to account for home-educated students participating in public school programs, thereby potentially increasing funding allocated to school districts based on this adjusted membership calculation.

Sentiment

The general sentiment surrounding HB625 appears supportive among some legislators who see potential benefits in providing more equitable funding opportunities for schools catering to diverse educational needs. However, there may be concerns from others regarding the implications of this measure on the overall funding structure of public education, potentially leading to debates on balancing resources between home education and traditional public education systems.

Contention

Notable points of contention regarding HB625 will likely revolve around the fairness of adjusting calculations for funding in a way that could favor certain educational models over others. Critics might argue that classifying home-educated students participating in public school programs as additional pupils could ultimately distort funding mechanisms that are designed for traditional school students. Additionally, there could be discussions around the long-term sustainability of this funding model and its implications for public education policy.