New Jersey Assembly Bill A3321

New Jersey 2022-2023 Regular Session

• Introduced: 3/7/22
• Refer: 3/7/22

Caption

Establishes New Jersey Community Learning Program in DOE to provide comprehensive after school programs in certain communities; dedicates portion of State cannabis revenue to support program.

Impact

The funding for these after school programs will primarily come from the New Jersey Community Learning Assistance Fund, which will receive a portion of the state's revenues generated from retail sales of recreational cannabis products. The bill outlines that if the assistance fund's revenues are insufficient, additional appropriations from the Property Tax Relief Fund will be necessary to ensure that the impact districts receive the required funding. This initiative not only aims to enhance educational opportunities in underprivileged areas but also reflects a strategic use of funds generated from legalized cannabis sales for community betterment.

Summary

Assembly Bill A3321 aims to establish the New Jersey Community Learning Program within the Department of Education, specifically targeting areas significantly affected by the consequences of cannabis criminalization, referred to as 'impact zones'. This bill mandates that every school district located within an impact zone implement after school community learning programs, which are designed to assist students in closing the achievement gap and providing necessary services outside regular school hours, including during summer breaks. The programs are structured to offer academic support and opportunities for enrichment to enrolled students.

Contention

While supporters of the bill argue that it represents a significant stride towards social equity and educational support for marginalized communities, critics may express concerns regarding its dependency on cannabis revenue, questioning the sustainability of such funding in the long term. Furthermore, the bill's requirement for public hearings and collaborative planning within impact districts implies a community-centered approach, yet there may be skeptics about the effective implementation and execution of these programs, especially in districts with varying capacities to manage additional educational services.