Texas House Bill HB350

Texas 2009 - 81st Regular

• Filed: 11/25/08
• Out of House Committee: 3/23/09
• Voted on by House: 3/31/09
• Out of Senate Committee: 5/20/09

Caption

Relating to use of school district resources for athletic or instructional facilities.

Impact

If enacted, HB350 represents a notable change in the regulatory landscape governing the allocation of school district resources. It potentially unlocks new avenues for financing and constructing athletic facilities that can benefit both school district students and the broader community. Supporters of the bill argue that this could lead to enhancements in sports-related facilities, thereby fostering greater community engagement and support for local educational institutions. However, it could raise concerns regarding the prioritization of athletic facilities over other essential educational services, such as classroom and instructional resources, thereby leading to heated debates on resource allocation priorities.

Summary

House Bill 350 focuses on the use of school district resources, particularly concerning the design, construction, and renovation of athletic facilities. This bill amends the Education Code, specifically Section 11.168, which prohibits school districts from utilizing their employees, property, or resources for projects not owned or leased by the district. The key change introduced by this bill is the allowance for certain independent school districts in large counties—defined as those with populations of one million or more—to engage in agreements to fund athletic facilities owned or controlled by institutions of higher education located within those counties. This significant shift reflects a move toward greater collaboration between school districts and higher education institutions regarding athletic infrastructure.

Contention

The bill may not be without its detractors. Critics might argue that it sets a precedent for public funding to be used for private benefit, particularly when public resources are channeled into facilities that may not be accessible to all students equally. These concerns are indicative of broader discussions on equity and fairness within educational funding and resource distribution. Moreover, while the intent is to support athletic programs, questions may arise about the sustainability of such arrangements and how they align with overall student educational improvement goals.