Texas Senate Bill SB21

Texas 2009 - 81st Regular

• Filed: 11/10/08

Caption

Relating to an enhanced quality full-day prekindergarten program provided by public school districts in conjunction with community providers.

Impact

SB21's implementation is expected to positively influence state education laws by enhancing the educational landscape for early learners. By enabling full-day programs, the bill seeks to improve accessibility to quality education, particularly in underserved communities. It also stipulates that school districts must allocate at least 20% of additional prekindergarten funding to contract with eligible community providers, thereby promoting collaboration between public schools and private early education providers. This shift could lead to an increase in the availability of quality prekindergarten programs across Texas, ultimately aiming to improve school readiness among children.

Summary

Senate Bill 21 aims to establish an enhanced quality full-day prekindergarten program in Texas public school districts, encouraging districts to provide enriched early education for eligible children. The bill amends the Education Code to allow school districts to offer a full-day program while maintaining certain student-teacher ratios, ensuring a maximum of 22 students per class with one teacher or aide for every 11 students. Additionally, teachers are required to have at least nine credit hours in early childhood education to qualify to teach in these programs. The initiatives under this legislation would be applicable from the 2009-2010 school year onwards.

Contention

Notably, the requirement for school districts to partner with community providers has sparked discussions regarding the balance between public and private education resources. Critics may argue that such collaborations could divert public funds meant for traditional education systems. Additionally, the bill specifies that community providers must meet certain eligibility standards based on quality, which could create barriers for some providers who wish to participate. This aspect may raise concerns about access and equity, particularly for regions with fewer qualified community education providers. Overall, while there is broad support for enhancing early childhood education, the bill could lead to significant deliberations about the roles of public versus private institutions in delivering educational services.