Texas Senate Bill SB2210

Texas 2009 - 81st Regular

• Out of Senate Committee: 4/16/09
• Voted on by Senate: 4/22/09

Caption

Relating to the formula funding for public institutions of higher education for certain credit hours that do not count toward a degree.

Impact

The impact of SB2210 on state laws revolves around how higher education institutions are funded based on their students' credit hours. By refining the criteria for what constitutes 'relevant' credit hours, the state aims to better allocate financial resources to those institutions based on genuine academic progress rather than a broader, less accurate calculation that might include courses providing little value towards a degree. This change could lead to more equitable distribution of funds geared toward encouraging student success and timely graduation.

Summary

Senate Bill 2210 proposes an amendment to the Texas Education Code regarding the formula funding for public institutions of higher education. Specifically, it addresses how certain credit hours that do not contribute toward a degree would be calculated in the funding formula. The bill seeks to exclude credits earned prior to the awarding of a baccalaureate degree, exam-based credits, certain remedial and technical courses, as well as credits earned from private or out-of-state institutions. These exclusions ensure that credits which may not accurately reflect a student's progression towards graduation do not negatively impact the funding these institutions receive.

Contention

While the bill presents benefits in streamlining funding calculations and promoting efficient use of resources, it may also attract some contention. Critics may argue that such exclusions could devalue certain courses that, while not directly leading to a degree, provide necessary knowledge and skills. Additionally, there could be concerns regarding the potential impact on students who utilize dual credit courses as a means to advance their education earlier. These stakeholders might advocate for a more inclusive approach to recognize diverse learning paths and the role of various courses in a student’s overall academic development.