Texas Senate Bill SB2211

Texas 2009 - 81st Regular

Caption

Relating to enrollment requirements for the operation of the University of North Texas at Dallas as a general academic teaching institution and the issuance of bonds for that institution.

Impact

The impact of SB2211 on state laws primarily involves the redefinition of enrollment standards for public higher education institutions, specifically for the University of North Texas at Dallas. This legislation is designed to ensure that academic standards are maintained while positioning the university to access further funding opportunities that are tied to enrollment numbers. Until the institution reaches an enrollment of 2,500 full-time equivalent students, it is restricted from receiving general revenue beyond previously established amounts, which could affect its financial sustainability and growth.

Summary

SB2211 aims to set the enrollment requirements for the University of North Texas at Dallas, allowing it to operate as a general academic teaching institution. The bill stipulates that the university can only have its own chief executive officer, administration, and faculty once it reaches an enrollment equivalent to 1,000 full-time students for one semester. This threshold is crucial for the university to establish a level of operation that aligns with general academic institutions within the state. Without meeting the enrollment requirement, the university will continue to function as a system center under the University of North Texas in Dallas.

Contention

Notable points of contention regarding SB2211 may revolve around the feasibility of reaching the mandated enrollment figures, as well as concerns about the implications of such conditions on funding and resources for the university. Critics might argue that tying academic status to specific enrollment numbers could jeopardize the institution's ability to serve its community adequately while supporters contend that maintaining rigorous enrollment standards prevents under-resourced institutions from diluting educational quality. Furthermore, questions about how this bill aligns with broader goals for higher education access and equity may give rise to debates during discussions and voting.