Texas Senate Bill SB1627

Texas 2011 - 82nd Regular

• Introduced: 3/11/11
• Refer: 3/23/11

Caption

Relating to creation and administration of a program to provide grants for certain elementary and secondary students for academic achievement.

Impact

The implementation of SB1627 has the potential to significantly influence state education policies by introducing a formal mechanism for recognizing and supporting student achievement. By establishing a grant system, the bill aims to encourage academic excellence among students in Texas schools, allowing eligible students—those under 19 years, enrolled, and exhibiting ongoing academic success—to receive additional financial resources. This could ultimately enhance educational outcomes by providing students with more opportunities to succeed academically, particularly for those in need of extra support.

Summary

Senate Bill 1627 establishes a program aimed at providing financial grants to certain elementary and secondary students in Texas as a means to incentivize and reward academic achievement. This legislation amends the Government Code by adding a new subchapter specifically designed to create and administer an Elementary and Secondary Student Grant Program Fund. The fund will be drawn from various sources, including legislative appropriations, donations, and any other funds designated by law, ensuring a robust financial backing for the initiatives under this program.

Sentiment

The sentiment surrounding SB1627 appears to be generally positive, particularly among educators and advocates for student success. Proponents argue that the bill not only incentivizes hard work but also provides necessary resources that can help bridge the gap for students who may not have access to additional educational support outside of the classroom. While some concerns about equitable distribution and eligibility criteria were raised, the overall atmosphere remains supportive of efforts to bolster academic achievement through financial assistance.

Contention

Despite the generally favorable view of SB1627, some points of contention emerged during discussions about the specifics of the grant program. Critics questioned how the program would determine 'academic achievement' and whether the criteria set for eligibility would be inclusive enough to support a diverse student body. Additionally, concerns were voiced regarding the sustainability of funding and whether the program could successfully avoid disparities between different school districts, particularly those serving lower-income populations.