Texas House Bill HB1135

Texas 2015 - 84th Regular

Caption

Relating to a transportation allotment for a school district transporting students to dual credit courses.

Impact

If enacted, this bill would directly affect the funding formula for school districts, allowing them to receive state funds for the transportation services they provide to dual credit students. This modification has the potential to enhance educational equity, as it ensures that districts are financially supported for the transportation needs of students pursuing advanced academic coursework. The change is intended to promote greater participation in dual credit programs, thereby contributing to the overall educational attainment of students in Texas.

Summary

House Bill 1135 aims to amend the Texas Education Code by including transportation provided by school districts for students attending dual credit courses as part of the regular transportation allotment. The bill recognizes the importance of facilitating access to higher education for high school students by ensuring that they receive adequate transportation to institutions of higher education or public secondary schools where they can participate in dual credit programs. By including this transportation in the allocation calculations, the bill seeks to alleviate barriers that may prevent students from engaging in these educational opportunities.

Sentiment

Overall, the sentiment around HB 1135 appears to be positive among educational advocates and policy makers who recognize the need to support diverse educational pathways for high school students. By addressing transportation as a critical component of access to dual credit courses, proponents of the bill argue that it has the potential to create more equitable educational outcomes. However, as with many educational funding reforms, there may be concerns about the sufficiency of additional funding to cover actual transportation costs and ensure compliance with broader educational objectives.

Contention

Despite the positive sentiment, there could be points of contention regarding how the changes will be implemented and whether they truly address the underlying issues of access and equity. Some stakeholders may express concerns about budget allocations and potential disparities in how different districts manage their transportation services for dual credit courses. Additionally, there might be discussions about whether this approach sufficiently addresses other barriers students face when enrolling in dual credit programs, such as academic preparedness and financial constraints.