Relating to the computation of dropout rates of a school district and the calculation of average daily attendance for funding purposes with respect to certain students 18 years of age or older receiving special education services from the district.
The bill distinctly modifies the Education Code, particularly Sections 39.053 and 42.151, to provide a clearer framework for counting students receiving special education services. With the introduction of new subsections, it allows districts to receive funding based on the attendance of students who have completed graduation requirements but continue to receive special education services. This change could lead to increased funding stability for districts catering to these demographics, reflecting the state’s commitment to supporting individuals with disabilities in their continued education.
House Bill 3145 aims to amend provisions related to the computation of dropout rates and average daily attendance for school funding purposes, specifically concerning students aged 18 years and older who receive special education services. The bill seeks to include certain categories of students in the calculation of average daily attendance, thereby impacting funding allocations for districts that serve these students. By excluding specific students from dropout and completion rate calculations, the bill ensures that districts are not penalized for the educational arrangements made for students with special needs.
Overall, HB3145 represents a significant step towards refining education funding formulas to better assist special education students aged 18 and over. This legislative initiative demonstrates a nuanced understanding of the challenges faced by school districts in effectively serving this particular student population. As the bill progresses, it will be essential to monitor its reception and the ongoing dialogue surrounding its implementation.
While there appears to be widespread support for enhancing funding mechanisms for special education, discussions may arise around the broader implications of excluding certain students from dropout calculations. Critics might argue that such exclusions could inadvertently misrepresent overall education outcomes or dropout trends, potentially leading to a misallocation of resources. However, supporters would likely contend that the bill ensures that vulnerable students are adequately supported without penalizing districts that strive to educate them.