A grant program for recovery high schools and making an appropriation. (FE)
Impact
The bill mandates the Department of Public Instruction (DPI) to distribute annual grants of $500,000 to eligible recovery high schools. This funding is designated for hiring staff, facility expenses, drug testing supplies, and developing activities that support sober living among students. The grants will be contingent upon schools submitting a range of reporting metrics, including demographic data of students and operational audits, which could contribute to enhancing accountability within the school’s environment.
Summary
Assembly Bill 271 establishes a grant program specifically targeting recovery high schools, which are designed to serve students recovering from substance use disorders or coexisting mental health conditions. The bill defines eligibility criteria for these schools, ensuring they provide a supportive educational environment distinct from regular public, private, or tribal schools. In order to qualify for grants under this new program, recovery high schools must meet specific governance requirements, enrollment limits, and operational stipulations, aiming to foster a tailored recovery approach in education.
Contention
Discussion around AB271 reveals some contention regarding the funding and operational structure of recovery high schools. Supporters argue that dedicated funding can lead to better recovery outcomes for at-risk youth, helping them reintegrate into society with a stronger foundation. However, some critics express concerns over the stringent eligibility criteria which may limit the recovery resources available to some students. Additionally, questions about the long-term sustainability of these schools, particularly under financial constraints, remain a point of debate among stakeholders in the education and health sectors.
Phasing out parental choice programs and the Special Needs Scholarship Program, repealing the achievement gap reduction program and the student achievement guarantee program, creating a new student achievement guarantee program, granting rule-making authority, and making an appropriation. (FE)
Phasing out parental choice programs and the Special Needs Scholarship Program, repealing the achievement gap reduction program and the student achievement guarantee program, creating a new student achievement guarantee program, granting rule-making authority, and making an appropriation. (FE)
Reading instruction in public schools and private schools participating in parental choice programs, an early literacy assessment and intervention program, providing an exemption from rule-making procedures, and granting rule-making authority. (FE)
Reading instruction in public schools and private schools participating in parental choice programs, an early literacy assessment and intervention program, providing an exemption from rule-making procedures, and granting rule-making authority. (FE)