Master FIR (1988)

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F I S C A L I M P A C T R E P O R T

SPONSOR:	Lopez		DATE TYPED:	03/01/01		HB
SHORT TITLE:		High School-to-Workforce Counseling				SB	403
					ANALYST:		Gilbert

APPROPRIATION

Appropriation Contained

Estimated Additional Impact

Recurring

or Non-Rec

Fund

Affected

FY01

FY02

FY01

FY02

$ 2,000.0

Recurring

(Parenthesis ( ) Indicate Expenditure Decreases)

Relates to HJM-12 Duplicates: HB186

SOURCES OF INFORMATION

LFC Files

State Department of Education (SDE)

Legislative Education Study Committee (LESC)

LESC Report to the First Session of the 45^th Legislature

SUMMARY

Synopsis of Bill

Senate Bill 403 appropriates $2.0 million to the State Department of Education (SDE) for high school-to-workforce transitional counseling services .

Significant Issues

This bill would allow local school districts to hire additional career counselors to help high need and other high school students in their transition into the workforce or into additional training.

SB 403 requires the SDE to ensure that counseling services include:

•Career selection and other skills useful to students preparing to enter the workforce;

•Rehabilitation counseling and services for students with disabilities; and
•Individual counseling services to assist high-need students in completing high school graduation requirements.

FISCAL IMPLICATIONS

The appropriation of $2.0 million contained in this bill is a recurring expense to the general fund. Any unexpended or unencumbered balance remaining at the end of FY02 shall revert to the general fund.

OTHER SUBSTANTIVE ISSUES

The Legislative Education Study Committee (LESC) recommended that $2.0 million be appropriated to the SDE to allow local school districts to hire additional career counselors to help high need and other high school students in their transition into the workforce or into additional training.

CONFLICT/DUPLICATION/COMPANIONSHIP/RELATIONSHIP

House Joint Memorial 12 relates to this bill: it requests the SDE, Office of the Governor, State Workforce Development Board, and public and private school-to-work partners to develop a school-to-work sustainability plan.

House Bill 186 duplicates this bill.

ADMINISTRATIVE IMPLICATIONS

According to the SDE, distribution of these funds can be accomplished with current staff.

LG/prr