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

SPONSOR Marquardt

DATE TYPED 02/26/05 HB 427/aHEC

SHORT TITLE Statewide After School Tutoring Program

SB

ANALYST Wilson

APPROPRIATION

Appropriation Contained Estimated Additional Impact Recurring

or Non-Rec

Fund

Affected

FY05

FY06

FY05

FY06

$6,300.0

$78.0

Recurring General Fund

Relates to SB 434, SB 520, and SB 530

SOURCES OF INFORMATION

LFC Files

Responses Received From

Public Education Department (PED)

SUMMARY

Synopsis of HEC Amendment

The House Education amendment to House Bill 427 rewrites the language in this bill to clarify

its meaning.

Synopsis of Original Bill

House Bill 427 appropriates $6.3 million from the general fund to the PED to distribute to school

districts to provide after school tutoring programs for students in grades one through six. In of-

fering the programs, a school district may use teachers employed by the district or may contract

with private-sector teaching programs that employ teachers who have experience in classroom

instruction. The tutoring programs shall teach reading, language arts and mathematics, and may

teach other subjects as determined by the school district.

Significant Issues

The need for after-school programs to enhance and support classroom learning continues to ex-

ceed the capacity of current programs. Current research indicates that quality out-of-school-time

programs, particularly after-school and summer programs, lead to increases in student achieve-

House Bill 427/aHEC -- Page 2

ment, decreases in negative student behaviors and attendance patterns and increases in positive

parental attitudes towards their children’s schools, which also correlates with increased student

academic achievement and positive behaviors.

There are currently 29 federal awards to districts and other community organizations that provide

opportunities for after-school tutoring, as well as other activities, for students who need addi-

tional support, particularly in reading, math and their homework.

The TANF School-Age Care Program is in the final year of operation and currently funds be-

fore- and after-school programs at 55 sites in 10 districts for five- to eight-year-old students to

improve their reading and math literacy.

Other sources of funding available for after-school tutoring programs include:

• Title I, at the district’s discretion, and

• Supplemental Educational Services for schools in the second year of being designated for

school improvement under the federal No Child Left Behind Act of 2001.

FISCAL IMPLICATIONS

The appropriation of $6.3 contained in this bill is a recurring expense to the general fund. Any

unexpended or unencumbered balance remaining at the end of fiscal year 2006 shall revert to the

general fund.

This bill will impact the amount of time PED staff spends on developing and disseminating a

Request for Application (RFA), conducting a proposal review process, granting of awards, tech-

nical assistance, monitoring and support for after-school programs. PED believes the additional

costs will be one education administrator at a cost of approximately $67 for salary and benefits

and $11 thousand for travel and office support for a total estimated cost of $78 thousand.

ADMINISTRATIVE IMPLICATIONS

PED will have to administer the program. They expect to hire an additional FTE to mange this

program.

RELATIONSHIP

Relates to SB 434, CYFD Out-of-School Program, SB 520, Out-of-School Program and SB 530,

Santa Fe Low-Income After-School Programs

TECHNICAL ISSUES

This act applies to the 2005-2006 school year and subsequent years but the funds revert at the

end of fiscal year 2006.

DW/lg