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

SPONSOR Vigil

ORIGINAL DATE

LAST UPDATED

2/10/06

HB 766

SHORT TITLE Distinguish Student Proficiency From School’s

SB

ANALYST Aguilar

APPROPRIATION (dollars in thousands)

Appropriation

Recurring

or Non-Rec

Fund

Affected

FY06

FY07

See Fiscal Implications

Recurring

Indeterminate

(Parenthesis ( ) Indicate Expenditure Decreases)

Relates to SB-100

SOURCES OF INFORMATION

LFC Files

Responses Received From

Public Education Department (PED)

SUMMARY

Synopsis of Bill

House Bill 766 makes changes to language from “students failing to make adequate yearly pro-

gress” to students who are not academically proficient. The bill also aligns the process for the

designation of schools in need of improvement with federal statue and adds language specifying

what types of organizations may provide supplemental services.

FISCAL IMPLICATIONS

Provisions in this bill require that supplemental services to school district students shall be pro-

vided by another school district or by one or more state-approved private organizations as deter-

mined by the department. This requirement may have a significant fiscal impact depending on

the number of school districts requiring these services and the number of students being served.

Senate Bill 100 provides for contractors supplying supplemental services establish a sliding scale

for compensating tutors based on qualifications. If enacted, these bills will have a complemen-

tary fiscal effect.

House Bill 766 – Page 2

SIGNIFICANT ISSUES

The Public Education department notes this bill will bring state legislation into alignment with

NCLB language and with the state’s federally approved accountability workbook.

Provisions in the bill provide for school districts to determine academic proficiency through al-

ternative school-district assessments. On the surface this appears to be a beneficial to the stu-

dent; however a question arises with regard to whether a student can be considered proficient

through alternative means yet not achieve proficiency as measured by the statewide standards

based assessment. Public school support performance measures include the percent of elemen-

tary and middle school students who achieve the annual measurable objectives for proficiency on

standards-based assessments in reading and math. These different requirements seem to be in

opposition to each other.

PA/mt