AN ACT TO BE KNOWN AS THE "DROPOUT PREVENTION AND STUDENT RE-ENGAGEMENT ACT"; TO DECLARE THE LEGISLATIVE INTENT TO DECREASE THE HIGH SCHOOL DROPOUT RATE AND INCREASE THE GRADUATION RATE; TO DEFINE TERMS USED IN THIS ACT; TO AMEND SECTION 37-13-80, MISSISSIPPI CODE OF 1972, TO AUTHORIZE THE OFFICE OF DROPOUT PREVENTION TO USE CERTAIN FUNDING TO IMPLEMENT THIS ACT; TO REQUIRE THE OFFICE TO COLLABORATE WITH LOCAL EDUCATIONAL AGENCIES TO REDUCE THE STATEWIDE AND LOCAL STUDENT DROPOUT RATES AND TO INCREASE THE STATEWIDE AND LOCAL GRADUATION AND COMPLETION RATES IN THE STATE; TO REQUIRE THE OFFICE TO TAKE CERTAIN ACTIONS WITH REGARD TO THE EVALUATION AND IMPLEMENTATION OF POLICIES USED BY LOCAL EDUCATIONAL AGENCIES IN ANALYZING DROPOUT RATES AND GRADUATION AND COMPLETION RATES; TO REQUIRE THE OFFICE TO IDENTIFY LOCAL EDUCATIONAL AGENCIES FAILING TO MEET THEIR ESTABLISHED GRADUATION AND COMPLETION RATE EXPECTATIONS; TO REQUIRE THE DEPARTMENT TO PROVIDE TECHNICAL ASSISTANCE TO CERTAIN LOCAL EDUCATIONAL AGENCIES; TO REQUIRE THE OFFICE TO REVIEW THE EXISTING RESEARCH AND DATA AND COMPILE A REPORT OF EFFECTIVE DROPOUT PREVENTION AND STUDENT ENGAGEMENT AND RE-ENGAGEMENT POLICIES AND STRATEGIES IMPLEMENTED BY LOCAL EDUCATIONAL AGENCIES WITHIN THIS STATE AND IN OTHER STATES; TO AMEND SECTION 37-13-85, MISSISSIPPI CODE OF 1972, TO REQUIRE THE OFFICE OF COMPULSORY SCHOOL ATTENDANCE ENFORCEMENT TO ANALYZE DATA COLLECTED BY THE LOCAL EDUCATIONAL AGENCIES FOR PURPOSES OF COMPILING A REPORT TO BE SUBMITTED TO THE BOARD AND THE LEGISLATURE; TO REQUIRE HIGH PRIORITY AND PRIORITY LOCAL EDUCATIONAL AGENCIES TO CONDUCT A PRACTICES ASSESSMENT; TO REQUIRE HIGH PRIORITY LOCAL EDUCATIONAL AGENCIES TO ADOPT A STUDENT GRADUATION AND COMPLETION PLAN AND PRESCRIBE ITS REQUIRED COMPONENTS; TO REQUIRE LOCAL EDUCATIONAL AGENCIES TO NOTIFY A STUDENT'S PARENT IF THE STUDENT DROPS OUT OF SCHOOL; TO ESTABLISH THE STUDENT RE-ENGAGEMENT GRANT PROGRAM FUND IN THE STATE TREASURY FOR THE PURPOSE OF PROVIDING GRANTS TO LOCAL EDUCATIONAL AGENCIES FOR USE IN PROVIDING EDUCATIONAL SERVICES AND SUPPORTS TO STUDENTS AND TO PROVIDE FOR ITS FUNDING; AND FOR RELATED PURPOSES.
Impact
The bill mandates the creation of an Office of Dropout Prevention within the Mississippi Department of Education tasked with overseeing the implementation of dropout prevention strategies across the state. This new office will collaborate with LEAs to provide technical assistance and implement policies tailored to reduce dropout rates. Additionally, the law includes provisions for establishing a Student Re-engagement Grant Program Fund, providing financial resources to local agencies for supporting students who have disengaged from education. This funding will facilitate initiatives aimed at re-engaging at-risk students in their education through targeted programs and support services.
Summary
House Bill 231, formally known as the 'Dropout Prevention and Student Re-engagement Act', aims to address the high school dropout crisis in Mississippi by establishing a statewide framework for enhancing student engagement and increasing graduation rates. The bill emphasizes the necessity to coordinate efforts among local educational agencies (LEAs) to ensure that students remain in school and successfully complete their educational goals. The legislation declares the goal of achieving an 85% graduation rate for cohort classes and recognizes existing disparities in graduation rates among different ethnic and economic groups as a significant concern.
Contention
During discussions surrounding HB 231, there were notable points of contention among legislators and educational experts regarding the adequacy of the proposed funding and resources to achieve the ambitious targets set forth in the bill. Concerns were raised about whether the allocation of financial support would be sufficient to accommodate the diverse needs of students, particularly for those in high-priority districts that historically struggle with high dropout rates. Furthermore, the legislative intent to improve student outcomes through structured interventions raises questions about the scalability and effectiveness of the methodologies involved, as well as the extent of cooperation expected among various educational and governmental agencies.