A concurrent resolution directing the Legislative Management to consider studying reading and mathematics proficiency rates among students in the state with disabilities and the effectiveness of current educational policies, programs, and resource allocations in addressing any disparities.
SCR 4019 is a concurrent resolution directing the Legislative Management to study reading and mathematics proficiency rates for students with disabilities in North Dakota. The proposed study would examine whether current educational policies, programs, and resource allocations are adequately addressing achievement gaps, and it specifically calls for analysis of statewide assessment data, contributing factors, and best practices from other states.
The resolution also outlines several areas the study should cover, including barriers such as special education funding, access to trained teachers and support staff, rural-urban disparities, and the availability of evidence-based curriculum and instructional strategies. It further emphasizes stakeholder input from parents, educators, administrators, special education professionals, and disability advocacy groups, and asks for policy and funding recommendations that could be brought back to the 70th Legislative Assembly.
SCR 4019 does not itself change state law or appropriate funds; instead, it creates a directive for Legislative Management to conduct a policy study and later report findings and any recommended legislation. Its practical effect would be to place special education achievement gaps, transparency, and resource allocation under legislative review, with possible future implications for education funding formulas, accountability measures, and special education program requirements if follow-up legislation is introduced.
The available text suggests generally supportive sentiment toward the resolution, with the bill framed around equity, transparency, and improving outcomes for students with disabilities. The resolution’s sponsors and the findings section indicate a consensus that achievement disparities warrant closer examination, and there is no recorded committee opposition or vote history in the provided materials. Overall, the measure appears to be a study-oriented, low-conflict proposal.
The main points of potential contention are not explicit in the record, but the resolution points to likely debate areas: whether current special education funding is sufficient, how to measure and address disparities between students with disabilities and the general student population, and whether resource allocation should be shifted to expand services, staffing, or evidence-based instruction. Stakeholders most likely to hold differing views include parents and disability advocates seeking stronger accountability and support, versus policymakers or administrators concerned about cost, implementation burdens, or how findings might lead to new mandates.