A BILL for an Act to amend and reenact section 15.1-27-03.1 of the North Dakota Century Code, relating to the determination of weighted average daily membership; to provide an effective date; and to declare an emergency.
HB1494 would revise North Dakota’s formula for calculating each school district’s weighted average daily membership (WADM), which is the student-count measure used to determine state school aid. The bill updates several weighting factors for specific student groups, including English language learners at different proficiency levels, alternative high school students, home-based education students monitored by a district, early childhood special education students, alternative education students, very small and geographically large districts, special education support, low-income student concentration, regional education association participation, and enrollment changes between September 10 reporting and prior-year membership.
The most notable substantive change is the adjustment of weights for certain English language learner categories, including replacing the existing lower weight for students in a higher proficiency category with a different value and clarifying the proficiency-level references. The bill also preserves or modifies other categorical weights and the enrollment adjustment provisions that can increase or decrease a district’s weighted membership based on changes in student counts. It would take effect July 1, 2025, and is declared an emergency measure, indicating an intent for immediate implementation upon enactment.
If enacted, HB1494 would amend section 15.1-27-03.1 of the North Dakota Century Code and directly affect how the superintendent of public instruction calculates weighted average daily membership for school funding purposes. Because WADM is tied to state aid formulas, the bill could change the distribution of education dollars among school districts, especially those serving English learners, small rural districts, alternative programs, special education populations, and districts with shifting enrollment. The bill would not create a new program, but it would alter the statutory weighting factors that influence school finance calculations statewide.
The available record shows no committee transcript or recorded vote details, so there is no documented debate to indicate strong support or opposition. The bill was introduced, adopted by the Education Committee, and then ultimately failed, suggesting it did not advance through the full legislative process despite committee consideration. Based on the subject matter, the bill appears technical and finance-oriented rather than ideologically driven.
The likely areas of contention are the specific weighting changes, particularly the revised treatment of English language learner categories and any resulting shifts in school funding between districts. Districts that would gain under the new formula may have supported the bill, while districts that could lose funding, or stakeholders concerned about changing the balance of aid among rural, small, and specialized programs, may have opposed it. Because the bill adjusts multiple weights at once, disagreement could also have centered on whether the proposed formula fairly reflects student needs and district costs.