SB116 creates a three-year Math Lab Pilot Project within the Public Education Department to test whether dedicated, school-based math labs can improve mathematics proficiency for students in kindergarten through sixth grade. The bill defines a math lab as a dedicated learning environment focused on hands-on, project-based, small-group, interactive, and collaborative math instruction. Participating schools would test students before, during, and after the pilot and follow student outcomes over time to assess whether the program improves performance on standards-based assessments.
The bill allows any school district, including state- and locally chartered charter schools, to apply to participate each year, subject to available funding and department criteria. Participating districts must establish a staffed math lab, provide teacher professional development, and submit annual disaggregated demographic and proficiency data, along with feedback from teachers, students, and parents. The Public Education Department must administer the pilot, provide technical assistance, notify nonparticipating districts about the opportunity, and deliver a final report to the governor and legislature by November 1, 2028, with recommendations on whether to improve or expand the program statewide.
SB116 amends the Public School Code by adding a new section authorizing a state-run pilot program for elementary mathematics intervention and assessment. It appropriates $3 million from the general fund for fiscal years 2026 through 2028 to fund staffing, materials, technology, training, and reporting for participating schools, with any unspent funds reverting to the general fund at the end of fiscal year 2028. The bill primarily affects school districts and charter schools that choose to apply, while placing administrative, reporting, and evaluation responsibilities on the Public Education Department.
Based on the bill text and the absence of recorded committee debate or votes in the provided materials, the overall sentiment appears supportive and policy-focused, emphasizing math achievement and evidence-based evaluation. The bill is framed as a pilot project designed to generate data before any broader statewide expansion, suggesting a cautious but affirmative approach to improving student outcomes. No recorded opposition or amendments are included in the provided context.
The main potential points of contention are likely to be the cost of the $3 million appropriation, the requirement that participating schools devote staffing and professional development time to a new program, and whether the pilot’s evidence will be strong enough to justify expansion. Another possible issue is implementation burden, since districts must collect and report detailed student demographic and proficiency data and follow students over time. Because no committee transcripts or votes were provided, no specific lawmakers, districts, or stakeholder groups are identified as opposing or supporting these concerns.