Mentoring to Succeed Act of 2023 This bill requires the Department of Education to award grants to high-need local educational agencies, high-need schools, and local governments to establish, expand, or support school-based mentoring programs that assist at-risk students in developing cognitive skills and promoting social-emotional learning to prepare them for success in high school, postsecondary education, and the workforce. Additionally, the bill directs the Institute of Education Sciences to conduct a study to identify successful school-based mentoring programs and evaluate the effectiveness of the grant program established by this bill.
Impact
The proposed bill is expected to have significant implications for state education laws by providing structured support systems for at-risk youth. This includes a variety of student demographics defined under the bill such as those in foster care, homeless youth, students with disabilities, or those who have been involved with the juvenile justice system. By targeting such vulnerable populations, the bill seeks to reduce dropout rates, improve academic engagement, and facilitate smoother transitions to higher education or job opportunities. Additionally, grant recipients may collaborate with community organizations, expanding the resources available for these mentorship programs.
Summary
Senate Bill 65, titled the 'Mentoring to Succeed Act of 2023', aims to amend the Carl D. Perkins Career and Technical Education Act of 2006 to empower the Department of Education to award competitive grants to high-need local educational agencies, high-need schools, and local governments. The intent is to establish, expand, or support school-based mentoring programs specifically aimed at assisting at-risk students in middle and high school. These programs are designed to help develop cognitive skills and promote social-emotional learning to prepare these students for success in high school, postsecondary education, and in the workforce.
Contention
The key points of contention in discussions around this bill relate to the effectiveness and implementation of government-funded mentorship programs. Critics may raise concerns about the allocation of funds and whether such grants will adequately address the diverse and complex needs of at-risk students. There is also a debate regarding the measurement of success for mentorship programs, as their outcomes, such as improved graduation rates and career readiness, can be challenging to quantify. Ensuring the quality and training of the mentors is also crucial to the success of these programs, raising questions about compliance and oversight within the proposed mentorship framework.