The 1997 Legislative Briefing

Summary

The SREB 1997 Legislative Briefing Summary Legislatures addressed a wide array of topics during 1997 sessions that will affect schools and colleges across the region.

Percentage increases in budgets for K-12 and higher education in more than half of the SREB states exceeded those of one year ago. Increases for elementary and secondary schools range from 3 percent in Kentucky to more than 8 percent in Arkansas, Florida, Louisiana and North Carolina. Higher education increases range from 1 percent in Alabama to more than 37 percent for community colleges in Arkansas, with a general fund decrease in Tennessee.

Tuition increases vary by state and, in a number of cases, by institution. There will be no change in tuition for in-state undergraduate students in 3 SREB states (Louisiana, Mississippi and Virginia). Institutions in another 4 states will increase tuition at a rate comparable to that of last year. Tuition increases in a third of the states are above those of one year ago and lower increases are apparent in two states.

New charter schools laws were approved in only one SREB state (Mississippi) but amendments to existing laws were passed in Florida, Louisiana, North Carolina and Texas. Eight SREB states have charter school legislation on the books and as of September 1997, 140 charter schools were in operation in the region.

Actions in more than half of the SREB states targeted reading programs for students in early grades. In most cases, laws focused on the identification of reading deficiencies followed by intensive reading instruction. Other early-grades initiatives involved expansion of pre-kindergarten programs (Georgia and Virginia), class size reductions (Alabama, Florida and Virginia) and expansion of voluntary kindergarten programs (South Carolina).

Renewed focus on higher education resulted in changes in governance in four states (Arkansas, Florida, Kentucky and Louisiana). Performance funding, accountability and quality were addressed in Florida, West Virginia, Kentucky, South Carolina and Texas.

K-12 education budgets

General fund increases for elementary and secondary schools range from 3 percent to nearly 9 percent with the larger funding boosts in North Carolina (9.8 percent), Louisiana (8.7 percent), Arkansas and Florida (both 8.6 percent). Other states with increases exceeding 7 percent include Maryland and Tennessee. Texas reports its biennial budget for 1997-1999 will grow 7.5 percent. In Alabama, Georgia, Mississippi, Oklahoma and South Carolina, increases are in the 5 to 6 percent range. Budget increases of less than 5 percent are being seen in Kentucky, Virginia and West Virginia.

Higher education budgets

Higher education budgets grew more than 8 percent in Arkansas, Florida, Georgia, Kentucky, Mississippi and Oklahoma. Colleges and universities in Oklahoma last year experienced the largest budget increase in the history of the system (more than 12 percent) and one of the largest in the nation (second only to California); institutions this year will see another big boost of 9 percent, one of the highest in the region. Texas' biennial increase is reported at nearly 10 percent. Colleges and universities in Louisiana, Virginia and West Virginia are operating with 6 to 7 percent more than was available last year and increases of less than 5 percent were approved in Alabama, Maryland and South Carolina. In North Carolina, funding for community colleges rose nearly 8 percent while the budget for four-year colleges increased 6.5 percent. General funds approved in Tennessee are lower than those available in 1997.

The larger budget increases in some states are due in part to special attention given to two-year colleges. Significant boosts in funding community colleges are apparent in Arkansas (nearly 38 percent), Florida (22 percent), Kentucky (20 percent), Mississippi (10 percent) and Texas (14 percent for the biennium). Increases in Arkansas and Kentucky are partially due to actions reorganizing the governance of higher education and in Florida, some lottery funds that now support a new merit scholarship program were replaced with general funds.

Florida and Texas have taken actions to limit unnecessary credit hours taken by undergraduate students. In Florida, tuition charged to students will increase 50 percent for any credit hours in excess of 115 percent of those required for a degree. State funding will decrease by the same amount. Texas bans institutions from counting undergraduate hours for formula funding that exceed 170 for any student. In-state students completing a baccalaureate degree with no more than 3 credit hours beyond program requirements will be eligible for a $1,000 rebate.

Teacher salary trends

In states where information is available, salary increases for teachers range from 2 percent in Tennessee (if funds are available in January) to at least 6 percent in Georgia and North Carolina. Increases of 4 percent are expected in Louisiana, Mississippi and Virginia. Mississippi's is the first in a three-year effort to increase salaries by 10 percent. No raises were provided in West Virginia, and the 2.7 per-cent approved in South Carolina is estimated to maintain that state's average teacher salary at the Southeastern average.

While no general pay raises are available in Alabama, legislation requiring local districts to pay 100 percent of the state minimum salary schedule (up from 95 percent) by 1998-99 will result in an increase to the average salary of about 2 percent in 1997-98. Local districts determine salary increases in Arkansas, Florida, Kentucky, Maryland, Oklahoma and Texas but changes to the state minimum salary schedules in Oklahoma and Texas will impact average salaries.

Georgia, Louisiana and North Carolina continue to work toward reaching teacher salary goals set for those states. Louisiana's target is the Southeastern average and teachers there will receive pay raises ranging from $1,000 to $1,400, roughly 4 percent. Both Georgia and North Carolina have set their sights on the national average. Recent national figures for 1996-97 put Georgia's average salary at second in the region (Maryland is first) and 6.4 percent from the national average for that year. The 6 percent approved for 1997-98 should put the state within a few percentage points of reaching its goal next year.

In North Carolina, reform legislation changes the teacher salary schedule to attract and retain excellent teachers. The plan includes raising the minimum salary schedule, rewarding teachers with more than 25 years of experience, increasing pay for teachers with the new masters/ advanced competency certificate or national certification and providing incentive awards to teachers in schools meeting or exceeding student achievement expectations. These changes should result in average increases of more than 7 percent this year since two-thirds of the state's teachers will receive increases of 6.5 to 9.7 percent. The governor's goal is for average teacher salaries to reach the national salary average by 2000-01.

In other actions, Florida legislation requires districts to adopt teacher salary schedules that include performance-based pay and to create programs providing financial rewards to faculty and staff in schools maintaining high performance or showing significant improvement. Georgia continues its "pay for performance" program at the same level that was included in the amended 1997 budget, which raised funding from $2 million to $3.3 million. Tennessee legislation abolishes the career ladder program, created in the early 1980s, though teachers already on the ladder and those in the process of qualifying will be allowed to continue. Funding will decrease 2.4 percent to $103 million for 1997-98.

More information is available in SREB Teacher Salaries: Update for 1996-97 and Estimated Increases for 1998.

Faculty pay raises

Where salary information is available, raises for faculty range from about 2 percent (in Tennessee if revenues become available) to 6 percent in Georgia. Increases in Florida, North Carolina, Oklahoma, West Virginia and at 2-year colleges in Kentucky and 4-year colleges in Mississippi are in the 3 to 5 percent range. Faculty at 4-year colleges in Kentucky will see raises varying by institution from 3 to 6.8 percent while those at Mississippi community colleges will receive 5.6 percent increases as part of the effort to raise salaries to the mid-point between elementary/secondary teachers and faculty at 4-year institutions.

Pay raises for Virginia faculty will range from 5 to 9 percent but average 5.5 percent, while raises in Arkansas range from 1.5 to 12.5 percent with two-thirds of the institutions in the 3 to 5 percent range. Lower increases were approved for Maryland (1.25 percent) and South Carolina (2.5 percent). No new raises were given to Louisiana faculty, but money was allocated to fully fund the two-year effort to bring average salaries for each faculty rank to the average of all 15 SREB states.

Tuition increases

Tuition increases vary across the region. Larger increases were approved for in-state undergraduate students in Florida (8.7 percent at community colleges and 7.8 percent at universities) and Maryland (7 percent on average). Georgia, Tennessee and Texas have approved increases of about 6 percent and in West Virginia, students will pay an average of 3.6 percent more. In-state undergraduates in Louisiana, Mississippi, Virginia and 2-year colleges in North Carolina will see no increases, while students at 4-year colleges in North Carolina will pay 3 percent more.

The increase in tuition in Kentucky and Oklahoma is based on the type of college. In Kentucky, tuition at doctoral institutions rose 2.6 percent. Students at master's campuses are paying 3.4 percent more while those at 2-year schools see increases of 2 percent. In Oklahoma, tuition went up 9 percent at doctoral institutions, 7 percent at regional colleges and 5 percent at 2-year schools.

An average increase figure is not available in Alabama or Arkansas. Institutional increases in Alabama range from 3.5 percent to nearly 17 percent, with one college reporting no increase. The middle third of the colleges approved increases of 5 to 7 percent. Arkansas colleges raised tuition from 2.4 to 10 percent, but two-thirds of the institutions imposed no increase.

Planning for future college costs

Several states took actions to keep the rising costs of college education within the reach of students and their families. Maryland, South Carolina and West Virginia authorized the creation of prepaid tuition programs. Texas will expand its existing prepaid program for those who wish to purchase tuition and required fees for a fifth year. Virginia amended its program to allow state residents to purchase contracts for children who are not state residents. It also removed restrictions on the use of prepaid benefits for graduate-level tuition. Other SREB states with prepaid programs include Alabama, Florida, Mississippi and Tennessee.

New merit scholarship programs were also created to help students with college costs. Florida's lottery-funded Bright Futures Program provides graduated awards (ranging from 75 percent of tuition and required fees to 100 percent plus a book allowance) based on high school courses taken and grades earned. Louisiana's Tuition Opportunity Program for Students (TOPS) will become effective in 1998-99 if funding is provided. Three levels of awards, ranging from the payment of tuition to the payment of tuition plus $800 per year, depend on grade-point average and college-entry test scores.

South Carolina created a scholarship program for high school students completing 24 credit hours, meeting requirements for either the college-prep or vocational-prep programs, earning an overall B average and achieving a minimum 1100 on the SAT. Students meeting these requirements will receive $500 scholarships. Virginia is initiating an incentive scholarship program for second-year community college students with B averages who are enrolled in designated programs addressing state workforce training needs.

More information on prepaid tuition and tuition savings programs is available in SREB's Planning for Future College Costs in the SREB states.

Update on charter schools

Charter schools are public schools that allow existing or, in some states, new schools to substitute a performance contract, or charter, for standard state regulations. Mississippi became the eighth SREB state to pass charter school legislation with its 1997 law. The law creates a charter school pilot project authorizing the state board of education to issue charters to up to six existing schools. The initial charters will be approved for four years and may be renewed for up to four years. The state board is required to report on the program to the legislature by January 1999.

Louisiana and Texas amended charter laws to expand their programs. Louisiana's 1995 law allowed eight districts to approve a limited number of charters. Legislation this year expands eligibility to authorize charters to all school districts and caps the number of charters that can be approved at 42, with no more than 20 allowed during 1997-98. All charter applications are to be made to local school boards, but the law allows appeals to the state board of education in some instances if the local board does not give its approval.

The 1995 law in Texas created "home-rule" school districts and two types of charters - campus charters and open-enrollment charters. A home rule district, adopted by local voters, allows the district to operate with a reduced set of state mandates. Campus charters can be approved when a majority of parents and classroom teachers at a school petition the local school board. Open-enrollment charters can be granted by the state board of education to public or independent colleges, non-profit organizations or governmental entities. Legislation passed in 1997 expanded the number of open-enrollment charters from the original 20. Now up to 100 new charters can be granted by the state board of education for schools that adopt a policy providing for the admission of students transferring from low-performing schools. Additional charters can be granted if 75 percent of the prospective students have dropped out of school or are at risk of dropping out. There are no limits on home rule charters (requiring a 25 percent voter turn-out) or on campus charters.

In Florida and North Carolina, legislation fine-tunes existing charter laws. Florida amendments clarify and improve the chartering process by establishing a statewide application and review time line for charter proposals. The North Carolina bill allows charter school teachers to be considered local district employees for the purpose of participating in state-funded employee benefits, such as retirement and health insurance. In addition, the law allows schools to increase enrollment without amending their charters and outlines instances where enrollment preferences can be made.

Education for young children

SREB state legislatures focused on programs to better prepare young children for success in school. Georgia and Virginia continue to expand pre-kindergarten programs for 4-year-olds. Georgia's program, funded at $211 million, now serves 60,000 pre-kindergarten students and is available to all children. In Virginia, $23 million is available to expand service to 60 percent (previously 30 percent) of the eligible children not being served by Head Start or other federal programs.

South Carolina's legislature has allocated funds to continue the expansion of full-day kindergarten programs. Originally targeting critical-needs students, full-day kindergarten will serve approximately 32,000 students in 1997-98, two-thirds of all 5-year-olds. The program remains voluntary, with parents deciding whether to enroll their children.

Class size initiatives have been addressed through budgets in multi-year efforts in Florida, North Carolina and Virginia. For 1997-98, Virginia allocated $56.7 million to continue the class size reductions in kindergarten through third grade that were started in 1994-95. The goal is to bring class size down to between 15 and 18 students per teacher depending upon the percent of students in each school eligible for free meals through the federal lunch program.

Florida, too, has continued to address K through 3 class sizes with $100 million in 1998, an effort that began in 1995-96 with $40 million. Kindergarten and first grades were targeted initially. Subsequent years expanded the goal to second and third grades. The plan is to reduce the size of classes to 20 students per teacher. However, classes can go to 30 students if a teacher aide is also present.

North Carolina began its initiative in 1994-95 by reducing class sizes in kindergarten followed by first grade the next year. Funding in 1996-97 was directed to reductions in the size of second grade classes bringing the ratio to one teacher for 23 students (previously 1 to 26). No funding for class size reduction in the early grades was provided in 1997-98. As a part of safe school initiatives, funds were provided to lower class size in middle schools where students are performing below grade level.

In Alabama, the state board of education has approved a plan to lower class sizes in all grades beginning in January 1998. Increases in formula funding will pay about 900 new teachers to support the effort. Currently, the state employs about 40,000 teachers.

States focus on reading

Reading programs for students in early grades was the topic of legislation in several states this year. Florida, Oklahoma, Tennessee, Texas and Virginia mandate assessments in early grades to determine reading deficiencies, followed by intensive reading instruction. In Florida, locally adopted assessments will be used to determine student reading levels and if an identified reading deficiency is not remedied by the end of fifth grade, the student can be retained. In addition, the budget includes $3.3 million to initiate a home-based reading instruction program targeting disadvantaged families with children in pre-kindergarten to grade 3.

The Oklahoma law calls for students identified with deficiencies to receive additional reading instruction both in school and after school hours, if necessary. Students may be prohibited from passing to fourth grade if they do not meet reading requirements. In addition, professional development institutes are to be developed to train teachers in reading education.

The Texas program calls for the commissioner of education to adopt a list of reading instruments that school districts can use to diagnose reading development in students. In addition, the commissioner is to make recommendations to school districts for administering reading assessments and applying their results to the instructional program. Also, the budget provides funds to establish reading academies (schools within schools) that focus on reading. Virginia students will take a first-grade reading diagnostic test and those requiring additional assistance in reading will receive two-and-one-half hours per week of additional instructional time at a ratio of one teacher for every five students.

In Arkansas, the aim of legislation is to assure that all students will read at or above grade level upon exiting third grade. Districts are encouraged to provide intensive reading instruction during reading time in the regular school day for students identified by their classroom teachers as falling behind. North Carolina will expand staff development in reading (and mathematics) and support "Reading Together," a tutorial program for students in second grade.

Louisiana's law requires the department of education to develop an early childhood reading initiative for all students in kindergarten through third grade that is research-based. It must provide a method for selecting schools having at-risk and low-performing students, a plan for coordinating this initiative with existing programs and an evaluation process. For 1997-98, $30 million was appropriated for reading and mathematics initiatives. South Carolina earmarked $800,000 for Reading Recovery programs to provide students in early grades with additional reading assistance when needed.

SREB's Paths to Success series includes two reports on reading: Getting Elementary Schools Ready For Children: Reading First and The Texas Reading Initiative: Mobilizing Resources for Literacy. Both reports are available upon request from SREB.

School finance actions

Since the late 1980s, nearly every SREB state has been involved in a lawsuit over school finance. The issues of adequacy and equity have pervaded these suits and, regardless of the outcome, in nearly every case, policy makers have instituted changes to address these issues.

To settle lawsuits in Maryland concerning Baltimore City schools, legislation restructured the management of the school system and promised the district in excess of $230 million in new funds over the next 5 years. The legislation replaced the existing school board, which was appointed by the mayor, with a 10-member board appointed jointly by the mayor and the governor. The new board has authority over all functions of the school district.

Following a lawsuit that determined the school finance system unconstitutional, the Arkansas legislature adopted a new finance formula in 1995 and authorized a vote on a constitutional amendment (later passed) requiring a minimum millage to be levied by all districts. Inherent in the 1995 legislation were some disincentives for local districts to levy additional millage because state aid would be reduced by a like amount. Legislation passed this year set up incentive funds to encourage districts to maintain or increase local tax levels without losing base funding from the state. The budget included $18 million in 1997 and $20 million in 1998 for these incentives.

Mississippi is one of two SREB states (Georgia is the other) that has not been in court over its school finance system in recent history. However, 1997 legislation makes significant changes in that state's finance system by creating the Mississippi Adequate Education Program (MAEP), which will be phased in over six years and fully implemented in 2003 with $130.5 million in new funds. MAEP is to assure that each district will receive funds to provide an adequate education for every child. The law sets minimum local tax requirements for districts and the maximum tax effort school boards can set without voter approval.

School safety

School safety remained in the spotlight in states across the region. Florida, Georgia and North Carolina require schools and teachers to be notified if a student is charged with committing a felony. Georgia is also requiring each local district to adopt a student code of conduct. In Virginia, local boards are to adopt policies that allow teachers to remove disruptive students from their classes and to be involved in decisions allowing those students to return their classes. (As noted in last year's SREB Legislative Briefing, teachers in Florida and Maryland can refuse to re-admit disruptive students to their classes.)

In Arkansas, legislation created a committee on safe schools to recommend rules, regulations and future legislation to ensure a safe learning environment. North Carolina language calls for safety assistance teams to help schools establish safe, orderly learning environments. It also requires each school and district to develop a safe school plan.

Alternative school programs will be expanded in North Carolina and Oklahoma. The North Carolina State Board of Education is also to recommend to local boards ways to measure the academic achievement of students in alternative learning or remedial programs. Funding for alternative school grants to Oklahoma districts will increase to $20 million from last year's $11.4 million. In addition, legislation calls for school districts to annually update alternative education plans and consolidates several grants and pilot programs into a statewide system of alternative education programs to be phased in by 2000-2001.

Technology in schools

Several SREB states continue multi-year efforts to expand the use of technology in schools. West Virginia has funded the 9th year in a 10-year effort to put computers in all elementary classrooms. The state is now expanding the program into secondary schools to prepare students for entering the work force. Maryland's 5-year effort is focusing on access to on-line computer resources. In Virginia, access for all schools to automated library services plus computer equipment for local districts has been the target.

Legislation calls for the Oklahoma School for Science and Mathematics to solicit proposals from secondary and vocational-technical schools to develop model programs that use distance learning to implement advanced math and science curricula. Surplus funds from 1997 were set aside for the purchase of hardware and software in Louisiana. The $38 million appropriated should provide roughly $38 per student. North Carolina is supporting a pilot program to expand the use of technology in public schools.

A state-by-state summary about wide area networking can be found in Tele-communication's Status, Trends and Issues in the SREB States.

Actions affecting teachers

Arkansas, Maryland, Oklahoma and South Carolina join several other SREB states that provide support (assistance, bonuses or both) for teachers seeking national certification through the National Board for Professional Teaching Standards. In Arkansas, the department of education will pay one-half of the fees for teachers seeking certification and up to three days of pay for substitute teachers during their absences. Teachers in Oklahoma will receive help from an appropriation that will cover fees and an annual $5,000 bonus for the 10-year life of the certificate. South Carolina teachers are able to receive reimbursement for certification fees and a one-time bonus of $3,000.

Maryland legislation created a pilot state and local program to encourage up to 48 teachers per year to seek national certification. Under the program, teachers completing all certification requirements will receive the fees associated with meeting those requirements (approximately $2,000). The state will pay two-thirds of the fee and the teacher's district will pay the remaining third.

Legislation passed in other states will affect teachers in various ways. Professional development was the subject of legislation in Louisiana, North Carolina and Oklahoma. In Louisiana, teachers will have to participate in one day of professional development beyond the minimum 180-day contract for each $30 million appropriated for salary increases ($65 million was appropriated for 1997-98). The Oklahoma Commission for Teacher Preparation is to develop professional development institutes in math, the use of technology and hands-on science. Reform legislation calls for the state board of education in North Carolina to strengthen professional development.

North Carolina reforms also include tougher requirements for initial certification and for certificate renewals, increased entry standards for teacher preparation programs and general knowledge testing for certified staff in low-performing schools. The state board will initiate dismissal procedures for anyone not passing this test on the third try. The law's purpose is to strengthen professional standards for teachers and streamline the dismissal process with the goal of improving student achievement and reducing teacher attrition.

Teachers in Arkansas and Florida will be required to demonstrate subject-matter knowledge, and those in Florida will have to demonstrate proficiency in the use of technology in teaching. Arkansas teachers must demonstrate the ability to raise student academic achievement. In addition, teachers renewing their licenses will now undergo criminal background checks; new teachers have had to meet that requirement. In South Carolina, Act 72, known as ADEPT, requires the adoption of state standards to be used as the basis for Assisting, Developing and Evaluating Professional Teaching at all contract levels and for student teachers. In addition, first- year teachers will participate in an induction program that will provide guidance and support. Other legislation requires principals to be evaluated every 3 years and to establish a professional development plan to address their strengths and weaknesses.

Mississippi higher education and K-12 boards will study the feasibility of establishing a teacher education cooperative program to assist in filling critical teacher shortages in some areas of the state. Students participating would receive a scholarship, complete a degree in a teaching field within 5 years and alternate taking classes with serving as an assistant teacher on a semester by semester basis.

K-12 standards, performance and accountability

Student performance and accountability continue to be a major focus of states across the region. Florida and South Carolina have taken action to increase high school graduation requirements. Florida is now requiring students to complete Algebra I for graduation and achieve a 2.0 grade-point average on a 4.0 scale (up from 1.5). South Carolina students entering 9th grade this year will be required to complete 24 credit hours for graduation (up from 20). In North Carolina, the state board of education is to develop a plan to revise content standards in core subjects (reading, writing, mathematics, science, history, geography and civics) and develop high school exit examinations aligned with those standards.

Louisiana legislation requires the development of a school and district accountability system that includes clear standards and expectations, assurance to the public that educational quality is monitored and maintained at high levels and support for student achievement. Accountability reports in Tennessee will now include more detailed information on local spending. Legislation in Arkansas calls for students to achieve competencies in core subjects, apply practical knowledge and skills and demonstrate achievement. Tied to the accountability program in Texas, funding was provided in the current biennium for the Successful Schools Program. The program was unfunded during the prior biennium. The legislature had funded a reward program for the principals of successful schools, but funds were not distributed.

Oklahoma will join the other 14 SREB states in the National Assessment of Educational Progress. Tennessee has amended its state testing program to abolish standardized tests in second grade, alter grade levels where tests will be given and delay by one year the implementation of high school end-of-course tests - these tests will now be effective in 1999- 2000.

More on accountability programs can be found in SREB's Accountability in the 1990s: Holding Schools Responsible for Student Achievement. Information on high school graduation requirements is contained in Better Preparation, Less Remediation, Challenging Courses Make a Difference.

Higher education governance

Bills addressing the governance of higher education were passed in several states. A special session in Kentucky resulted in the creation of the Council on Postsecondary Education, which replaced the existing Council on Higher Education. The legislation also created the Kentucky Community and Technical College system, which brings together the state's community colleges and postsecondary technical schools.

Arkansas, too, abolished the existing higher education board and created the Arkansas Higher Education Coordinating Board, which includes as members representatives from two- and four-year colleges. The Council of Presidents, consisting of the presidents and chancellors of the state's public colleges and universities, will provide significant input into a number of the coordinating board's activities.

Legislation strengthened the role of the Louisiana Board of Regents in the statewide coordination of higher education. The board will advise the governor and legislature on matters concerning higher education, confirm the appointment of presidents and campus heads selected by the state's three management boards, and develop a master plan. The management boards are required to implement policies developed by the board of regents and allocate funds to institutions according to the master plan developed by the regents. Representatives from the management boards will serve on the board of regents standing committees. In addition, voters will address a constitutional amendment to create a community college system.

In other actions, Arkansas abolished the department of education's vocational and technical education division, the Governor's Commission on Adult Literacy and the Advisory Council for Vocational-Technical Education and transferred their responsibilities to the new State Board for Workforce Education and Career Opportunities. Florida reorganized adult education (previously within the division of public schools) and postsecondary vocational programs (previously in the community college division) under the new Division of Workforce Development in the department of education.

Performance, accountability and quality in higher education

Actions in several states focused on funding based on performance. South Carolina appropriated funds to begin implementing performance funding as required in 1996 legislation, which calls for institutional funding to be based entirely on performance by fall 2000. Florida budget language directs the board of regents to continue implementing performance-based budgeting out of continuing funds for university operations. West Virginia budget increases are again tied to institutional progress toward meeting goals and benchmarks in their strategic plans required in 1995 legislation.

Based on a plan developed by a task force created by the governor, reform legislation passed this year in Kentucky set up 7 new investment and incentive trust funds to advance the goals of postsecondary education. Initial funding was provided for 4 of the 7 funds: adult education and literacy ($2 million), regional university excellence ($6 million), research challenge ($6 million) and postsecondary workforce development ($3 million). The newly created Council on Postsecondary Education will establish criteria for the allocation of the funds. The remaining three funds created are the technology initiative trust, physical facilities trust and the student financial aid trust.

Texas legislation calls for each college governing board to adopt a performance evaluation process for tenured faculty that will result in evaluation at least every 6 years. Also, each institution is to adopt a core curriculum of at least 42 credit hours that is transferrable among colleges and universities in the state.

State summaries of final legislative actions for the SREB region are available upon request. All publications listed in this Legislative Briefing can be obtained by contacting the Southern Regional Education Board.

For further information please contact Gale Gaines, gale.gaines@sreb.org.