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F I S C A L I M P A C T R E P O R T
SPONSOR Campos
ORIGINAL DATE
LAST UPDATED
3/01/2007
HB
SHORT TITLE At-Risk Hispanic Youth Educational Programs
SB 875
ANALYST Aguilar
APPROPRIATION (dollars in thousands)
Appropriation
Recurring
or Non-Rec
Fund
Affected
FY07
FY08
$350.0
Recurring
General Fund
(Parenthesis ( ) Indicate Expenditure Decreases)
Duplicates SB 57
Relates to appropriations in the General Appropriation Act
SOURCES OF INFORMATION
LFC Files
Responses Received From
Public Education Department (PED)
SUMMARY
Synopsis of Bill
Senate Bill 875 appropriates $350 thousand from the general fund to the Public Education
Department for the purpose of disseminating a culturally based language arts and social science
curriculum targeting at-risk Hispanic youth and their families.
FISCAL IMPLICATIONS
The appropriation of $350 thousand contained in this bill is a recurring expense to the general
fund. Any unexpended or unencumbered balance remaining at the end of fiscal year 2008 shall
revert to the general fund.
The LFC remains concerned with funding initiatives outside of the funding formula as it tends to
disequalize school funding and diverts funding away from core educational needs.
pg_0002
Senate Bill 875 – Page
2
SIGNIFICANT ISSUES
PED notes this bill does not provide data relative to the specific needs for the culturally based
language arts and social science curriculum targeting at-risk Hispanic youth and their families.
Districts are provided with funding to purchase both language arts and social studies materials on
a cyclical basis and those materials are to include materials that are not only aligned to the state
content standards, but also the local curriculum that is developed at the local level to support the
needs of local students. If materials are not found on the adoption list and are needed to support
student learners, districts have an option to purchase materials from other sources with 50% of
their yearly allocation.
PED also notes that the bill does not identify what is to be included within a request that is
different from the calls sent out by the Instructional Materials Bureau during these specific
instructional material adoptions. It would be difficult for the PED to develop a new Request for
Proposal different from the recent requests without specific criteria. Criteria should not only be
supported by alignment of state standards but also some specific data regarding student
performance on the state-mandated assessments that would justify and would be proposing to
address the need.
PA/csd