House Bill 1434

(As Passed the House)

AN ACT TO CREATE THE "INSTITUTIONAL AERONAUTICS, GEOSPATIAL, ENGINEERING, NURSING AND TECHNICAL SKILLS (AGENTS) OF EXCELLENCE PROPOSAL ACT"; TO REQUIRE ALCORN STATE UNIVERSITY, DELTA STATE UNIVERSITY, MISSISSIPPI UNIVERSITY FOR WOMEN AND MISSISSIPPI VALLEY STATE UNIVERSITY TO DEVELOP AND SUBMIT A PROPOSAL FOR PROGRAMS TO ADDRESS THE NEED FOR HIGH-DEMAND DISCIPLINES THAT ENHANCE ACADEMIC PREPAREDNESS, WORKFORCE DEVELOPMENT AND CAREER READINESS; TO REQUIRE THAT EACH UNIVERSITY'S PROPOSAL SHALL BE BASED ON ITS PARTICULAR INTERESTS AND STRENGTHS AROUND CURRICULUM AND PROGRAM OFFERINGS; TO REQUIRE THAT THE PROPOSAL INCLUDE CERTAIN CRITERIA; TO REQUIRE THAT THE PROPOSAL BE SUBMITTED TO THE BOARD OF TRUSTEES OF STATE INSTITUTIONS OF HIGHER LEARNING AND THE STATE BOARD OF EDUCATION; TO REQUIRE THE BOARD OF TRUSTEES OF STATE INSTITUTIONS OF HIGHER LEARNING AND THE STATE BOARD OF EDUCATION TO PROMULGATE RULES AND REGULATIONS GOVERNING THE PROPOSAL PROCESS; AND FOR RELATED PURPOSES.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MISSISSIPPI:

SECTION 1. This act shall be known and may be cited as the "Institutional Aeronautics, Geospatial, Engineering, Nursing and Technical Skills (AGENTS) of Excellence Proposal Act."

SECTION 2. It is the intent of the Legislature to facilitate the creation of regional innovative academic programs at state institutions of higher learning for the purpose of establishing educational initiatives that enhance academic preparedness, workforce development and career readiness through specialized curriculum and instruction, with a focus on aeronautics, geospatial studies, engineering, nursing, technical skills, trade and workforce development.

SECTION 3. (1) Alcorn State University, Delta State University, Mississippi University for Women, and Mississippi Valley State University shall each develop a proposal for programs that addresses the need for high-demand disciplines and aligns with the institution's academic strengths, interests and capacity to offer instruction in specialized subject areas which are targeted to improve workforce readiness and postsecondary educational outcomes for underserved student populations residing in the service regions of the identified host institutions.

(2) Each university's proposal shall include, but not be limited to, the following components:

(a) Identification of the ideal grade levels within Grades 9 through 12 that would be most conducive to the institution's program offerings, considering which grades would yield optimal student outcomes;

(b) An analysis of the university's capacity to accommodate students selected for enrollment in its AGENTS of Excellence program of instruction, including, availability of space within existing residential, academic and auxiliary facilities, as well as an assessment of any additional capital outlay necessary for implementation and sustainability;

(c) A framework for the delivery of instruction, including, whether said instruction will be provided solely by university instructors, licensed high school teachers, or through a hybrid model integrating secondary and postsecondary educators to provide instruction and training;

(d) Opportunities for dual enrollment that allow participating students to earn both high school and college credit through the host institution;

(e) A projected cost analysis that addresses program implementation, administration, curriculum development, instruction, and room and board;

(f) The inclusion of any additional components conducive to establishing, expanding and sustaining programs in aeronautics, geospatial studies, engineering, nursing, technical skills, trade and workforce development; and

(g) Components necessary to address academic and workforce needs specific to the region and the targeted student demographic, including, but not limited to, partnerships with educational institutions, nonprofit organizations, businesses, manufacturers and enterprises to:

(i) Provide mentorship, internships and career development opportunities for students;

(ii) Establish minimum standards governing annual increases in the academic performance indicators;

(iii) Conduct ongoing assessments of student performance, including an initial baseline assessment of knowledge and skills in each grade level and academic content area in which instruction is provided;

(iv) Establish data-driven instructional programs;

(v) Provide curriculum that is aligned with state academic standards for college and career readiness;

(vi) Provide academic support and interventions, including tutoring and other appropriate educational assistance, that are targeted for students who perform below proficiency standards on an academic performance indicator;

(vii) Provide for a minimum of instructional hours as applicable, which may include any of the following:

1. An extended school day;

2. An extended school year;

3. A minimum of four (4) weeks of summer school; and

4. Saturday instructional classes;

(viii) Provide programs to improve professional development programs for administrators, teachers and support professionals that focus on communication centered upon students' academic and career goals;

(ix) Formulate and implement programs designed to improve the learning environment and school culture, which shall include measures to ensure the safety of students and staff, and may include the following:

1. Positive behavioral supports;

2. Professional development; and

3. Coordination with community partners.

SECTION 4. (1) Each university shall submit its completed proposal to the Board of Trustees of State Institutions of Higher Learning and the State Board of Education, which shall promulgate rules and regulations governing the proposal process, including, but not limited to:

(a) Establishing minimum criteria for proposal submissions;

(b) Establishing deadlines for receipt, review, and approval or denial of proposals received;

(d) Ensuring alignment with state educational goals and workforce development initiatives.

(2) To the extent possible, the boards shall, upon approval of proposals, enter into agreements with each host institution for the dual enrollment of eligible students attending the program. The boards may develop and issue necessary regulations for the coordination of such courses for these students and the preparation and transfer of transcripts upon completion and graduation.

SECTION 5. This act shall take effect and be in force from and after July 1, 2025.