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History
- Referred to investigations and government operations
- Referred to investigations and government operations
Companion bill
The same bill in the other chamber. A bill becomes law when one version passes both houses and the governor signs it, so either number can carry it.
Provides a tax credit for certain certified school building administrators employed in high-needs school districts
In Assembly Committee · Ways And Means · Sponsor Richard Brodsky
Full text
The text isn't available here yet. Check nysenate.gov.
Sponsor's memo
Title of bill
An act to amend the tax law, in relation to establishing a tax credit for certain certified school building administrators employed in high-needs school districts
Purpose
To attract highly qualified and experienced school building administrators by providing a $1,500 state income tax credit for individuals who choose to work in high needs school districts.
Summary of provisions
Section 1 of the bill amends section 606 of the tax law by adding the provisions that titles the subsection as a personal income tax credit certified school building administrators employed in high needs school districts. Subparagraph (a) defines who is eligible. Subparagraph (b) authorizes the Commissioner of the department of education to determine what constitutes a high need school district (a formula already utilized by State Education Department officials to determine districts of high needs), and subparagraph (c) defines how much credit can be imposed against state income tax. Section 2 defines the act to go into effect the taxable year after the bill shall have been signed into law.
Read the full memo (654 words)
Justification
New York State schools are held to the highest standards in the country. However, most schools across the state are expected to do more with limited resources. State aid for education remains stagnant at best and schools are held accountable to do more each year with less financial support. Ultimately, it is the principal in the school who is responsible to increase student performance in his or her school. Central district offices continue to apply pressure on these leaders to produce better students Scores on mandated state and federal test. In a survey conducted by the University at Albany: 2005 Profile of the New York State Principalship, forty percent of principals in a rural and city schools reported that they felt that they were held primarily responsible for instructional improvement, compared to thirty-one percent of those surveyed in suburban schools. Further documented in the study was the perception that nearly 90% of the respondents indicated that they were increasingly held accountable for student achievement in their building. The insurmountable pressure placed on a principal to improve student Scores with "adequate yearly progress" of students. These demands, applied to other job pressures make it less attractive to work in schools that have low student progress rates and are placed on SURR and "Schools in Need of Improvement" list. High needs school districts are categorized as schools located in areas with high poverty rates and have a high percentage of children who qualify for free and reduced lunches. For the most part, these are the same schools that struggle to meet the established standards set forth b:y adequate yearly progress benchmarks. In 2005, a total of 511 schools across the state were identified as "In Need of Improvement" and all of these schools receive Title I funding from the federal government. Most of the children "counted" under the Title I formula are from families with income below the federal poverty line, as determined by the Census. It is the same schools that need experienced and qualified administrators to lead them out of their current state of "In Need of Improvement" status. By providing an income-tax break for qualified administrators who will in fact take on the challenges that these schools face, the State will in essence create a recruitment strategy that targets high need districts with incentives for innovative leaders with the vision and know how to implement policies that create change and improve student performances.
Legislative history
2008: S.3408 - Referred to Investigations/A.1405 - Referred to Ways & Means 2007: S.3408 - Referred to Investigations/A.1405 - Referred to Ways & Means 2006: S.6592 - Reported to Finance/A.9849 - Referred to Ways & Means.
Fiscal implications
Undetermined.
Effective date
This act shall take effect immediately and shall apply to taxable years commencing on or after the first of January next succeeding such effective date.
Summaries, headlines and scores are AI-generated from the official bill text. How we score bills. Source: NYS Open Legislation.