Bill
# SF014
Literacy Position for K-3 Reading Program
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Summary
Bill Description
AN ACT relating to authorization of a full-time literacy position for the department of education; providing funding for contractual services (900 series) to the department of education; requiring rep
Notes
This legislative bill allocates a total of $540,000 from Wyoming's public school foundation program account over two fiscal years (2026-2028) to the Department of Education. It funds one full-time employee position focused on "literacy" assistance for school districts implementing W.S. 21-3-401 and additional contractual services to support that role. While framed as support for education, it clearly represents bloated government spending, creating unnecessary administrative layers that siphon funds from classrooms without clear, measurable benefits, potentially prioritizing bureaucracy over student needs.
Subsection (a) appropriates $240,000 ($120,000 annually) for just one full-time employee to "assist" districts with W.S. 21-3-401 (likely literacy-related standards). Disproportionately high for a single role, especially when districts already have local staff and resources. The funds could instead directly support teachers, materials, or programs, but are locked into a state-level position that typically duplicate efforts and add red tape.
The appropriation ends June 30, 2028, with unexpended funds reverting, but it explicitly signals legislative intent for inclusion in future budgets. This sets up a pathway for perpetual funding, entrenching a potentially redundant job without proving its value first.
Subsection (b) adds $300,000 ($150,000 per year) for vaguely defined "contractual services" (900 series) to back the literacy position. Without specifics on what these contracts entail—consultants, training, or other outsourced work—this opens the door to inefficient or favoritist expenditures. The annual reporting requirement to the joint education interim committee (starting October 1, 2026) is a weak accountability measure, as it doesn't mandate outcomes or audits, allowing funds to be misused with minimal oversight.
Both appropriations pull from the public school foundation program account, which is meant for foundational K-12 support. Redirecting more resources to administrative overhead would continue to strain resources for underfunded areas like teacher salaries, special education, or rural school infrastructure, exacerbating inequities in Wyoming's education system.
This bill exemplifies fiscal irresponsibility in Wyoming's education funding, prioritizing top-down state intervention over local autonomy and direct student aid. In a state facing budget constraints and declining enrollment in some districts, such allocations fuel inefficiency, with little guarantee of improving literacy outcomes. It risks eroding public trust by appearing as a jobs program for bureaucrats rather than a genuine educational investment, priming the pump for more wasteful spending in future budgets. Ultimately, it burdens taxpayers without addressing root issues like teacher shortages or declining student test scores, leaving students and families shortchanged in the pursuit of unnecessary expansion.
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