A concurrent resolution directing the Legislative Management to consider studying reading and mathematics proficiency rates among students in the state with disabilities and the effectiveness of current educational policies, programs, and resource allocations in addressing any disparities.

SCR 4019 is a concurrent resolution directing North Dakota's Legislative Management to study reading and math proficiency rates among students with disabilities and evaluate current educational policies, programs, and funding. It requires examining systemic barriers like insufficient special education funding, teacher shortages, and rural-urban disparities, while gathering input from parents, educators, and advocacy groups. The study must analyze performance data, identify gaps in policy effectiveness, and review successful models from other states. Its goal is to produce recommendations for reducing achievement disparities and improving resource allocation, with findings to be reported to the next legislative session. This resolution does not change existing laws but initiates a review to inform future policy decisions.