Louisiana House proposes new Excellence award for TOPS program students scoring 31 on ACT

Louisiana's House Bill 77, introduced on March 21, 2025, aims to enhance the Taylor Opportunity Program for Students (TOPS) by revising award amounts and introducing a new scholarship tier for high-achieving students. The bill proposes the creation of an "Excellence" award level for students who score 31 or higher on the ACT, expanding the existing four-tier system that currently recognizes scores of 27 and above.

Under the proposed changes, the award amounts will no longer be tied to the tuition rates from the 2016-2017 academic year. Instead, they will reflect current tuition costs, ensuring that the financial support aligns with today's educational expenses. For the incoming class of 2025-2026, the Excellence award will provide up to $12,000 for public institutions, $8,500 for Louisiana Association of Independent Colleges and Universities (LAICU), and $5,000 for cosmetology and proprietary schools. Other award levels will also see adjustments, with maximum amounts set to not exceed current tuition and mandatory fees.

The bill has sparked discussions among educators and policymakers regarding its potential impact on student motivation and access to higher education. Proponents argue that the new Excellence tier will incentivize academic achievement and help retain top talent within the state. Critics, however, express concerns about the sustainability of funding for these increased awards and the implications for students who may not meet the higher ACT benchmarks.

As Louisiana continues to navigate educational funding and access, House Bill 77 represents a significant shift in how merit-based scholarships are structured. If passed, it could reshape the landscape of higher education financing in the state, encouraging more students to strive for academic excellence while ensuring that financial aid keeps pace with rising costs. The bill's progress will be closely monitored as it moves through the legislative process, with potential implications for future educational policies in Louisiana.