Transcript Highlights:

• But that doesn't just mean building pipelines and gas plants, but also wind, utility-scale solar, and
• But that doesn't just mean building pipelines and gas plants, but also wind, utility-scale solar, and
• But also wind, utility-scale solar, and interregional high-voltage electric transmission.
• It rebalances the scales in favor of local voices, working families, and economic opportunities.
• 58:08.960> that<01:58:09.280> can large-scale complex projects that can large-scale complex

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, December 18, 2025, 1012, house, all

Transcript Highlights:

• The bill puts a very heavy thumb on the scale in front of Wyoming residents.
• Again, very heavy thumb on the scale of Wyoming. Is that appropriate?
• do consider it as important, we should consider this bill because those students are earning those grades
• 03:37:31.320> are<03:37:31.560> earning<03:37:31.800> those<03:37:32.000> grades
• those students are earning those grades those students are earning those grades to<03:37:32.800>

Keywords: 916, all

Transcript Highlights:

• And so the request from the agency is that they'd have some more flexibility within the pay grades and
• have some more flexibility within the have some more flexibility within the pay<01:25:16.800> grades
• 18.480> be<01:25:18.639> able<01:25:18.880> to<01:25:20.239> adjust pay grades
• and uh be able to adjust pay grades and uh be able to adjust through<01:25:21.679> HR<01:25:22.800
• believe—and, of course, I've just gone to meetings through the years—but they intend to go to a full-scale

Keywords: 916, all

Transcript Highlights:

• We did give you the poverty weight, and I'm curious to see how you're spending that for third grade literacy
• literacy we put the we put the third grade we put the K5 literacy “We put the K–5 literacy endorsement
• That K-6 model will allow fifth graders at those elementary schools to continue through sixth grade in
• We focused on an investment-grade audit that is using bond funding to look at energy efficiency optimization
• We service kindergarten through eighth grade. We don't have a high school within our boundaries.

Keywords: 1182, all

Summary: The committee first heard the January 2026 follow-up to the special audit of the Arizona State Board of Chiropractic Examiners. The auditor’s contractor reported that the board had implemented or was in the process of implementing most of the 28 recommendations from the 2024 audit, but three remained unimplemented: resolving complaints within 180 days and two open meeting law recommendations. The follow-up also identified new concerns about outdated or incomplete public disciplinary records and the lack of a complete public records request log and response procedures. Committee members pressed the board on open meeting compliance, complaint delays, transparency, and lobbying activities, while the executive director said the board had adopted new policies, added staff and investigators, created an intake committee, improved complaint prioritization, and was transitioning to a new licensing platform. She also said the board had ended broad subpoenas, improved conflict-of-interest tracking, and was working to formalize its practices in rule. The committee did not take a vote or other formal action in the transcript provided. The committee then received the Arizona school district financial risk analysis for January 2026. The Auditor General’s office reported that the number of highest-risk districts increased from two to nine, and districts approaching the highest-risk category increased from seven to nine. The presentation explained the financial risk measures used, common risk patterns among the highest-risk districts, and the district action plans posted on the report website. Tucson Unified School District was used as an example of a highest-risk district, and Scottsdale Unified as an approaching-highest-risk district. Members asked about declining enrollment, reserve balances, negative fund balances, and the use of capital monies for operations. Sierra Vista Unified School District then presented its response to being identified as financially at risk. The superintendent said she had recently taken over and was implementing a turnaround plan that included a school closure, staffing reductions through attrition, spending freezes, tighter purchase controls, a three-year sustainable spending plan, and efforts to stabilize enrollment through outreach, customer-service changes, and alternative program offerings. She also said the district was redirecting some capital assistance to operations, renegotiating contracts, and improving communication with families and staff. Committee members questioned the district about declining enrollment, instructional spending, school safety, academic performance, and whether the action plan adequately addressed those issues. No formal vote or action was taken on the school district item in the transcript provided.

Transcript Highlights:

• So, I got to experience what a lot of you young people experienced when I was in the third grade, where
• So, I got to experience what a lot of you young people experienced when I was in the third grade, where
• So, I got to experience what a lot of you young people experienced when I was in the third grade, where
• So, I got to experience what a lot of you young people experienced when I was in the third grade, where
• So, I got to experience what a lot of you young people experienced when I was in the third grade, where

Keywords: 958, all

Summary: The committee met on Military Kids Day and first heard an update from USA Cares, a nonprofit that provides emergency financial assistance and follow-up support to military and veteran families. Representatives said the organization helps families facing housing, vehicle, and utility crises, as well as transition challenges, PTSD, traumatic brain injury, and related risks. They reported that the state’s prior $2 million appropriation was nearly all directed to direct aid, with about 97% used for family assistance and 364 families served in the past 18 months, including more than 500 dependents. They also described a new post-assistance mental health survey and referral effort with the University of Louisville, and said they are requesting another $2 million over the next two-year budget cycle. Members asked about referral sources, the impact of possible VA benefit changes, substance abuse, and whether USA Cares can connect clients to treatment. USA Cares said the VA is its most steady referral source, with referrals also coming from homeless crisis lines, HUD-VASH, KDVA, and local resources. They said they already consider reductions in benefits when reviewing applications and that they do make warm handoffs to VA counselors and other professionals, while expanding a follow-up mental health assessment program to better identify substance abuse, mental health issues, and suicide risk. The committee then took up Senate Resolution 103, which recognizes and honors military children on Military Kids Day and commemorates the event’s history and growth. The resolution notes the event began in 2017, was inspired by a military spouse’s suggestion, and has grown from roughly 20-40 participants to about 250. Members and the sponsor spoke about the resilience and leadership of military kids and the importance of the event. The resolution was adopted, and Senator Jimmy Higdon was recognized with a service coin in appreciation of his leadership in creating Military Kids Day.

Transcript Highlights:

• Um, but there are situations where, when you're dealing with, uh, large-scale criminal enterprises, for
• Um, but there are situations where, when you're dealing with, uh, large-scale criminal enterprises, for
• Um, but there are situations where, when you're dealing with, uh, large-scale criminal enterprises, for
• Um, but there are situations where, when you're dealing with, uh, large-scale criminal enterprises, for
• Um, but there are situations where, when you're dealing with, uh, large-scale criminal enterprises, for

Keywords: 1189, house, all

Transcript Highlights:

• Since taking on this role, the school has seen a notable drop in ninth-grade retention rates, and the
• school has been seen a notable<00:07:17.480> drop<00:07:18.120> in<00:07:18.320> ninth-grade
• <00:07:19.000> retention notable drop in ninth-grade retention notable drop in ninth-grade
• dedicated service in Hawaiian medium education, including 25 years teaching kindergarten through third grade

Bills: HB1166, HB389, HB644, HB1509, HB1692, HB1842, HB1878, HB1926, HB1949, HB2116, HB2581

Keywords: HB1166, automated speed enforcement, speed cameras, traffic enforcement, road safety, traffic safety, Department of Transportation, state highway fund, special fund, appropriation, fiscal year 2026-2027, camera enforcement, speeding citations, automated traffic enforcement, highway safety, HB389, uncrewed aircraft, drone, drones, UAS

Transcript Highlights:

• a result of the last session, ADE is now required to offer pre-ACT testing to Arkansas students in grade
• 9 and grade 10 beginning in this school year, and so this amendment is to comply with that legislation
• a result of the last session, ADE is now required to offer pre-ACT testing to Arkansas students in grade
• 9 and grade 10 beginning in this school year, and so this amendment is to comply with that legislation
• That will be offered free to all 9th- and 10th-grade students in the state.

Summary: The review subcommittee met to consider a supplemental agenda, methods of finance, an alternative delivery project, discretionary grants, and a large slate of construction, out-of-state, and in-state contracts. The supplemental item was a $2.6 million out-of-state contract with Tyler Technologies for a mobile app that would let citizens access state services through a single sign-on, initially for DFA vehicle and licensing services, with possible expansion to other agencies. Members also reviewed five methods of finance, including University of Arkansas projects for roof and cooling tower replacements, a new $100 million academic classroom building at U of A Fayetteville, a police department renovation at UA Fort Smith, and a boiler/chiller replacement at Hope-Texarkana. Questions focused on project timing, why some items were being reviewed after work had begun, and the high estimated cost of the Fayetteville classroom building; DFA explained that projects under $250,000 are not reviewed and that the larger project was still in design and would later seek a guaranteed maximum price. The committee also reviewed two DHS discretionary grants: one for targeted youth advocacy in southwest Arkansas and another adding $582,000 for family-centered treatment training and implementation. In the services contract section, members discussed construction-related contracts, including an ASMSA electrical scope increase tied to three-phase power requirements and the U of A Fayetteville architect contract for the classroom building. Out-of-state contracts included major items such as ACT Education’s $17 million amendment to provide required pre-ACT testing for 9th and 10th graders, a $12.5 million DFA contract for rural health transformation grant management, DHS’s $16.5 million EBT services contract with updated chip-card and fraud-prevention features, and ADH’s special procurement for the Behavioral Risk Factor Surveillance System survey. The committee also reviewed U of A system consulting contracts for financial advisory and sponsorship strategy work, with university officials saying the outside expertise was needed for specialized planning and revenue-generation efforts. In-state contracts covered corrections reentry services, nursing board investigations, foster care and child welfare services, DHS office janitorial work, emergency management radio system expansion, veterans’ home nursing staffing, and UAMS grants consulting. A lengthy exchange centered on the Department of Corrections’ reentry housing contract, with members pressing officials about vacant beds and urging fuller use of the program, while corrections staff said placements depend on screening and eligibility. Another discussion addressed the balance between out-of-state and in-state contracting, with a member noting the large dollar volume going to out-of-state vendors and asking whether Arkansas vendors receive any preference; State Procurement said current law does not allow an in-state preference. The committee approved the supplemental agenda, the methods of finance, the alternative delivery project, the discretionary grants, and the contract lists, and then received routine reports and an emergency action report before adjourning.

Transcript Highlights:

• And so you really need to be able to move assets at scale.
• So, we really needed to think about how to make sure that a blockchain could scale and have extensive
• :04.560> one<00:10:04.800> example<00:10:05.200> that<00:10:05.440> we scale
• And you know, one example that we scale.
• scale and have extensive<00:10:46.000> throughput.

Keywords: 1189, house, all

Summary: The meeting began with roll call and approval of the prior meeting minutes, which passed unanimously. Members then introduced the day’s presentations, including one on the Canton network and another on tokenizing real-world assets, with a focus on how blockchain systems can support regulated financial institutions and asset tokenization. Julie, the director of policy and government affairs at Digital Asset, presented on the Canton network, describing it as a privacy-enabled public blockchain designed for regulated finance. She said tokenization should preserve the same legal and economic rights as the underlying asset, and argued that blockchain-based books and records can shorten settlement times, improve 24/7 trading, and reduce friction in capital markets. She identified three main barriers to institutional adoption of public blockchains: lack of privacy, limited throughput/scalability, and lack of control for compliance purposes such as freezing assets, pausing transactions, and meeting AML/sanctions obligations. She explained Canton’s structure as a public, permissionless network with application-level privacy controls, a global synchronizer, and super validators chosen by vote. She also highlighted current ecosystem participants and use cases, including Broadridge, Circle, and the DTCC’s planned tokenization of U.S. Treasuries on the network. Members and online participants asked about the relationship between tokenized assets and the Clarity Act, tokenized deposits, safeguards for faster settlement, and whether the platform could be used for municipal or property records. Julie said Digital Asset was not taking a position on rewards, but supported clearer statutory definitions because tokenized securities should carry the same rights as the underlying assets and investors need to know whether a token is a true tokenized security or a synthetic/reference token. She said the company is agnostic on whether the cash leg is stablecoins or tokenized deposits, though it expects both to develop. In response to concerns about rapid settlement, she pointed to institution-level permissions and SEC disclosure expectations as safeguards. She also said the technology could be used for other records, including potentially property-related records, if those assets can be tokenized.

Transcript Highlights:

• For example, beginning in 2018, For example, beginning in 2018, fourth-grade students' scores began trending
• Despite the fact that 29% of Minnesota eighth-grade students failed to demonstrate a minimum level of
• The eighth graders who cannot read at grade level and the fourth grade students underperforming their
• Cannot read at that grade level, cannot do the basic math, cannot have the same achievement.
• Cannot read at that grade level, Cannot.

Keywords: 919, house, all

Summary: House File 29 was heard in committee as a proposal to suspend adoption of the revised social studies standards, push implementation to 2030-31, repeal the requirement to embed ethnic studies across all standards, and cancel related appropriations. The bill sponsor argued Minnesota schools should focus on basic academic achievement and that ethnic studies requirements add burdens and distract from reading, math, and science. The chair moved the bill to the Committee on Education Finance after opening the hearing and then took extensive public testimony. Testimony was sharply divided. Supporters of HF 29, including Katherine Kersten, Deanna Moose, Kendall Qualls, Hillary Swanson, and Diane Smith, argued the ethnic studies framework is ideological, overly focused on race, insufficiently transparent, and costly in professional development time; several said it would divide students or burden teachers. Some supporters also claimed the standards or framework promote activism, critical race theory, or racial stratification. Opponents, including Mark Westfall, Crystal Johnson, Jim Grathwol, Marcus Penny, Claude Sigman, and Courtney Major, said the standards are inclusive, research-based, and designed to help students understand multiple perspectives, civic life, and the contributions of diverse Minnesotans. They emphasized that ethnic studies can improve engagement, critical thinking, and representation, and that teachers should be trusted to implement the standards. No final vote on the bill was taken in the portion of the meeting provided. The only formal action noted was the chair’s motion to re-refer House File 29 to the Committee on Education Finance.

Transcript Highlights:

• Just last year we used the total solar eclipse as a full-scale disaster exercise.
• Full scale evacuation exercise, no sir.
• We created in 2016 the first version of large-scale real-time flood inundation mapping.
• Not a discreet, consistent flood risk scale terminology or system. You love systems, so do I.
• We need grade levels. We need a numbering system.

Keywords: 1185, senate, all

Transcript Highlights:

• Uh, she was asked to sing the national anthem at her 8th grade continuation, and again she just did an
• ><00:37:08.400> 8th sing the national anthem at her 8th sing the national anthem at her 8th grade
• 37:10.400> and<00:37:10.720> again<00:37:11.520> she<00:37:11.839> just grade
• uh continuation and again she just grade uh continuation and again she just did<00:37:12.720> an<
• I mean, when you weigh on a scale all of the burdens that a piece of legislation like this places on

Keywords: 981, all

Summary: The Senate opened with a quorum present, approved the February 27, 2026 journal, and then moved out of order to consider resolutions. Senate Resolution 003, designating March as Arts Education Month in Colorado, was read at length and supported by Senators Snyder and Basley, who emphasized the educational, social, and economic value of arts instruction and noted concerns about unequal access across the state. Senator Coleman and Senator Danielson also spoke in support, highlighting personal experiences with the arts and the importance of preserving arts programs in schools. The resolution passed unanimously, 35-0, and the current roll call was added as co-sponsors. The chamber then adopted House Joint Resolution 1019, recognizing Caregiving Youth Day. Senator Judah described caregiving youth as children and teens who provide substantial care for family members while balancing school and other responsibilities, citing statewide and national data on the prevalence of youth caregivers and the risks they face. Senator Gonzales also spoke in support, urging the legislature to recognize and support this often invisible work. The resolution passed 35-0, and the current roll call was added as co-sponsors. The Senate next took up third-reading consent calendar House Bill 1035, which enacts the 2025 Colorado Revised Statutes as positive and statutory law; it passed 32-3, with Senators Baisley, Lynda Zamora Wilson, and Long voting no. Senate Bill 53, expanding eligible borrowers for Colorado Housing and Finance Authority mortgages, then passed 29-6 after no-vote requests from Senators Zamora Wilson, Amabile, Sullivan, Hinrichsen, Baisley, and R. Pelton. House Bill 1064, concerning modifications to the youthful offender system, passed 23-12 after several no-vote requests, and Senate Bill 43, concerning regulation of firearm barrel transfers and related criminal penalties, was introduced for final passage with Senator Zamora Wilson delivering extended opposition focused on Second Amendment and fiscal concerns; the transcript cuts off before the vote on that bill.

Transcript Highlights:

• And how can we scale that up and implement that across the entire state with other programs?
• Academically, Head Start students outperform their same-grade peers in Minnesota's MCA tests, which,
• students Academically, Head Start students outperform<00:51:31.400> their<00:51:31.560> same-grade
• <00:51:32.600> peers<00:51:33.480> in outperform their same-grade peers in outperform
• their same-grade peers in Minnesota's<00:51:34.840> MCA<00:51:35.360> tests,<00:51:35.800

Bills: HF1660, HF1824, HF1926, HF1002, HF994, HF1915, HF1336

Keywords: children, youth programming, needs assessment, community engagement, state funding, education, funding, school districts, state budget, rural schools, food support, Greater Minneapolis Council of Churches, food shelves, grant funding, Minnesota FoodShare, early childhood, Head Start, education funding, developmental programs, literacy

Transcript Highlights:

• Huge-scale modernizations at DEED.
• meeting minutes on school websites, and market need and demand studies when schools move or amend grades
• /c><01:03:19.440> mend studies when schools move or mend studies when schools move or mend grades
• <01:03:22.400> Again,<01:03:22.720> I grades, sites, and programs.
• Again, I grades, sites, and programs.

Keywords: 1183, house

Transcript Highlights:

• Only after repeated failure in public school was he placed in the special ed setting in the seventh grade
• Only after repeated failure in public school was he placed in the special ed setting in the seventh grade
• And once placed, Jake did so well in seventh grade. He's a really great guy. He grew the same.
• He scored 100% on his third-grade MCAS.
• severe adaptive impairments, reading comprehension below functional literacy, at or below a third-grade

Keywords: 995, all

Summary: The Joint Committee on Children, Families, and Persons with Disabilities held a hearing focused on accessibility-related legislation, with the chairs emphasizing ASL and CART accessibility and asking testifiers to speak slowly and clearly. The committee heard testimony first on H.223/S.130, a bill to establish a livable wage for community-based human service workers by reducing the pay gap with state employees. Providers’ Council, Communities for People, the Key Program, and BAMSI all supported the bill, describing persistent wage disparities, high vacancy and turnover rates, and the impact on continuity of care for children, youth, and families. Witnesses said the bill would help recruitment and retention and stabilize services across the Commonwealth. The committee then heard extensive testimony on H.224/S.160, the ACE Act, which would create a dedicated funding source to improve accessibility in the creative economy. Arts organizations and advocates, including Community Access to the Arts, Abilities Dance Boston, Jacob’s Pillow, the Multicultural Arts Center, Northampton Community Music Center, Mass Creative, Open Door Arts, and Monkey House, described barriers such as inaccessible buildings, lack of ASL interpretation and captioning, inadequate lifts and backstage access, and the high cost of renovations. Testifiers said the bill would help smaller and historic institutions make physical and programmatic improvements and allow people with disabilities to participate as artists, workers, and audiences. The committee also heard testimony on H.4180, which would require DDS to consider neuropsychological evaluations when determining eligibility for intellectual disability services. Parents and advocates argued that IQ cutoffs alone can miss significant functional needs, especially for autistic adults and others with complex developmental profiles, and urged broader access to DDS supports. Additional testimony supported S.101 on closed captioning and telecommunications in public areas, and S.158 on requiring restaurants to have some chairs with arms to better accommodate physically disabled and older patrons. No votes were taken during the hearing, and the chair adjourned after hearing from the scheduled witnesses and noting a few signups that were not present.

Transcript Highlights:

• My question for this bill is why is the test given at grade 8?
• So my question is, why grade... ...up, especially when their peers are just so much further ahead.
• So my question is, why grade 8 and why not a year that is a lot earlier in their developmental process
• I thought we changed it to grades 6 and 7, but I could be wrong.
• We did work to implement it in earlier grades because we talked about that.

Summary: The Arkansas Boys State House convened with a quorum, heard opening remarks from legislative leaders and guests, and then considered a series of bills focused on rural services, education, taxes, and zoning. House Bill 1001 would have increased rural health care funding through a 10% tax on individuals earning at least $300,000; supporters argued it would improve access and quality in rural areas, while opponents raised concerns about fairness, long-term funding, and whether it would drive away doctors and taxpayers. The bill failed by a vote of 24 yeas, 51 nays, and 1 present. House Bill 1002 would have limited the number of subjects rural teachers could be assigned and offered sign-on bonuses to recruit more teachers; supporters said it would reduce burnout and improve specialization, while opponents questioned funding and whether it would worsen inequities. After immediate consideration, it passed narrowly, 38 yeas, 36 nays, and 2 present. The House then debated House Bill 1003, which would regulate AI data centers through county zoning authority and a 10% tax on corporations to fund conservation efforts. Supporters said counties should be able to decide whether data centers fit local needs, while opponents warned about lost jobs, higher costs, and federal-state jurisdiction issues. The bill passed 62 yeas, 7 nays, and 3 present. House Bill 1004 would have reduced motor vehicle registration fees to offset high fuel costs, but critics argued it would reduce highway and road funding and strain the state budget; it failed 20 yeas, 46 nays, and 4 present. The chamber then took up Senate bills. Senate Bill 1 proposed incentives tied to SNAP benefits to encourage healthier food purchases and address food insecurity and obesity; supporters framed it as a way to improve access to healthy food, while opponents objected to taxing junk food and burdening SNAP users. It passed 43 yeas and 27 nays. Senate Bill 2 would require reading tests in middle school and state tutoring for students who fail; supporters said it would address literacy problems early, while opponents wanted clearer provisions for older students and implementation. It passed 67 yeas, 6 nays, and 1 present. Senate Bill 3 would cut individual and corporate income taxes to promote economic growth and ease cost-of-living pressures; supporters cited prior tax cuts and business attraction, while opponents said the benefits would mostly go to wealthy corporations and CEOs. It passed 53 yeas, 15 nays, and 16 present. Senate Bill 4 created a mixed-use zoning grant program funded by a 1% hotel tourism tax to encourage affordable housing and downtown redevelopment; it passed 51 yeas, 7 nays, and 13 present. The session ended with a motion to adjourn, which carried.

Transcript Highlights:

• <00:35:47.640> might learn to read by third grade might learn to read by third grade might
• My understanding is that many children by third grade level out, whether it's half-day, for example,
• My understanding is that many children by third grade level out, whether it's half-day, for example,
• 2nd, 3rd, 5th, 8th, and 11th grades that our students take a variety of standardized tests.
• I did look at the recent test scores in the fourth grade reading.

Keywords: 928, house, all

Summary: The committee first addressed House Bill 415, which would remove the requirement that schools provide menstrual products. Members supporting an ITL said the mandate was unfunded, had been in place since 2019, and was already working without complaints from districts. Other members opposed the bill, arguing menstrual products are essential and that the requirement helps students, especially those with fewer resources. The committee voted ITL on HB 415 by a roll call of 17 yeas, 0 nays. The committee then took up House Bill 388, concerning public reports on special education. Supporters of ITL said they agreed with the goal of transparency but were concerned about student privacy, especially in small districts, and thought the bill’s information requests went too far. They noted that related issues could potentially be addressed in another bill, HB 557. The committee voted ITL on HB 388, 17-0. House Bill 730, which would require schools and some colleges to provide information on adoption, was also moved ITL. The sponsor said adoption is personally important to him but that the bill was not the right vehicle and involved entities such as colleges and the Attorney General unnecessarily; he said related ideas might be folded into other bills later. The committee agreed and voted ITL, 17-0. The committee then discussed House Bill 671, a preschool/early literacy proposal involving a statewide nonprofit digital program, likely Waterford. Members raised questions about who would be covered, data privacy, prior use of federal ESSER funds, whether the program had measurable results, and whether the bill’s nonprofit requirement was too restrictive. Department of Education witness Melissa White said the state had spent $400,000 in FY22 and $600,000 in FY23 on a Waterford contract using ARP ESSER funds, but she did not have participant counts and said the department could not measure literacy gains for that population. She also said the bill’s funding level would likely require an RFP and that, if enacted as written, the program would probably still be Waterford-based. The discussion continued without a final vote in the portion provided.

Transcript Highlights:

• >> I would say even through grade 12, the first week is easing everybody into it.
• And I was also an eighth-grade social studies teacher for 18 years.
• And I was also an eighth-grade social studies teacher for 18 years.
• them, they would run into the assumption that if they get a student gets a poor grade, it's because
• because they did not express poor grade because they did not express the<01:43:15.600> view<01

Keywords: 1191, senate, all

Transcript Highlights:

• The PTech program, as y'all probably know, provides students grade 9 through 12 the opportunity to complete
• report indicates that a percentage of students at a four-day school week in districts who metSTAR meets grade
• So, in essence, it works, however, The grades.
• reason why the Nacogdoches school actually partnered with that school and once they had a failing grade

Transcript Highlights:

• makes sense from an industry perspective, and can we start chunking out that education into earlier grade
• Okay, their curriculum spans grades 5 through 12. They go from very basic to advanced.
• Okay, their curriculum spans grades 5 through 12. They go from very basic to advance.
• Until this point, we've been focused mostly on 11th- and 8th-grade preparatory learning, but expanding
• these analyses, we're focusing on students who are enrolled continuously from ninth through twelfth grade

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.