Transcript Highlights:

• , particularly conservative students.
• One more of my students...
• I think it's really going to limit our students, especially first-gen students, who don't have a way
• , LGBTQ students, and students of color.
• But they love students and they're going to make a lifetime impact on those students.

Bills: SB 37

Keywords: fetal development, education, public health curriculum, middle school, age-appropriate instruction, 1184, house, all

Transcript Highlights:

• put on for high school students.
• In essence, all students, including foster students, will receive vision and dental screenings unless
• All students, except unhoused students, must take the extra steps of opting into screenings, typically
• very same students.
• Today, you can reinforce that our special education students are general education students first.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• student mental health. student mental health.
• > students<00:19:56.120> with low-income students, and students with low-income students
• c> and with students, not just students and with students, not just students and families. families
• . students. students.
• . students. students.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• engagement specialists, and student support staff; and the inclusion of student voice with student attendance
• what are the reasons why our students what are the reasons why our students are<00:12:35.680>
• on the students.
• <00:48:46.040> the<00:48:46.160> time students I talk to students all the time students
• So if a student comes later, if a student leaves early, they would make the correction to that.

Keywords: 1187, senate, all

Summary: The Senate Education Finance Committee met on January 28, 2025, to receive updates on chronic absenteeism work funded in the 2024 education finance bill. The chair introduced presentations from districts in the student attendance pilot program—Minneapolis, Columbia Heights, Chisago, and Rochester—and noted that the committee would also hear the student attendance and truancy legislative study group report and later a bill from Senator Weber. The chair also thanked educational assistants and paraprofessionals for their work in schools. Minneapolis Public Schools described common attendance challenges across pilot districts, including inconsistent attendance coding, weak family communication, difficulty identifying interventions, and uneven responses to absences. The district said pilot districts want statewide definitions for absences, tardies, and exempt codes, as well as better internal dashboards and clearer procedures. Minneapolis also highlighted strategies such as attendance teams at each school, quarterly postcards to families after five or more absences, Promise Fellows, home visits, multilingual communication through TalkingPoints, and a morning nurse line to help parents decide whether a child should stay home. The district said its main attendance goal is to raise consistent attendance from 68 percent to 80 percent by 2026. In response to committee questions, Minneapolis said its main post-COVID absenteeism reason has been illness or medical issues, followed by transportation problems, and that it does not penalize students for transportation-related absences. The district said it counts secondary absences when students miss more than three periods in a day, with truancy beginning after seven such absences, while elementary students are counted absent for the full day. Members also asked about whether reduced truancy referrals reflected more attendance or diversionary supports; the district said its approach is to focus on understanding root causes and providing support rather than quickly referring students to truancy processes. The district reported improved communication, greater parent awareness, and fewer truancy referrals so far, and said the attendance team model should be sustainable because it uses existing staff with clearer direction.

Transcript Highlights:

• Undergraduate students are, for the most part, full-time students, except the College of Professional
• students um AR undergraduate students students um AR undergraduate students for<00:11:08.760>
• is who our students are: 40% are 25 and older; two-thirds are part-time students.
• Most of our students are not two-year and four-year students; most of our students are going to be four
• , non-traditional students.

Keywords: 928, house, all

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• In terms of students, we're very proud of our student body.
• Twenty students have master's degrees, and eight have prior military students.
• By the time we look at students' abilities, So, you said 20 of the students are non-residents.
• student information.
• I heard you earlier talking about the 10-14 students, Native American students specifically.

Bills: SB1, SB3

Keywords: interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce

Transcript Highlights:

• Improving student outcomes.
• students?
• and student groups.
• at $16,000 per student.
• And it's not just our all students; it's our at-risk students as well. 79% of our low-income students

Keywords: 996, all

Transcript Highlights:

• FOR FPS UA STUDENTS.
• IT WAS A NOT BY INDIVIDUAL STUDENT.
• THEIR PAIN THEIR STUDENTS.
• WE DON'T HAVE ACCESS TO THE STUDENT ACCOUNTS. ONLY SFO'S HAVE ACCESS TO STUDENT ACCOUNTS.
• SEPARATING PUBLIC STUDENTS FROM SCHOLARSHIP STUDENTS IN OUR FUNDING MODEL.

Transcript Highlights:

• And because a good online course requires significant student-to-student interaction, ghost students
• And because a good online course requires significant student-to-student interaction, ghost students
• And because a good online course requires significant student-to-student interaction, ghost students
• for student in our student environment for student in our student environment as<00:26:46.480>
• But students are burdened by student debt.

Keywords: 1187, senate, all

Transcript Highlights:

• We have traditional students graduating from high school, also students taking dual credit.
• The students. Who preps them? The students. So, literally...
• my students.
• We have one high school student in the nursing program right now that's a dual student.
• students between us and Luna.

Transcript Highlights:

• <00:18:00.320> support students to the systems student support students to the systems student
• student student 31% of students student student 31% of students receiving<00:32:30.519> an
• <00:36:21.040> student it is not necessarily student it is not necessarily student identifying
• <00:58:01.599> the 2500 uh per year for students the 2500 uh per year for students the students
• <01:19:27.159> so<01:19:27.400> student or services to our students so student or services

Keywords: 1183, house

Transcript Highlights:

• white students.
• white students.
• white students.
• white students.
• Our students are public school students. Over 75% of our students are placed by their district.

Keywords: 1187, senate, all

Transcript Highlights:

• student mental health. student mental health.
• student and other students trauma to the student and other students and<00:15:19.760> staff<00
• with students, not just students and families.
• <00:46:12.560> is students and that whole student is students and that whole student is supported
• student behaviors. student behaviors.

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• I'd like to know, first off, are any of the students that you see student, Are any of the students that
• So a student takes the test.
• decrease of $15 per student from 2023, and more than $260 more than per-student funding.
• Student growth funding cannot be transferred out of the student growth fund.
• learner students but declined within enhanced student achievement, or ESA.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• put on for high school students.
• This is especially harmful as unhoused students are primarily students of color low income.
• The better the chances to students in the students academic successes so thank you. Thank you.
• very same students.
• student is exiting?

Keywords: 988, house, all

Transcript Highlights:

• students.
• Um, for a student who is share.
• and it is the student and or spouse if they're an independent student.
• Our part-time students are not students.
• we are and the students that we serve. we are and the students that we serve.

Keywords: 1183, house

Transcript Highlights:

• education student.
• That's the district's reported out those students separately from their own students who would be getting
• And so do I have students.
• We want to look at that student and go okay, put putting that student on the FTC.
• Other students pull them out separately so they can see that they're FTC students and we also fund them

Transcript Highlights:

• and students of color and immigrant students.
• and students of color and immigrant students.
• and students of color and immigrant students.
• and students of color and immigrant students.
• and students of color and immigrant students.

Keywords: 1187, senate, all

Transcript Highlights:

• school students.
• After surveying students and parents, what we realized is that many of our students were not attending
• But in terms of the requirements, we have found when we speak with students and pull data on students
• just overall for trends, many students, most students meet that criteria.
• It is quite difficult for our middle school students, and we probably have 25 to 30 middle school students

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• If a student is absent, that is a loss of opportunity for that student to learn.
• Student attendance also allows students to fully engage with lessons, build relationships with students
• like our hypothetical student.
• “Look at every student.
• focus student information system, you can put an icon on every student that says, is this student engaged

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.