Transcript Highlights:

• Additionally, there's a disproportionate impact on students from lower-income backgrounds and students
• And then you can see that breakout for free or reduced-price lunch students and then minority student
• Similarly, with free or reduced-price lunch students and minority students, it was generally highest
• There's a less clear pattern for average salaries based on the percentage of minority students or students
• There's a less clear pattern for average salaries based on the percentage of minority students or students

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• Senators share their plans to help students succeed. That's all coming up.
• Senators share their plans to help students succeed. That's all coming up.
• <00:10:33.680> data as they're protecting student data as they're protecting student data
• Senator test results show that students Senator test results show that students have<00:16:05.120
• the parents or guardians or students the parents or guardians or students themselves<00:26:03.559

Keywords: 1187, senate, all

Transcript Highlights:

• <00:04:54.680> goes and a student goes and a student goes down<00:04:57.680> cardiac
• The student comes out of it gradually, gets better, and at this time that student is back at Henderson
• for the teacher and a way that students for the teacher and a way that students who<00:14:34.959
• <00:30:49.640> and coursework for all other students and coursework for all other students
• It's the same number of students.

Keywords: 958, all

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• College students today are up against a higher student debt load.
• College students today are up against a higher student debt load.
• College students today are up against a higher student debt load.
• two students? two students?
• school students. school students.

Keywords: 1189, house, all

Transcript Highlights:

• student outcomes. student outcomes.
• . students. students.
• <01:10:07.199> We public school students. We public school students.
• would not benefit Kentucky students. would not benefit Kentucky students.
• schoolboard student representatives. schoolboard student representatives.

Keywords: This version of the House chambers was retrieved from back up and uploaded. The original live stream contained issues where audio and video got out of sync., 958, all

Summary: The House convened with an invocation and pledge, established a quorum, approved the prior journal, and received committee reports on several bills. Reported measures included House Bills 1 and 2 from Appropriations and Revenue, along with bills on animal control officers, emergency services revenue, postsecondary education, proactive postsecondary admission, vehicle lights, motor vehicle operation, motor vehicle dealers, and machine gun conversion devices. The chamber also took up Senate Bills 52 and 124 for concurrence, and House Bill 1 was moved from rules to the orders of the day for immediate action. The House then considered House Bill 568, which would regulate public adjusters by prohibiting new licenses, allowing renewals for current licensees, imposing conflict-of-interest and contract requirements, capping fees at 5%, and barring adjusters from negotiating claims. Supporters described it as a consumer-protection measure responding to complaints and investigations, especially after recent storm-related exploitation. The bill passed overwhelmingly, 95-1. The House next debated House Bill 1, which would opt Kentucky into the federal education freedom tax credit program and authorize the Secretary of State to administer the state’s participation without using state general funds. Supporters argued it would bring federal scholarship dollars into Kentucky for K-12 students, including public school students, and could generate significant private donations for scholarship-granting organizations. Opponents raised concerns about shifting resources away from public education, the speed of the process, and a proposed waiver of Eleventh Amendment immunity. A motion to table the bill failed by a wide margin, and members continued debating the bill and its implications for public schools and state sovereignty.

Transcript Highlights:

• serve Minnesota students. serve Minnesota students.
• students who rely on us. students who rely on us.
• student<00:43:03.000> learning,<00:43:03.400> student experiences, student learning
• , student experiences, student learning, student growth,<00:43:04.360> and<00:43:04.560> academic
• with our students. Okay. Mr. with our students. Okay. Mr.

Bills: HF3119

Keywords: teacher compensation, educational staff, unlicensed staff, minimum wage, inflation adjustment, education finance, 1183, house

Transcript Highlights:

• My portfolios of responsibilities are in the areas of academic affairs and student affairs, student welfare
• Students through that mechanism, digital credentials, stackable credentials are what students are looking
• So this is student-oriented.
• But students.
• So about a 53% cut per law student.

Keywords: 908, all

Transcript Highlights:

• Um we had the go students from MN state.
• We know that students who together.
• fall of 22 to just shy of,300 students fall of 22 to just shy of,300 students today. today. today
• student success.
• And so we have students student success.

Keywords: 1183, house

Summary: The committee opened with quorum and decorum reminders, then approved the minutes from February 26, 2026. Members briefly set aside a planned follow-up on GO students from Minnesota State after being told the questions had been fully answered, and moved on to Bemidji State University and Northwest Technical College’s storm damage presentation. Bemidji State President John Hoffman and facilities staff described the June 21 derecho that hit Bemidji, causing widespread roof, window, tree, and infrastructure damage across both campuses and the surrounding community. Hoffman said the institutions were already recovering from pandemic-era enrollment and budget losses, but had improved new student enrollment, retention, fundraising, and deficits before the storm. He emphasized that the campuses were well insured, but that restoring the tree canopy and campus character would take far longer than repairing buildings. Facilities worker Brent Steinmets gave a personal account of the storm response and cleanup, describing days of chainsaw work, debris removal, window repairs, and stump grinding, and noting that many employees were also dealing with damage at their own homes. Members asked what kind of funding request was being made, and Hoffman said Chair Duran was preparing a bill tied to the storm damage and reforestation needs, while alumni had already raised more than $80,000 through a “Replanting Our Roots” campaign. He said the institutions had spent about $50,000 in deductible costs and another $25,000 in unreimbursable overtime, and had hired a landscape architect to plan reforestation. Members also asked about enrollment growth and staffing reductions; Hoffman said overall enrollment was up a little more than 2% since fall 2022, new student enrollment had risen 17%, NTC headcount was up 75%, and the campuses had reduced about 30% of instructional faculty and close to 30% of overall employees while reorganizing programs and administration. Discussion also focused on preserving liberal arts and applied liberal arts offerings, with Hoffman saying the institutions were emphasizing critical thinking, communication, citizenship, interdisciplinarity, and human intelligence alongside workforce training. No vote was taken on the storm-related funding proposal during the meeting.

Transcript Highlights:

• NOT ONLY FOR THE TEACHERS AND STUDENTS BUT ALSO FOR EVAN AND US.
• THE STUDENTS WHO INTERACTED WITH THE EVAN LEARNED VALUABLE LESSONS THAT PREPARE THEM FOR THEIR FUTURE
• LEARN AN EARLY AGE HOW TO INTERACT WITH OTHER STUDENTS WITH DISABILITIES BY TEACHING THEM NOT TO BE
• YES, I BELIEVE THE PARENTS WOULD BE INVOLVED IN DEVELOPING THE STUDENT CODE OF CONDUCT. >> Sen.
• WAS NOT OPEN-MINDED LISTENING TO THE PARENTS AND PERSPECTIVE OF THE STUDENTS.

Keywords: 999, senate, all

Transcript Highlights:

• We are a district of 23,000 students, which is, uh, over 60% of our students are economically disadvantaged
• Uh, the, these are per student numbers, so we take into account the fact that there's more students.
• And student outcomes. At the same time.
• We want to understand why students are not doing well.
• Um, students, different students are given different weights depending on low socioeconomic status, special

Transcript Highlights:

• So then that brings us down to, I don't know, 20-ish students, 20 to 22 students.
• students students it<00:14:59.360> the<00:14:59.480> other<00:14:59.680> thing<
• adequate placement s for these students adequate placement s for these students to<00:15:13.639>
• um many of the out of state students um many of the out of state students that<00:18:28.200>
• part of it is accepting local students part of it is accepting local students who<00:19:26.720><

Keywords: 912, senate, all

Summary: The Committee on Higher Education heard Senate Bill 101, which would require University of Hawaiʻi John A. Burns School of Medicine graduates who paid in-state tuition to serve as physicians in Hawaiʻi for at least two years after residency or fellowship, beginning with the class of 2029. The Deputy Attorney General said the bill addressed a matter of statewide concern. JABSOM Dean Sam Shoemaker testified in opposition, arguing the school already uses scholarships, loan repayment, and other incentives, and that the strongest predictor of where physicians practice is where they complete residency; he said the school is working to expand residency slots, neighbor-island training, and class size. Supporters argued the state faces a severe physician shortage and should do more to ensure publicly subsidized students remain in Hawaiʻi. The committee ultimately recommended passage with amendments, including a statewide concern statement, and deferred the measure to July 31, 2025; the vote was adopted. The committee then heard Senate Bill 19, which creates funds to establish a Bachelor of Science in Nursing degree program on Maui. University of Hawaiʻi and nursing workforce representatives testified in support, saying there is ample capacity on Maui and strong demand for higher nursing education. Members discussed the broader nursing pathway, including existing associate and bachelor’s programs at UH campuses and the need to improve access for Maui and nearby communities. The measure was moved to decision-making and adopted with amendments and a deferred date. Senate Bill 637, appropriating funds for various University of Hawaiʻi nursing programs, also received support from UH nursing leaders, who said the funding would support the final phase of the West Oʻahu-Manoa collaboration and an online RN-to-BS program. The Hawaiʻi State Center for Nursing said its research showed capacity and demand for these programs. The committee recommended amendments to blank out appropriation amounts for the committee report and deferred the measure, then adopted it. The committee also adopted Senate Bill 741, which establishes an external audit committee within the UH Board of Regents, and deferred or amended several other measures, including a wastewater technology pilot program, a coconut rhinoceros beetle response program, and a climate-resilient development appropriation.

Transcript Highlights:

• , making sure students are safe.
• The older students covered the younger students to protect them.
• All students, all children.
• It's the students. It's a student center.
• Our students at that happened to be students in charter schools.

Keywords: 1183, house

Transcript Highlights:

• <00:05:52.120> are charge of supervising the student are charge of supervising the student
• . students. students.
• <00:18:18.120> to It would so important for students to It would so important for students
• , set up an action plan for the student, set up an action plan for the student, and<00:22:13.720>
• breakfast and lunch, served to students. breakfast and lunch, served to students.

Keywords: 1191, senate, all

Transcript Highlights:

• student program funding support.
• But to recognize warning signs in students, to train teachers to look for warning signs in students,
• population, complexity of student needs, and student safety considerations.
• I've spoke with a lot of students.
• We have about 3,500 students.

Keywords: 916, all

Transcript Highlights:

• :59.839> whatever<00:10:00.399> money student would be bringing whatever money student
• , reflective of the differing student characteristics possessed by those students.
• So what that gives a student count.
• given different student the students given different student characteristics<00:15:07.680> within
• student characteristics to a student student characteristics to a student population<00:32:05.600

Keywords: 926, house, all

Summary: The meeting was a high-level walkthrough of Act 73, with staff from Legislative Council and the Joint Fiscal Office summarizing major education policy, governance, tax, and fiscal changes. The presentation covered class-size minimums and related enforcement, creation of a state aid for school construction program, narrowed tuition eligibility for approved independent schools, changes to State Board of Education appointments, special education reporting and staffing, and a new report on standards for schools deemed small or sparse by necessity. It also noted that some provisions take effect immediately or in 2025, while the major funding and tax changes are contingent on new school districts being operational and a foundation formula report being received, with most of those changes targeted for July 1, 2028. The central fiscal change described was a move from the current locally voted budget and varying homestead tax system to a foundation formula. Under that model, districts would receive an educational opportunity payment based on a base amount per pupil, adjusted by student weights for factors such as pre-K, economic disadvantage, English learner status, and special education, with small-school and sparsity weights replaced by support grants. Districts could still seek limited supplemental district spending above the foundation amount, subject to a cap and a uniform method for raising the funds, with excess collections recaptured at the state level. The presenters also described transition mechanisms to phase in the new system over several years. The tax section explained that Act 73 would replace the current property tax credit with a homestead exemption and create a new non-homestead residential classification intended for second homes and short-term rentals, though further statutory or regulatory work would still be needed to implement it. The JFO presentation emphasized that the act also creates regional assessment districts for reappraisals and includes a transition to smooth changes in education tax rates. No committee vote or formal action was taken during the presentation; it was informational only.

Transcript Highlights:

• We have the crew of technical students and then we have the health science students.
• We have the crew of technical students and then we have the health science students.
• We have the crew of technical students and then we have the health science students.
• 29:42.080> students.
• best they can for all of our students. best they can for all of our students.

Keywords: Appropriations - Room 210; 14 January, 2026: 3:30 PM, 925, all

Summary: MDES presented its FY27 budget request, describing the agency as a special fund workforce agency focused on helping Mississippians get jobs through employment services, labor market information, and unemployment insurance. Executive Director Bill Ashley said the revised request seeks level spending authority similar to FY26, with line-item changes driven mainly by higher salaries and fringe benefits and lower contractual services. He said MDES currently has 406 employees, 28 active recruitments, and six additional planned positions, for a requested total of 440 positions, down from 453 authorized last year. The request also includes $1.4 million for the State Longitudinal Data System and $400,000 for Accelerate Mississippi fiscal support. Committee members asked about the SLDS pass-through funding, whether it is recurring, and the staffing/pin changes; MDES explained the SLDS is a recurring annual pass-through and that the staffing request reflects turnover and recruitment needs rather than a net expansion. Accelerate Mississippi then outlined its FY27 request and program updates. Officials said the office is requesting level funding overall, with some salary adjustments tied to benefits and two new positions, including one for Talent Solutions and one systems administrator. They described workforce initiatives such as Encore, a recruiter/instructor program; Facet, a partnership with Northwest Mississippi Community College to strengthen instructor preparation; Power Path, a K-12 advanced manufacturing credential model; and expanded career coach activity, reporting 204 coaches serving 209 schools and more than 22,000 unique student interactions. They also reviewed funding streams for workforce enhancement training, Mississippi Works, Equip Mississippi, and ARPA, saying ARPA funds are on track to be fully spent by the September 30 reimbursement deadline and that monthly check-ins are being used to ensure funds are drawn down. Members asked about the budget changes, the use of contractual services, and the career coach program; the office said it was shifting some audit and monitoring costs to the funds being monitored and was not requesting an increase for career coach funding. The Mississippi community college presidents and the Community College Board also presented their budget priorities. They reported that Mississippi community colleges served 88,600 students in academic year 2023 and said the system’s graduation rate is about 42 percent, with a goal of reaching 55 percent. Their FY27 request includes a 6 percent salary increase for employees, increased basic operations funding, and continued support for CTE Advantage programs, totaling $61.5 million in general support. On facilities, they requested $150 million after receiving no facilities funding last year, citing roughly $413 million in identified needs across capital improvements, repairs and renovations, and pre-planning. The Community College Board requested restoration of $310,000 in general fund cuts and a new $2 million appropriation for adult education, noting that an estimated 300,000 to 330,000 Mississippians lack a high school diploma. No votes were taken during the presentations.

Transcript Highlights:

• We have white students at FAMU at 8.1%. We have Hispanic students that FAMU at 6%.
• those to students that need additional support.
• Those are the students that need the resources.
• We're replacing the word minority students with underrepresented students so providing flexibility to
• Why are we protecting our student athletes?

Keywords: 999, senate, all

Transcript Highlights:

• So, um I have started students.
• this young man and another student. this young man and another student.
• at student B as a distraction. at student B as a distraction.
• students suffer. students suffer.
• will certainly assault another student. will certainly assault another student.

Keywords: 958, all

Transcript Highlights:

• students Stark example is attendance our students need<00:13:32.360> to<00:13:32.480> be
• <00:13:39.680> attended approximately 86% of students attended approximately 86% of students
• <00:24:27.320> and<00:24:27.600> staff our students and staff our students and staff
• Okay, so that leads to 152,000 students. It's like just under 12 students per teacher.
• So, student-led currently is okay for students to do it.

Keywords: 910, house, all

Summary: The Committee on Finance received an informational briefing from the Department of Education on its budget request for the upcoming fiscal year. The Superintendent and staff described the department’s mission, enrollment and staffing scale, recent gains in NAEP reading and math, persistent attendance problems since the pandemic, and the need for resources to support student recovery, middle school math, and other strategic priorities. The department said its proposal is intended to be aligned with its 2023–2029 strategic plan, fiscally balanced, and reliable for schools, while also addressing inflation, workforce needs, and uncertainty in federal funding. Assistant Superintendent and CFO Brian Hallet reviewed federal grants, non-general funds, and the budget development process. He said federal funds make up about 11% of the department’s FY25 appropriation and warned that House budget proposals could threaten predictable funding for core programs. He also explained that the department began its biennial budget work in April 2024 and used an internal review group to identify possible reallocations. The department characterized its request as a “flat” budget proposal overall, with a large share devoted to continued funding for existing recurring needs, and noted challenges including a projected state funding decline, inflation, lingering pandemic impacts, recruitment and retention, and uncertainty about future federal support. A major topic was the department’s capital improvement program. DOE officials argued for a risk-based, proactive approach using lump-sum “buckets” to manage facilities and deferred maintenance across more than 21.5 million square feet at 268 sites. They said this would allow more efficient prioritization of projects and better coordination with complex area superintendents, principals, and legislators. Members asked about how legislative priorities would fit into the bucket system, county-versus-state property jurisdiction issues affecting school facilities, enrollment decline and staffing ratios, and how the department plans to adjust facilities and human resources to shifting enrollment patterns. DOE said it is studying enrollment trends, will brief the Board of Education next month, and is willing to provide further briefings to legislators. No votes or formal actions were taken during the informational briefing.

Transcript Highlights:

• And we've got great students. We've got great teachers in Oklahoma.
• This bill closes the instructional time gap that Oklahoma students experience.
• They spend 181.5 days with students in the classroom.
• In general, educators want to do what's best for the students.
• Are we asking teachers and students to come in in July?

Bills: HB3622, HB3621, HB3151, HB3882, HB3661, HB4273, HB3644, HB3706, HB3708, HB2021, HB3986, HB3972

Keywords: HB3622, 2030 Census, Decennial Census, U.S. Decennial Census Revolving Fund, Oklahoma Department of Commerce, Commerce Department, census preparation, federal census, state treasury fund, revolving fund, continuing fund, deemed appropriated, technology upgrades, census outreach, redistricting, population count, Title 74, OMES, State Treasurer, budgeting