Transcript Highlights:

• Curriculum frameworks do not establish a statewide curriculum.
• <00:26:36.559> curriculum instruction to get this curriculum instruction to get this curriculum
• curriculum. may only have to change curriculum. may only have to change portions<01:09:14.080>
• And so in doing that, but I want to probably make some changes, replacing the curriculum framework with
• statewide curriculum. statewide curriculum.

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• It doesn't change standards. It doesn't change the curriculum.
• It just changes the way that those things are taught. Therefore, there's no new curriculum.
• It doesn't change<00:21:19.520> the<00:21:19.760> curriculum.
• <00:21:20.320> It<00:21:20.480> just<00:21:20.640> changes change the curriculum
• It just changes change the curriculum.

Keywords: 1191, senate, all

Summary: The Committee of Conference on Senate Bill 578 met to reconcile differences in a bill concerning recess times for children and related early learning provisions. The Senate sponsor described two compromise amendments, both based on the Senate version, that would restore play-based learning through third grade and replace guided reading with interactive shared reading; the only difference between the two was whether recess would extend through fifth grade or eighth grade. The sponsor argued the changes were supported by studies, existing state investment in play-based learning, and examples from schools using recess to improve attendance and behavior. House members opposed the amendments, saying they were concerned about creating an expensive or unfunded mandate and about limiting local control over curriculum decisions. One House member said the state lacked enough fiscal support and implementation time for districts, and another said the proposal should perhaps be studied further before expanding it beyond kindergarten. Supporters countered that the state had already invested in training, that the proposal was a teaching method rather than a new curriculum, and that play-based learning and recess improve mental health, classroom behavior, and student engagement. The committee voted on the 2084S amendment, and it failed on a divided vote. After further discussion, the House reiterated that it would stick with its position and oppose the Senate amendments. The chair then stated that the committee was at an impasse and that the bill was effectively dead, with no further action taken.

Transcript Highlights:

• An Act to Promote Comprehensive and Inclusive Curriculum in Schools.
• I'm here to speak about the overdue need for inclusive curriculum.
• , but overall it's a hit-or-miss situation, and this situation needs to change.
• This bill makes a simple but powerful change.
• To help students cope with this ever-changing world.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• Times have changed.
• Times have changed.
• Times have changed.
• Times have changed.
• Times have changed.

Keywords: 1187, senate, all

Transcript Highlights:

• X-ed curriculum, to me that makes absolutely no sense.
• They're going to be shown in that sex ed curriculum.
• view that curriculum.”
• The bill may seem more of a clerical change, a small change, which it is, but for those affected by this
• Let's continue to make change together.

Summary: The Assembly Education Committee met for its first hearing of the session, adopted its committee rules on a 6-0 vote, and then heard several bills. AB 347, which would require written notice to students about the right to opt out of animal dissection and receive a comparable assignment, drew strong support from the author, a student, and multiple advocacy and education groups, while opponents argued it would burden teachers and duplicate existing law. The committee approved AB 347 on a 7-0 vote and sent it to Appropriations. AB 281, which would expand parent access to sex education materials and require disclosure of outside consultants’ credentials, drew mixed testimony. Supporters framed it as a transparency and parent-rights measure, while school administrators and county education officials said current law already allows inspection and that the bill would create an unfunded administrative burden. After extended member discussion, the bill failed on a 4-3 vote with one abstention, though reconsideration was granted. AB 65, which would provide paid pregnancy leave for educators without requiring them to exhaust sick leave first, was supported by teachers, CTA, and the State Treasurer, but opposed by school administrators and business officials over cost concerns; it passed 6-0 to Higher Education. The committee also approved AB 361, which would extend and expand LAUSD’s best-value procurement authority for school construction to all school districts for five years, on a 5-0 vote with one abstention. AB 86, which would require the State Board of Education to adopt standardized K-8 health education instructional materials, passed 5-0. Finally, AB 228, the Zaki Fast Act, was introduced to clarify that schools may stock any federally approved epinephrine delivery system, including newer devices beyond auto-injectors, and was presented with testimony from the bill’s young namesake and his family; the transcript cuts off before the committee vote on that measure.

Transcript Highlights:

• Again, having teachers do two sets of curriculum is pretty unreasonable.
• What is the financing plan for this new change?
• On sex ed curriculum to me that makes absolutely no sense.
• This bill does not change content standards or create new guidelines.
• And the bill may seem more of a clerical change. small change, which it is, but for those affected by

Keywords: 988, house, all

Transcript Highlights:

• Minnesota's driver education curriculum Minnesota's driver education curriculum we<00:43:15.280>
• As far as driver’s education curriculum, the department has a responsibility to certify those curriculum
• <00:58:55.039> that's curriculum and and manual change that's curriculum and and manual change
• <00:59:04.359> and uh what needs to be in curriculum and uh what needs to be in curriculum
• <00:59:53.280> uh requires that the um uh curriculums uh requires that the um uh curriculums

Keywords: 1187, senate, all

Transcript Highlights:

• <00:01:19.200> changes<00:01:20.200> uh teacher training curriculum changes uh teacher
• training curriculum changes uh screening<00:01:21.600> professional<00:01:22.159> development
• We are also looking at structured literacy curriculum. We did a comprehensive curriculum review.
• Proposed changes are unclear.
• a natural curriculum shift or change, what is that cycle for you?

Keywords: 1187, senate, all

Transcript Highlights:

• curriculum and materials. curriculum and materials.
• to good quality curriculum. to good quality curriculum.
• Mandating a curriculum our curriculum.
• <00:47:08.480> Does<00:47:08.640> the curriculum change like that?
• Does the curriculum change like that?

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• curriculum? curriculum?
• signs change constantly. Staff turnover signs change constantly.
• 07.920> develop<01:47:08.400> curriculum say you develop curriculum say you develop curriculum
• into their curriculum.
• Although the Hunter's Ed curriculum, as it sits, could be used, there is some reference to maybe changing

Keywords: 1189, house, all

Transcript Highlights:

• changes here.
• Two comments were received, generally noting requests for changes that required a law change or notes
• change.
• change.
• These rules are to comply with changes made by Acts 949 and 974 of 2025 and changes made to the real

Summary: The Administrative Rules Subcommittee met to review a long agenda of agency rule changes, beginning with housekeeping on the order of business and then taking up rules from multiple state agencies. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s odometer disclosure rule allowing electronic signatures and disclosures, and several Department of Health rules covering ionizing radiation, mobile home and recreational parks, lead-based paint, counseling licensure, hearing instrument dispensers, athletic training, dental specialties and compacts, nursing, pharmacy, physician assistants, medical compacts, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these were described as technical updates, conformity with recent acts, federal standards, or compact participation, and nearly all were approved without objection after brief questions and, in many cases, no public comment. The committee also reviewed Department of Labor and Licensing rules on minimum wage/independent contractor standards, boiler rules, motor vehicle commission requirements for ATV/LSV dealers, professional wrestling regulation, appraiser qualifications, and military recruiting and retention programs. Testimony generally emphasized that the rules implemented recent legislation, updated fees or licensing standards, or streamlined existing processes. Members asked a few questions about fee structures, the rationale for regulating professional wrestling, and how the National Guard’s public-private partnership and incentive programs would work; the department said the recruiting incentives would be funded from existing appropriations and were intended to improve retention and force strength. These rules were also approved without objection. The most extensive discussion came on the Department of Education’s Arkansas Children’s Educational Freedom Account Program rule. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify allowable expenses, and speed approval of core educational purchases. Changes included defining core educational expenses, limiting certain sports-related spending, adding an intentional misuse standard, restricting phone purchases except for disability-related needs, setting a $1,000 threshold for additional review of technology purchases, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about safeguards, appeals, sports equipment, provider credentialing, rural vendor access, and whether the department would be flexible or overly restrictive. The department said it would review every request, provide written explanations for denials, allow appeals up to the State Board, and refer suspected fraud to prosecutors if necessary. After hearing from 13 members of the public, the committee continued to discuss the rule, but the transcript ends before any final vote on the EFA rule is shown.

Transcript Highlights:

• that doesn't change because to include any other curriculum for our law enforcement, it would have to
• , everything changes.
• That's called climate change.
• And things change in the industry.
• And things change in the industry.

Keywords: 996, all

Transcript Highlights:

• Penalty provisions would have to be statutorily changed, so they don't have the authority to change the
• The statute has not changed.
• You're changing the penalty.
• curriculum makeup should be.
• Right, and so what needs to change? What has changed is a direct...

Bills: SJR39, SB22, SB30, SB33, SB34, SB37, SB75, SB209, SB310, SB505, SB552, SB618, SB626, SB636, SB732, SB747, SB762, SB769, SB819, SB825, SB870, SB926, SB964, SB1030, SB1080, SB1099, SB1124, SB1177, SB1208, SB1233, SB1314, SB1325, SB1333, SB1405, SB1455, SB1506, SB1524, SB1541, SB1577, SB1579, SB1596, SB1646, SB1667, SB1727, SB1750, SB1758, SB1760, SB1791, SB1804, SB1806, SB1869, SB1923, SB1927, SB1951, SB1960, SB1962, SB2023, SB2024, SB2056, SB2078, SB2122, SB2129, SB2180, SB2183, SB2185, SB2207, SB2252, SB2361, SB2365, SB2368, SB2405, SB2411, SB2420, SB2425, SB2569, SB2717, SJR36, SJR50, SJR39, SJR63, SJR68, SCR12, SCR39, SCR38, SCR37, SCR42, SCR29, SB762, SB1596, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1539, SB1505, SB583, SB957, SB1502, SB507, SB1026, SB1349, SB1433, SB1434, SB310, SB505, SB264, SB1364, SB1376, SB1585, SB1772, SB2016, SB1163, SB619, SB1122, SB1877, SB732, SB731, SB397, SB508, SB1333, SB1436, SB964, SB287, SB2143, SB261, SB1247, SB1882, SB618, SB393, SB2243, SB2226, SB1919, SB1791, SB22, SB651, SB1080, SB826, SB1079, SB1243, SB1504, SB1851, SB1879, SB2237, SB1257, SB2034, SB1522, SB1151, SB596, SB1191, SB226, SB570, SB870, SB991, SB60, SB1401, SB1728, SB586, SB529, SB217, SB209, SB1923, SB1839, SB387, SB1874, SB1872, SB1873, SB1921, SB1883, SB1620, SB1838, SB2024, SB2429, SB1999, SB511, SB2309, SB2166, SB510, SB33, SB2420, SB1860, SB1541, SB1314, SB1398, SB1869, SB1750, SB855, SB1233, SB2425, SB2037, SB1758, SB1759, SB2365, SB1924, SB1818, SB1405, SB1762, SB1968, SB1977, SB2077, SB2321, SB1662, SB1663, SB2124, SB2204, SB1855, SB863, SB37, SB819, SB2078, SB2252, SB1962, SB2253, SB825, SB1577, SB1184, SB2018, SB2206, SB1901, SB1030, SB2368, SB1963, SB1960, SB1643, SB1625, SB1299, SB841, SB668, SB584, SB231, SB2411, SB1085, SB2431, SB2231, SB1490, SB530, SB34, SB1261, SB552, SB1099, SB1646, SB2180, SB1804, SB1937, SB1936, SB2569, SB1372, SB1208, SB1124, SB1506, SB1806, SB1868, SB2361, SB2314, SB769, SB1409, SB2122, SB434, SB1214, SB1951, SB2183, SB2046, SB1667, SB1870, SB1727, SB2405, SB2127, SB1975, SB1760, SB1734, SB1335, SB2066, SB2129, SB2246, SB2439, SB1624, SB1244, SB1468, SB2717, SB1612, SB1262, SB604, SB2395, SB2185, SB1832, SB1745, SB1746, SB2207, SB2023, SB1784, SB1524, SB626, SB528, SB437, SB269, SB1137, SB968, SB636, SB747, SB1325, SB1789, SB1455, SB2056, SB75, SB1940, SB2052, SB1927, SB2010, SB1579, SB2068, SB3034, SB844, SB1920, SB1177, SB1558, SB1236, SB1044, SB926, SB884, SB463, SB331, SB227, SB240, SB517, SB1200, SB1410, SB1626, SB1845, SB1863, SB2216, SB2681, SB1717, SB2053, SB546, SB2141, SB2949, SB2323, SB2200, SB2332, SB2199, SB1642, SB1150, SB1757, SB2050, SB1138, SB2051, SB2626, SB2458, SB1864, SB30, SB2201, SB1862, SB1583, SB1583, SB1055, SB2660, SB1898, SB2662, SB2662, SB2161, SB2161, SB2964, SB2881, SB1065, SB1065, SB801, SB2743, SB2533, SB2533, SB1413, SB1413

Keywords: constitutional amendment, veto override, legislature power, governor, Texas Constitution, Texas, moving image industry, incentive program, film production, grant funding, job creation, economic development, wildfire, wildfire mitigation, wildfire prevention, volunteer fire department, Texas A&M Forest Service, West Texas A&M University, prescribed burning, fuel loading

Transcript Highlights:

• here the more substantial changes that have been made.
• into single courses for changes made to embedded courses.
• One of those waivers is the request to embed and combine curriculum courses or curriculum into one course
• Are you wanting those transitions for the course curriculum and state curriculum specifically?
• and state curriculum specifically I would just like the for the course curriculum and state curriculum

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• The statute is not changed.
• The statute is not changed.
• You're changing the penalty.
• That is not changed by this bill.
• And so what needs to change?

Summary: The Senate convened with a quorum, heard an invocation, received a House message announcing passage of H.B. 500, and a gubernatorial nomination for the Upper Neches River Municipal Water Authority Board. The chamber adopted several resolutions, including SR 409 recognizing Blue Ribbon Lobby Day, SR 402 honoring the discovery of the woolly devil plant at Big Bend National Park, and recognitions for Operation Christmas RGV and Wilson County Day. The Senate also heard an announcement that the Committee on Senate Nominations action report had been placed on members’ desks. The body then took up and passed several bills. SB 2365 was passed to prohibit personal wireless communication devices by public school students during instructional time, with exceptions for health, special education, and safety needs. SB 1869 was passed to reaffirm the DSHS commissioner’s authority over controlled-substance schedule changes without rulemaking or judicial review. SB 1124 was passed to revise criminal discovery procedures in response to the Heath decision, with supporters saying it preserves exculpatory evidence protections while limiting suppression of inculpatory evidence when the defense already knew of it. SB 1758 was passed to create a Grayson County pilot study and temporary permitting hold concerning a cement kiln/quarry near a semiconductor wafer facility, and SB 2078 was passed to regulate composting in certain counties, after a clarifying amendment. The Senate also passed SB 33, barring governmental entities from transactions that support abortion assistance or out-of-state abortion procurement; SB 34, expanding wildfire preparedness measures, studies, equipment databases, and rural fire department funding; SB 1208, increasing the penalty for interference with public duties from a Class B misdemeanor to a state jail felony; SB 1030, removing the maintenance, repair, and overhaul tax for general aviation; SB 505, creating processes to address election irregularities; SB 2411, updating the Business Organizations Code and changing filing-method requirements; and SB 1333, addressing unauthorized entry, occupancy, sale, rental, lease, or conveyance of real property. Most measures advanced on voice vote or recorded roll call after motions to suspend the regular order and the constitutional three-day rule, with several members raising questions or objections, especially on the criminal justice, abortion, and public duties bills.

Transcript Highlights:

• , or we do online curriculum.
• Our students use curriculum that is mailed to them. We use very little online curriculum.
• We have recommended curriculum in each area, and we have six to ten different curriculums in each area
• And we offer intervention curriculums for students that need intervention curriculum.
• And because I know things have changed, and just curious if we can kind of see the change by looking

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• here the more substantial changes that have been made.
• into single courses for changes made to embedded courses.
• One of those waivers is the request to embed and combine curriculum or curriculum into one course, and
• Maybe that didn't go so great when we changed that.
• Are you wanting those transitions for the course curriculum and state curriculum specifically?

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• <01:59:50.560> not curriculum changes that it's really not curriculum changes that it's really
• Is it the curriculum? Is there a curriculum change? Is there distraction?
• Is it the curriculum? Is there a curriculum change? Is there distraction?
• > is<04:41:28.600> there there a curriculum change is there there a curriculum change is
• that<05:20:15.600> New change their curriculum but that New change their curriculum but that

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• their curriculum. their curriculum.
• to good quality curriculum. to good quality curriculum.
• So, is there alternative sources for your district to get funding for a curriculum change like that?
• <00:47:08.480> Does<00:47:08.640> the curriculum change like that?
• Does the curriculum change like that?

Keywords: 1189, house, all

Transcript Highlights:

• And lastly, one curriculum is changed with commissions like this because you just acknowledge that that
• And lastly, one curriculum is changed<00:10:05.040> with<00:10:05.200> com-<00:10:05.520
• <00:10:16.880> curriculum,<00:10:17.400> particularly front to change curriculum, particularly
• front to change curriculum, particularly with<00:10:18.600> history, with history, with history
• So, it doesn't changes to curriculum.

Keywords: House streaming session for Tuesday, March 31, 2026, 957, house, all

Summary: The House convened with prayer, quorum call, and approval of the previous day’s journal, then received Senate Bill 890 and several House committee reports. The first major measure taken up was House Bill 627, which establishes a Commission on Histories, Culture, and Civics in Education. Committee amendments clarified the commission’s purpose, membership, and charge to review curriculum materials and school calendars and make recommendations to the State Board of Education and the Maryland Higher Education Commission. Additional amendments added a disability community expert and preamble language. The bill prompted extended debate about whether the commission would promote diversity in curriculum, how it would address religious and ethnic representation, and whether it would include Christian or Catholic perspectives; supporters said it was meant to reflect communities that had requested inclusion and to improve the completeness of Maryland history, while critics questioned the need for a new commission and raised concerns about identity politics and curriculum control. The bill was ordered printed for third reading after second-reader consideration. The House also considered House Bill 1582, the Education Program Accountability, Comprehensive Outcomes and Measures of Progress for Supporting Schools (COMPASS) Act. An amendment removed references to advanced professional certificates and national board certification from school quality indicators and required annual reporting on the relationship between composite scores and concentrations of low-income students. During discussion, members asked whether the bill was changing the scoring system and how much weight academics would carry; the response was that academic indicators would remain a majority of the score, but no single indicator could exceed 20% of the composite. The amendment and favorable report were adopted, and the bill was ordered printed for third reading. The House then took up House Bill 1514 concerning Calvert County county officials and Board of Education salaries and benefits. Committee amendments were technical and removed a benefit provision related to a former commissioner; both the amendment and favorable report were adopted without opposition, and the bill was ordered printed for third reading. Finally, the chamber moved to special order calendar item Senate Bill 283, the Maryland Consolidated Capital Bond Loan of 2026. The House Appropriations Committee presented 198 amendments to the capital budget, describing them as balanced across regions and within debt affordability limits, and began moving the amendments in groups, starting with a technical amendment.