Transcript Highlights:

• of Higher Education.
• Down to special education, line 35 shows the special education transportation reimbursement reduction
• Special education assistants are the vital link in special education, building relationships and fostering
• Minnesota is facing an educator shortage crisis due to the chronic underfunding of public education for
• education assistant cadre for early childhood special education.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• experts, and education leaders for continuing to hear us and education experts and education leaders
• The education, our education partners, raised concerns about that approach.
• The bill focuses on the education, prevention, and doing, On sort of the education, prevention, and doing
• Those provisions came from the California Department of Education guidance, but I think our education
• Definitely not in education. Yeah, not in education.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• I call the Education Finance Committee to order.
• I would like to welcome the Assistant Commissioner from the Minnesota Department of Education. of Education
• Our Department of Education has resources for these educational leaders who have been here for three
• To the community education formula.
• with educators.

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation

Transcript Highlights:

• educational needs. educational needs.
• not an LEA, a local education authority. not an LEA, a local education authority.
• we're part of Wyoming's educational we're part of Wyoming's educational system.
• educational services and coordination. educational services and coordination.
• education, who are they responsible to? education, who are they responsible to?

Keywords: 916, all

Transcript Highlights:

• education funding.
• The Minnesota Office of Higher Education will establish a working group on higher education financial
• group on higher education working group on higher education Financial<00:02:39.800> stability
• <00:03:38.920> education<00:03:39.480> attainment higher education education attainment
• and P20 Educational Partnership.

Keywords: 1183, house

Transcript Highlights:

• and public higher education.
• and educators.
• to public higher education, and I want to say simply The right to public education to public higher
• education.
• So open educational resources, or OER, are textbooks that are freely available. Higher education.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• . education. education.
• to grade 12 education. to grade 12 education.
• education in our region. education in our region.
• . educators. educators.
• costs<04:48:11.120> are education is special education costs are education is special education

Keywords: 926, house, all

Summary: The House opened with a devotional by Representative Tiffany Lumley focused on lessons from horses and horsemanship, using the imagery to encourage legislators to lead, listen, stay patient, and remain attentive to constituents outside the chamber. The chamber then welcomed newly appointed Representative Kevin Scully of Burlington, who was sworn in and assigned to the Committee on Government Operations and Military Affairs. Members took up several procedural items and resolutions. Senate Bill 239, relating to a child abuse and neglect reporting working group and carrying an appropriation, was referred to Appropriations, and Senate Bill 157, relating to recovery residence certification and affecting state revenue, was referred to Ways and Means after a favorable report with amendment from Human Services. The House also read and adopted concurrent resolutions honoring the federal TRIO programs in Vermont, recognizing tourism economy day and the importance of the visitor economy, and honoring former Representative John Killacky of South Burlington for his artistic and legislative contributions. Multiple members offered personal remarks about John Killacky/Colacci, his arts career, activism, and service in the House, and guests connected to the resolutions were welcomed from the gallery. The House then concurred in the Senate proposal of amendment to House Bill 237, which would allow certain doctoral-level psychologists to prescribe medications. The committee explained the Senate’s changes, including revised training and rotation requirements, a later effective date, and a future OPR report, and said the bill was intended as one tool to address mental health provider shortages; the House agreed by voice vote. The chamber next began second reading of House Bill 955, a major education reform bill titled “next steps in transforming Vermont’s education system,” with the Education Committee describing mandatory cooperative education service areas, merger study committees, and related changes intended to improve efficiency, support local voice, and strengthen public education. No final action on H.955 was taken in the portion provided.

Transcript Highlights:

• across our state, the urgent need for increased investment in special education.
• to make up for the shortfall in special education funding.
• In my career, I have been a special education teacher, a vocational coordinator, and an educational diagnostician
• We provide education, special education services, not because it's our duty, but because it's the right
• and equitable special education system.

Transcript Highlights:

• And it would reimburse cost of certification exams for special education. education and bilingual education
• most educators?
• Though there is a funding deficit for special education, special education goes on.
• and special education.
• Childhood Educator.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• The education, our education partners raised concerns about that approach.
• This bill then went to the Senate Education Committee and the there were meetings by the Senate Education
• to our education partners.
• Definitely not in education. Yeah, not in education.
• no experience on public education.

Keywords: 988, house, all

Transcript Highlights:

• We learned today in the education finance committee that federal funding on education is mainly through
• We learned today in the education finance committee that federal funding on education is mainly through
• now we learned today in the education now we learned today in the education finance<00:03:46.519
• For education?
• Department of Education?

Keywords: 1187, senate, all

Summary: Minnesota Senate Democrats held an education finance press conference focused on concerns that the Trump administration may dismantle the U.S. Department of Education and freeze or reduce federal education funding. Speakers said such actions could jeopardize Title I, special education, English learner, school meal, transportation, and other programs, and noted that federal education aid is often reimbursed after districts have already spent the money. They argued that even a 10% cut would amount to roughly $1 billion and could leave districts unable to cover costs they have already incurred. Several speakers also raised concerns about broader federal actions, including school vouchers, curriculum restrictions, and access to student and Treasury data by Elon Musk and others, warning about privacy and the possible targeting of DEI, ethnic studies, truth-and-history curriculum, and efforts to recruit and retain teachers of color. They said the instability makes it impossible for districts to plan budgets and maintain staffing, and that the harm is already being felt through frozen aid and other disruptions. The speakers criticized Republican colleagues for downplaying the threat and said Republicans were inconsistent because they had recently highlighted teacher shortages and school infrastructure needs while now minimizing potential cuts. No votes or formal committee actions were taken in the press conference; the event was a call for public pressure on Republican lawmakers to oppose the federal changes and protect Minnesota schools and students.

Transcript Highlights:

• a member, and I'm very glad to be on the special education committee.
• funding gap where there are not enough special education funds, and then general education funds have
• of Administrators of Special Education.
• Linda is a retired educator and administrator who serves as an educational advocate for families across
• We have to fully fund special education.

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• House File 6 covers several of the education priorities of the House Republican caucus for education.
• House File 6 covers several of the education priorities of the House Republican caucus for education.
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• > 2024<00:05:01.000> education<00:05:01.880> Finance chapter 109 the 2024 education

Keywords: 1183, house

Summary: The committee heard presentation on House File 6, an education omnibus-style bill advanced by Representative Peggy Bennett and other Republican members. Bennett said the bill reflects caucus priorities around literacy, parental engagement, local control, and school flexibility. She described three articles: Article 1 on revisions to the READ Act and the science of reading; Article 2 on education innovation and parent-friendly school information; and Article 3 on funding flexibility and temporary relief from several new mandates enacted in recent biennia. On Article 3, Bennett said school boards would be allowed to transfer certain funds and delay implementation of specified mandates through the 2028-29 school year, including provisions tied to recent early childhood and education omnibus laws as well as paid family and medical leave and earned sick and safe time. She framed this as giving districts time to implement requirements carefully and with fidelity, and said such decisions would be made by local school boards in public meetings. She also argued the bill would reduce the burden of new mandates and preserve local decision-making. Representative Mueller then presented Article 1, saying it strengthens the state’s commitment to the science of reading, ends the Department of Education’s partnership with CAREI, repeals some 2024 requirements she said were ideological, and restores expectations for teacher preparation and assessment. Representative Bakeberg presented Article 2, which would require a more user-friendly school performance report, consolidate certain innovation-related programs into a new chapter, and replace the Department’s equity/diversity/inclusion center with an Office of Achievement and Innovation focused on academic achievement. He said the office’s guidance would be advisory only and that local districts would retain final authority. The chair then laid House File 6 over for possible inclusion in an omnibus bill and further consideration at a later date.

Transcript Highlights:

• I'm education funding. reassure them. I'm education funding.
• special education. special education.
• . education. education.
• agency's<03:39:47.200> cost The local educ education agency's cost The local educ education
• . education. education.

Keywords: 1189, house, all

Transcript Highlights:

• share of special education costs. share of special education costs.
• special education in private schools. special education in private schools.
• or how to invest in special education. or how to invest in special education.
• education that's going to be impacted. education that's going to be impacted.
• funding educational bill um educational funding educational bill um educational funding hostage.<

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• before, education budgets.
• My master's is in educational leadership and completing my doctor in educational leadership higher ed
• before, education budgets.
• But the State Board of Education, of course. Education local funds are very important to education.
• Department of Education.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• the educators.
• So, we would like to, you're looking for solutions here, educate the education.
• Now educating the educator—that needs to happen because... ...the educator, that needs to happen because
• Educate us. Help educate our tribal leaders.
• Educate us. Help educate our tribal leaders. seats. Educate us.

Summary: The Select Committee on Native American Affairs held a historic hearing at Table Mountain Rancheria focused on tribal education, culture, resilience, leadership, and trust. The opening prayer and remarks emphasized the significance of holding the first committee hearing on tribal land. Members said the hearing was intended both to hear testimony about ongoing problems in schools and to identify next steps for legislation and policy, especially as the session neared its end. The committee also referenced recent efforts supporting Native students’ right to wear regalia at graduation and broader concerns about representation in education and state institutions. The first panel centered on Native students’ experiences in public schools. Bella Garcia described a two-year fight with Clovis Unified over wearing tribal regalia at graduation, including a restrictive approval form and administrators who she said denied Native identity and made her feel invisible. Morningstar Ghali connected those experiences to the legacy of boarding schools, racial profiling, suspensions, and the “boarding school to prison pipeline,” and called for culturally responsive education, Native educators, counselors, Native studies, and restorative justice. Janet K. Bill, from the Attorney General’s Office of Native American Affairs, described her own path from tribal Head Start to Stanford, law school, tribal council, and state service, and said education, justice, and sovereignty are linked. Members asked about restorative justice, representation, and how to build pipelines into leadership and education roles. The second panel focused on solutions. Chairwoman Michelle Heredia Cordova urged a reimagined education system that is more personalized, experiential, culturally grounded, and balanced with land-based learning, while also recruiting Native teachers and creating stronger tribal partnerships. Chairman Leo Sisku said schools should educate educators, stop tokenizing Native students, and create accountability and consequences for discriminatory behavior; he also supported stronger tribal-school partnerships and more positive outreach. Chairman Fred Bean emphasized consistent engagement from tribal leaders at every level of schooling, stronger transitions from elementary to college, and programs that prepare Native youth for leadership, trades, and higher education. Chairman Shaineto of Tule River argued that schools and administrators should face consequences for violating Native students’ rights, and that Native people should not have to keep educating institutions about basic cultural respect. Committee members responded by discussing possible statewide solutions, including regional tribal boards, better enforcement of existing laws, stronger pipelines into teaching and leadership, and improved representation on boards and in state agencies. Several members raised the need to implement existing laws, fill vacant Native appointments, and consider broader protections for Native regalia and cultural expression. No formal vote was taken in the transcript, but the hearing concluded with a clear call for continued collaboration, accountability, and legislation driven by Native voices.

Transcript Highlights:

• We've got the Division of Educator Support and Higher Education, so Steve Appelby is right behind me
• Support and Higher Education.
• State Board of Education.
• So those are the licensing fees that the educators pay. Educators pay? Yes, thank you.
• Education the Department of Education Education the Department of Education calculates<02:39:26.080

Keywords: 928, house, all

Summary: The Finance Division II committee heard a Department of Education budget presentation from Commissioner Frank Edelblut and CFO Tammy Valen-cour. The department outlined its organizational structure and emphasized that it functions largely as a flow-through agency for school funding. The commissioner reviewed general fund and Education Trust Fund items, including state aid, dropout prevention, special education, building aid, lease aid, charter schools, Education Freedom Accounts, and the district adequacy calculation. He also highlighted the public school infrastructure fund, saying the state has invested well over $50 million in school safety since 2018 for measures such as access controls, locks, and window film, and argued that safety spending should be ongoing rather than reactive. Members asked about the variability in the school infrastructure line, special education aid, and the Discovery Education learning platform. Edelblut explained that some safety funding had come from one-time surplus appropriations rather than the agency line, and said special education aid was underappropriated because districts submitted more invoices than expected; he said the governor added $16 million to address the shortfall. He also described CTE renovation funding, noting four projects were initially proposed but only Jaffrey and Milford were still moving forward, with local votes required and the state covering 75% of costs. He said Milford’s project was omitted from the governor’s budget by oversight. The department also reviewed enrollment trends, noting public school enrollment has fallen from about 230,000 students in 2002 to about 185,000 today. Edelblut clarified that charter students are not eligible for Education Freedom Accounts, while EFA students attending non-public schools are counted as EFA students. He described several one-time surplus-funded initiatives, including Student Clearinghouse, MTSSB work, civics curriculum development, computer science education, and adult education. He also discussed a $4 million CTE tuition and transportation grant, saying it was kept as a competitive grant rather than a formula grant to avoid creating an ongoing maintenance-of-effort commitment that could jeopardize federal Perkins funding. In the final portion, Edelblut identified prioritized needs in the department’s budget, especially funding for a state administrator for assessment to support the legislatively required civics assessment, and additional support for the Discovery Education platform. He said every school in the state is using the platform and cited more than 1.5 million educator engagements, while a member raised concerns about mixed reviews and uneven district awareness of the program. No votes or formal actions were taken during the presentation and question period.

Transcript Highlights:

• This bill also seeks to ensure that money appropriated for public education is used for public education
• Educational agencies.
• I'm with Educators for Excellence, and I'm an educator in high school, and I support AB 1454.
• I'm with Educators for Excellence, and I'm an educator in high school, and I support AB 1454.
• I spent over 20 years teaching in special education and English learner education.

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• education in Texas.
• than those who are educators or experts in their field in education.
• Make Texas higher education thrive.
• Without liberal arts classes, my education and my peers' education will suffer.
• As well as in higher education, and we know that in public education in particular, we have concerns.

Bills: SB 37

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