Transcript Highlights:

• choice and high school tuition obligations.
• They have a home secondary high school.
• They do not have either a high school or a middle and high school, so they've had long-standing tuition
• Then the issue is we get to a high school situation, and... ...then the issue is we get to a high school
• So does Northfield have a high school?

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing on two late-file bills: H. 4867, concerning school choice, and H. 4927, concerning access to applied behavior analysis (ABA). For H. 4867, testimony focused on a DESE interpretation of M.G.L. c. 76, §12B(k) that would require small elementary-only districts with school choice students to pay secondary tuition when those students continue into high school. Superintendents, school committee members, parents, teachers, and a representative argued this creates large fiscal shortfalls for rural districts such as Hancock, Warwick, Richmond, and Worthington, which do not operate high schools and already rely on tuition agreements for their own resident students. Witnesses said the current interpretation has led some districts to stop accepting school choice students, reducing class sizes and limiting educational opportunities; they urged an exemption or amendment so these districts could continue school choice without assuming high school tuition obligations for nonresident students. Committee members asked about the number of affected districts, how the arrangement worked before 2023, and whether alternative statutory language might solve the issue more broadly. Representative Barrett described the bill as a simple fix to an unenforced provision that had only recently been raised by DESE, and the hearing later included testimony from both district officials and families supporting the bill. The committee closed testimony on H. 4867 and H. 4927 and then adjourned. H. 4927 drew testimony from educators, an ABA provider, and a parent of a child with autism in support of protecting in-school ABA access. Witnesses said the bill would clarify that qualified ABA providers, including BCBAs and RBTs under supervision, may deliver services in schools while allowing districts to maintain neutral safety and operational rules. They argued that inconsistent access to ABA can undermine districts’ obligations under IDEA, including free appropriate public education and placement in the least restrictive environment, and that school-based ABA can reduce removals from class, improve student progress, and support families. A parent testified that her young son needs ABA to function in school and that promised supports had been delayed or not delivered, while another witness said the bill would help ensure accountability and consistent services for students with autism.

Transcript Highlights:

• At the same time, I saw Torrance High School; they have an aerospace manufacturing program, you know,
• The College Chancellor's Office administers the High School Strong Workforce Program, which supports
• high school CTE programs.
• Ferguson, in administering the High School Strong Workforce Program, is, you know...
• I don't know, I forget how the high school program was exactly funded.

Keywords: 988, house, all

Transcript Highlights:

• So if you consider a high school. where you're gonna have a master's schedule, typical high school might
• and high school science assessment.
• So you have a K-12 program of study really, a high school program of study, and. college program of study
• of study what does a high school need to do if they're going to offer a welding program?
• So you can see the outcomes that are associated. with P-TECH high schools versus other high schools,

Keywords: 1184, house, all

Transcript Highlights:

• That means we went from about 41% of all high school students being in a K-12 career tech program to
• We're going to pilot high school LPN programs as part of the $23.1 million that came from the feds.
• I had A question when it comes to concurrent enrollment in high school versus the adult program: Do you
• Do they, do you see a lot of high school students transferring into the adult program for further education
• to then provide arts programming in the school day.

Keywords: 914, all

Transcript Highlights:

• of school time programs.
• And that can be used for after school programming, before school programming, and summer programming.
• ability to provide transportation for these kinds of out-of-school and after-school programs.
• charter schools, but those actual programs perhaps being run by school districts.
• They never go to high school.

Transcript Highlights:

• School; and Lena Jane, Benjamin Franklin High School.
• Congressional District 4: Hobbuoy from Sulphur High School, Ava Galambos from Northwood High School,
• Poole, Denham Springs High School.
• Mary's Dominican High School.
• We also have a program for high school students.

Keywords: 974, senate, all

Summary: The Louisiana Commission on Civic Education met with quorum, approved the minutes from its previous meeting, and took several action items related to the Legislative Youth Advisory Council (LIAC). The commission unanimously approved the 2026-27 LIAC membership slate after reviewing recommendations from the selection committee, and it also approved the council’s budget and mileage reimbursement guidelines, noting the only change was an updated IRS mileage rate. Members thanked the legislature for continuing to fund LIAC after earlier years when it relied on outside donations. The meeting featured presentations on civic education resources and America 250 programming. Brandon Burris, representing the Lieutenant Governor’s office, highlighted Louisiana state parks, the Checkout Louisiana library backpack programs for parks and museums, Keep Louisiana Beautiful’s anti-litter campaign, and Homework Louisiana. Liam Julian of the Sandra Day O’Connor Institute discussed national civics education trends, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and LPB’s “Louisiana’s Hidden History” videos and teacher resources on Bernardo de Galvez and Spanish Louisiana. LIAC members then reported on their work, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment concerns, and local civic engagement projects. Peggy Cotonia of the Louisiana Center for Law and Civic Education reported 87 Law Day presentations and 287 total Law Day and Constitution Day presentations reaching about 9,400 students, along with updates on awards and a shortened but still free summer institute for teachers. Barry Irwin reported that legislation to clean up outdated commission membership and quorum language had passed the House and been heard in Senate Education, moving toward final passage. The commission adjourned after no further business.

Transcript Highlights:

• We needed to renovate Stevens High School, our only public high school, because otherwise the high school
• We renovated both the high school and the junior high school, and the junior-senior high school and the
• The program shall consist of one or more high school level courses.
• High schools.
• The high school bill is law. Most high school students, all high school grads, have passed it.

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• It's been a while since I've had the kids in high school.
• It's been a while since I've had the kids in high school.
• Our high school or junior high counselors, you know, those are some of the most important folks in the
• For the high schools and for the public schools.
• Including those offered to high school students?

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• While in high school, and this fall I will attend a university in the honors program with a full tuition
• , like Baton Rouge High, Scotlandville Magnet High Pre-Engineering Program, Southern University Lab School
• , and Zachary High School.
• , Scottenville Magnet High Pre-Engineering Program, Sun University of Lab School, and Zachary High School
• Even though Gator high schools offered a median of 10 athletic programs compared to 72 programs in public

Keywords: 974, senate, all

Transcript Highlights:

• That means we went from about 41% of all high school students being in a K-12 career tech program to
• We're going to pilot high school LPN programs as part of the $1 million that came from the feds.
• I had A question when it comes to concurrent enrollment in high school versus the adult program: do you
• Do you see a lot of high school students transferring into the adult program for further education or
• They are exactly the same, so they're in the exact same programs, high school students and adults run

Keywords: 914, all

Transcript Highlights:

• with the high schools.
• with the high schools.
• with the high schools.
• The two systems are also working on a direct admit program with the high schools.
• Here's the programs and schools that offer those programs.

Keywords: 1189, house, all

Summary: The Public Higher Education Study Committee held an organizational meeting and received an update from the university and community college systems on implementation of recommendations from the governor’s higher education task force. The systems said the task force report contained about 40 recommendations, and they have focused first on operational items while continuing to work on larger policy issues, including better alignment of public higher education with workforce and economic development needs. The committee also discussed reporting requirements under the amended law and whether quarterly reports are required or whether annual updates are sufficient unless the committee requests more. A major topic was expanding Early College and dual-enrollment opportunities. The chancellors reported strong growth in Early College participation, significant student and family savings, and state scholarship support that they described as producing a strong return on investment. They said the goal is to build clearer pathways so students can earn college credit, reduce debt, and stay in New Hampshire for postsecondary education. They also noted ongoing work to simplify admissions and transfer processes, including about 100 transfer pathways between the systems, direct-admit efforts for community college and university students, and continued development of transfer equivalency tools. Members pressed the systems and the Department of Education on direct outreach to high school students, especially juniors, so students would know they are eligible for direct admission and other opportunities. The main obstacle discussed was access to student contact information, with officials saying the issue may involve contract limits with the College Board and possibly statutory constraints on sharing data. Department of Education staff said they are meeting with the systems and vendors to determine what changes are needed. Committee members urged faster action so students and families can receive letters or other notices about in-state options, affordability programs such as Granite Guarantee, and pathways to community college and university enrollment.

Transcript Highlights:

• to earn a standard high school diploma or high school equivalency diploma.
• certifications in high demand high wage fields through the Gate Scholarship program.
• This program rewards students who complete high school career technical education course work in pursuit
• We're expanding access to high-quality high-demand programs, ensuring that every credential leads to
• Yeah. >> For folks who never got to high school diploma, want to take that program.

Transcript Highlights:

• to help Florida school districts established high impact tutoring programs for students struggling in
• So I think it like a program level for a school. They decide.
• So in all all the districts who are using high impact, tutoring, all of those tutors, even the high school
• It's 80,000 for the high impact tutoring. >> And that runs through what school year this entire school
• Going back to the high school, a tutor.

Transcript Highlights:

• These programs in particular give high-achieving Minnesota high school students access to advanced college-level
• in college in the schools these programs in particular<00:37:28.760> give<00:37:29.000> High
• <00:45:39.040> School certification to Apollo High School certification to Apollo High School
• school students and then what high school students and then what high schools<00:56:43.200> are
• my senior year of high school.

Keywords: 1187, senate, all

Transcript Highlights:

• High school sports, to me, like our motto in our program is being above the line.
• , their community, and their programs the way they should be represented in high school.
• , their community, and their programs the way they should be represented in high school.
• in high school.
• You know, I love high school sports. I played high school sports. My dad's a former coach.

Keywords: 994, senate, all

Summary: The committee met, approved the prior minutes, and removed House Bill 5537 from the agenda. It then took up three House bills. House Bill 4002, creating the West Virginia Collaboratory at Marshall University to connect higher education research with state and local government, was explained by counsel and advanced to the full Senate with a do pass recommendation after brief supportive discussion. House Bill 4573, requiring the Department of Human Services to share information with the Department of Education and county boards about post-secondary transition programs for students with foster care experience, was also reported to the full Senate with a do pass recommendation. The most extensive discussion centered on House Bill 4425, which would repeal the current code section allowing students one transfer during their four years of secondary school while retaining athletic eligibility. Counsel explained that the repeal would return transfer eligibility decisions to the West Virginia Secondary School Activities Commission (SSAC). Several athletic directors, principals, and coaches testified in support of repeal, arguing the current rule has led to recruiting, instability, competitive imbalance, and harm to school communities and team culture. They cited examples of transfers affecting rosters, community support, and competitive balance, and said the rule has created a “free agency” atmosphere in high school sports. SSAC director Wayne Ryan testified that the legislature’s current code has limited the association’s ability to address the issue, and said the SSAC wants the rule repealed so it can adopt an emergency rule and then work with its membership to craft a better system. He said bona fide residential moves remain eligible and described the waiver process for hardship cases. After discussion from senators on both sides about school choice, fairness, and the need for a better long-term solution, the committee voted to report House Bill 4425 to the full Senate with a do pass recommendation, then adjourned.

Transcript Highlights:

• programs for that um charter school programs for that um charter school expansion<00:37:45.280><
• <01:00:04.839> into<01:00:05.039> a High School league to enter into a High School
• High School St<01:22:48.880> High<01:22:49.040> School<01:22:49.199> league St
• <01:25:52.639> School they shifted their High School they shifted their High School graduation
• <01:35:01.679> schools to put out guidance to high schools to put out guidance to high schools

Keywords: 1187, senate, all

Transcript Highlights:

• At the high school, one student would generate $3,67. And at a high school, 1,260...
• Finally, the high schools.
• and high school.
• He's also involved in other things, including the drama program at the high school.
• Um, our district is comprised of three high schools: Star Valley High School, Swift Creek High School

Keywords: 916, all

Transcript Highlights:

• What high school did you go to? Asconam at Regional High School. Okay.
• I joined the FIRST community in high school, so exposing children to these robotics programs as early
• , and high school.
• Less than half of the high schools and charter schools have a robotics program.
• I am now a senior, and I have gained more from FIRST than any other high school activity or program.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• My name is a high school sophomore from Tantaska Regional High School. I'm...
• I'm a high school sophomore from Tantaska Regional High School.
• I'm a senior in high school.
• 3,446 students, and Lowell High School is our only public high school.
• High School is our only public high school.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• of the high school experience for high school students.
• Early college programs enable high school students to take college classes and earn college credit at
• of the high school experience for high school students.
• Early college programs enable high school students to take college classes and earn college credit at
• schools, your traditional comprehensive high school, and career tech ed schools.

Keywords: 995, all

Summary: The hearing focused on House Bill 55, the governor’s FY25 supplemental budget proposal to spend about $1.3 billion in surplus Fair Share revenue. House and Senate chairs framed the bill as a one-time opportunity to invest fairly in education and transportation, while also noting the need to protect the state’s long-term fiscal balance. Administration officials said the proposal should be considered alongside the FY26 budget and related bills, since the governor’s broader Fair Share plan aims for roughly an even split between education and transportation over time. Secretary of Administration and Finance Matthew Gorzkowicz, Transportation Secretary Monica Tibbits-Nutt, and Education Secretary Patrick Tutwiler outlined the administration’s priorities. Transportation funding would go mainly to the MBTA and related reserves, including money for the Federal Transit Administration reserve, MBTA stabilization reserve, low-income fares, winter resilience, RTA workforce support, MassDOT workforce and project delivery, and micro-transit grants. Education funding would support universal preschool expansion, early education and care capacity, early literacy tutoring, adult basic education and ESOL, early college and career technical education, MyCAP expansion, and special education circuit breaker funding. The administration emphasized that many of these investments are one-time or multi-year measures designed to address current needs without creating unsustainable recurring costs. Committee members raised concerns about regional equity, especially the large share of transportation money going to the MBTA versus regional transit authorities and rural areas. Several members asked for more detail on how the proposal would benefit Western Massachusetts and other non-MBTA regions, and whether micro-transit and Chapter 90-related investments would be sufficient. Education questions focused on special education reimbursement shortfalls, federal funding cuts to school districts, and how CTE and vocational investments would align students with workforce needs. The administration said it would provide additional data on MBTA versus RTA investment and explained that the special education circuit breaker and transportation reimbursement changes were intended to improve predictability and relief for districts. After the administration panel, Jessica Tang of AFT Massachusetts testified in support of using Fair Share funds to protect public education amid federal uncertainty and cuts. She argued that schools are facing a fiscal cliff, that vulnerable students would be hit hardest by funding losses, and that the Fair Share revenue should be used to preserve services and support students’ needs.