Transcript Highlights:

• As a result, 54% of New Mexico school districts have Uh, implemented high quality instruction materials
• , high school, we're expecting them to do those things on their own, to study, to read, to understand
• I am working with an 18-year-old who just completed his junior year in high school, who is a non-reader
• Thank you for stepping up and helping this 18 year old that's now a junior in high school, but why wasn't
• X, what, what is, um, is a 90/10 school, a dual language program?

Transcript Highlights:

• , how high up in high school do you have?
• I mean, do we have people in these small schools that are going for this merit program?
• Some are learning programs. Some are doing high-impact tutoring now.
• or a school-embedded program operating as an ALE.
• Excluding ESA spending, program spending and total spending both exceeded funding for all three school

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• It includes $32.5 million in additional funds for high-impact tutoring programs.
• So they were about junior high, high school age.
• Plant High School.
• I graduated as valedictorian from Countryside High School in 1990.
• I went to high school, great school, high school here, got my degree from Georgia Tech, and came back

Summary: The committee first took up a confirmation for UCF trustee reappointment candidate Mr. Christie, who described his long service on the board, his UCF business-school background, and his focus on strengthening UCF’s financial foundation, workforce alignment, and engineering and technology programs. Members praised his service and asked about UCF’s future direction, including its role in Florida’s space and engineering sectors. He was allowed to leave early for a meeting with the governor. The committee then heard the Higher Education Appropriations budget presentation for fiscal year 2025-26. The chair outlined a proposed $11.5 billion higher education budget emphasizing workforce education, Florida College System operations, career and technical education, the GATE program, nursing education through the Florida Center for Nursing, UF/IFAS agriculture technology, tutoring, autism and neurodevelopment services, student financial aid, and $250 million for state universities through the Board of Governors. Senator Davis asked about line grant flexibility, and the chair said a conforming bill would address details. The committee adopted a motion allowing technical corrections and then adopted the budget proposal as a recommendation to the full Appropriations Committee. The remainder of the meeting focused on confirmations for university boards, especially the University of West Florida, where several nominees were questioned about Title IX compliance, free speech, workforce readiness, military/veteran ties, and prior statements about privatization and higher education. Rebecca Matthews, Rachel Moyah, Ashley Ross, and Adam Kessel each described their backgrounds and goals for UWF; Kessel faced extensive questioning about his past writings on privatization, the GI Bill, and speech suppression, and said he would not recommend privatizing Florida universities and supported veterans’ education benefits. Public testimony on UWF was largely opposed, with speakers arguing the nominees lacked local ties and warning the slate would harm the university and community. The committee also heard from FAMU reappointment nominee Judge Belvin Perry, who emphasized student success, workforce quality, and FAMU’s continued rise, and from UCF nominee Mark Philburn and FSU nominee Peter Jones, both of whom highlighted their professional experience and commitment to student success and prudent stewardship. The meeting extended its time to 6:30 p.m. to continue hearing nominees and public testimony.

Transcript Highlights:

• I actually attended back-to-school night at my child's high school last week.
• public high school in Lowell.
• and earned more credits throughout high school.
• in high school.
• Petersburg with a concert band of 70 high school students from Massachusetts.

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:

• c> to<00:41:08.160> receive High School became eligible to receive High School became eligible
• We have tuition programs available right now K through 8; then you can tuition out to a high school.
• This program allows students to take advantage of programming offered in a neighboring school that may
• then you can tuition out to a high then you can tuition out to a high school.<00:45:44.319> We
• If my school boards were to decide that it no longer made financial sense to operate our high school

Keywords: 1191, senate, all

Transcript Highlights:

• > high officer in school in a school in a high officer in school in a school in a high school<00:
• It was in Washington state, in my high school in Mar P High School.
• Thank you so much. to I was it was in m p High School it to I was it was in m p High School it was<00
• <00:16:23.720> school become a mom she was a high school become a mom she was a high school
• high school diploma with finished her high school diploma with our<00:16:39.839> encouragement

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• high school, and so lots of credit in high school, and so they<00:05:27.640> do<00:05:27.760><
• It requires each school programs.
• High school is a pretty easy determinate.
• All right. student at Laramie High School. I student at Laramie High School.
• How does what takes place in high school fit with that?

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• Veterans Memorial Early College High School, Hanna High School, Southwest High.
• Hendrickson's High School, Lone Star Elementary, Pitchcock High School.
• Brazosport High School, Nimitz High School, Lubbock Cooper High School.
• Grape Creek Middle School, Wiley High School, Rivera Early College High School, Friendship High School
• , and Eula High School.

Keywords: 1184, house, all

Transcript Highlights:

• First thing I'll point out is that chronic absenteeism is higher in high schools and middle schools than
• to be an A high school, and that's what we became.
• “My school was 39% chronic absenteeism as a high school principal. Kind of ashamed of it.
• So I work with all the high schools and the executive directors of high school, and I oversee their graduation
• So I work with all the high schools and the executive directors of high school, and I oversee their graduation

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• They are core to supporting our after-school and out-of-school-time programs.
• We know that students who participate in early college graduate from high school at higher rates.
• know, all came down to the high school to try to get them to disperse and go away.
• Our support of BPS schools, enabling us to provide high-quality programming at minimum expense to schools
• program for the school year to come.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on diversity, equity, and inclusion in Massachusetts; no bills were heard or voted on. Chairs Bud Williams and Liz Miranda opened by framing the hearing as a response to recent federal actions they said threatened DEI efforts, funding, and civil rights protections in education and other sectors. They said the committee would hear from experts, agencies, advocates, and businesses about the legality and benefits of DEI and the impact of federal actions on the Commonwealth. Secretary of Education Patrick Tutwiler testified virtually that Massachusetts is pushing back against federal efforts to restrict DEI, including guidance and certification demands directed at schools. He highlighted state investments in early education, child care, early college, career and technical education, and educator diversity, arguing these efforts help close opportunity gaps for Black and brown students, students with disabilities, English learners, and other underserved groups. In response to member questions, he said federal education dollars are core to services for students and that the state is prepared to fight funding cuts while monitoring impacts across K-12, early education, and higher education. Elizabeth Matos of the Attorney General’s Office said DEIA programs remain legal under state and federal law and described AG guidance issued to help institutions navigate federal confusion. She reviewed litigation the office has joined or won, including efforts involving withheld school funds, museums and libraries, the Minority Business Development Agency, Head Start, AmeriCorps, and other federal actions. Members asked about immigration-related fear and profiling, and Matos pointed to existing Know Your Rights guidance, said complaints to the Civil Rights Division have increased, and noted the office is seeing issues involving housing discrimination, employment, public accommodations, and threats to call ICE. She also said the office is open to further legislative ideas but did not discuss specifics. Evelyn Carter, a social psychologist, testified that diversity, equity, and inclusion are often misunderstood and defined the terms plainly, emphasizing that diversity is a group characteristic, equity addresses unequal starting points, and inclusion is about belonging and access. She argued that DEI matters because it creates guardrails against bias, helps make environments accessible, and addresses ongoing inequities. In response to questions, she suggested practical strategies such as using clear criteria and written records in decision-making, broadening who is considered part of one’s in-group, and pairing bias awareness with concrete behavior-change tools. The hearing also included testimony from Meredith Tewitt of the Massachusetts Commission on the Status of Women, who spoke about the importance of DEI for women, veterans, and people who rely on federal institutions, and urged lawmakers to continue supporting inclusion and access.

Transcript Highlights:

• As a 2020 high school graduate navigating the challenges of a post-pandemic world, joining College Corps
• through high school.
• and proposition to, but also to continue, excuse me, our administration of the school facility program
• The funding in Proposition 2 that's provided for the school facility program at our current processing
• The school facility program does have some means of providing assistance to those school districts and

Keywords: 988, house, all

Transcript Highlights:

• But last but not least, this bill reinforces that ultimate outcome for students beyond high school.
• Arts programs motivate children and provide them with skills that help them succeed in school.
• Arts programs motivate children and provide them with skills that help them succeed in school.
• This program requires public schools to serve students in private schools by setting aside proportionate
• My school has an after-school program that is staffed by paraprofessionals so they can earn extra money

Bills: HB2

Keywords: disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace, medical examiner, county judge, sheriff, mayor, emergency coordinator, emergency manager license, volunteer management system, volunteer registration, criminal history check, background check, Texas Division of Emergency Management

Summary: The committee continued public testimony on House Bill 2, which would make major changes to public school funding, teacher pay, special education, early learning, school safety, and related programs. Many superintendents and education advocates supported the bill’s overall direction but urged changes, especially a larger basic allotment and more flexible funding for rural and small districts. Witnesses from Paint Creek, West Hardin, Cushing, Blooming Grove, Mildred, Buffalo, Plano, and rural school groups said the bill’s targeted raises and new requirements would not fully cover inflation, TRS/Medicare costs, transportation, insurance, or support staff salaries, and several asked the committee to restore the House version’s higher basic allotment and small-school allotment. Charter school representatives supported the facilities funding changes and said charter schools need state help because they cannot levy taxes, while also noting the funding gap with ISDs. Fine arts advocates asked the committee to restore the fine arts allotment, arguing arts improve engagement, attendance, and academic outcomes, especially in rural and at-risk communities. Early learning and special education witnesses supported parts of the bill but raised concerns about pre-K restrictions, disability-related pre-K access, and the need to preserve or clarify special education provisions and mental health oversight language. Several witnesses praised the teacher pay raise, teacher incentive allotment expansion, and teacher preparation investments, saying they would help recruit and retain educators and improve student outcomes. Others, including counselors and support staff advocates, argued the bill should also include raises for counselors, nurses, librarians, bus drivers, custodians, aides, and other non-teaching employees who keep schools running. One witness from the Texas Counseling Association opposed the substitute because it removed a counselor pay provision, warning of counselor shortages and inequities. A parent and special education advocate said the bill’s structure creates too many strings attached and asked for a larger basic allotment instead of more targeted funding. Another witness from Mental Health America urged keeping the collaborative task force on public school mental health services through 2031, and a disability rights advocate said the committee substitute appears to omit some special education items that were in the House version. The committee also briefly took up House Bill 6, a school discipline bill. After questions about automatic mandatory expulsion for vape possession and concerns about younger students, the committee adopted the substitute and voted to report HB 6 favorably to the full Senate by a 9-1 vote, with Senator Menendez voting no and Senators West and Menendez expressing reservations but supporting further discussion. After that vote, testimony on HB 2 resumed. Senators used the hearing to ask about the bill’s cost, the difference between the basic allotment and the bill’s targeted funding buckets, and whether the permanent teacher pay increase shifts pressure off districts. The bill’s supporters emphasized that it represents an historic, roughly $8 billion investment and that many of the new funding streams are intended to be permanent or to address specific district needs.

Transcript Highlights:

• On to school under this program to be paid for by this program.
• We use weapon detection at all of our high schools and middle schools.
• I was at one of our high schools.
• primarily, and then high school basketball.
• Our high school is not just our high school; it's also—we have some middle school classes in there.

Summary: The meeting focused on school safety funding and security practices in Oklahoma schools, especially how districts have used school resource officer (SRO) allocation money and related security grants. Kevin Rey of the Oklahoma State Department of Education’s Office of School Safety and Security explained that the program, created under HB 2903, allows districts to use funds for SROs and physical security improvements such as cameras, access control, fencing, window film, bollards, metal detectors, and vape detectors. He said more than 170 districts used the money to hire SROs in 2024-25, and that the 2024 change allowing retired officers and armed security guards to qualify was a major help. Members questioned whether the money should also support prevention and mental health services, and Rey said the current program is mainly for security hardware and related measures. Mark Stout, chief of police for Putnam City Schools, described the district’s layered security approach, including weapon detection at middle and high schools and the ZeroEyes AI camera system, which monitors existing cameras for visible guns and sends alerts to trained monitoring staff and then to district police. He said the system is used as one layer among others, alongside officers, weapon detection, and school procedures, and noted the district is expanding coverage at athletic facilities. He also explained that the system is more economical than full weapon-detection setups, with annual costs based on the number of cameras. Tecumseh Superintendent Kinsey, Chief Kennedy, and Pottawatomie County law enforcement described the October threat investigation involving a student who posted a photo with a handgun and knife and discussed violence online. They said the FBI tip, rapid coordination among agencies, and an SRO already embedded in the district helped lead to a search warrant and arrest within hours, preventing a possible attack. Kinsey also described the district’s safety measures, including secure entrances, cameras, ALICE training, crisis communication planning, mental health support, clear backpacks, and a new staff alert system. He said community feedback after the incident favored more law enforcement partnership, limited entry points, handheld metal detectors, more SROs, stronger training, and more mental health support. Matt Riggs, former superintendent of McComb, said smaller districts face different security challenges because of limited local law enforcement and long response times. He explained that McComb used its funding for facility upgrades rather than hiring a full-time SRO because the district wanted improvements that would last beyond the three-year funding window. Throughout the discussion, several members emphasized the tension between visible security measures and prevention, with repeated calls for more counselors, mental health supports, and threat-assessment efforts alongside hardening measures. No formal votes or actions were taken in the transcript.

Transcript Highlights:

• brings quality and access challenges even as the program continues to serve a high need—excuse me, high
• School-based pre-K programs are more likely to use curriculum aligned subject-specific tools that have
• For example, many school-based pre-K programs use a digital learning tool called Waterford.
• We are going to have advisors from school and community-based programs advising us as the RFP committee
• Lots of great response from school districts as well as community-based programs.

Transcript Highlights:

• The foundation school program is an entitlement program and so essentially. because it flows through
• to all the schools that want this program.
• They are looking at the programs and I can get you a list of the schools. in some of the schools, but
• I lost my father to suicide after he struggled with through middle school and high school and in the
• And I was a student in high school. school, my senior, I had to use services and it was a teacher that

Keywords: budget, House Bill 1, public education, healthcare, border security, federal funding, spending limits

Summary: The meeting primarily focused on reviewing the proposed budget for the upcoming biennium, with substantial discussions around House Bill 1 and its implications for public education, healthcare, and border security. The Comptroller presented a revenue overview indicating a total of $194.6 billion available for general purpose spending, which reflects a slight decrease compared to previous years due to fluctuating economic conditions. Members raised questions regarding spending limits and the impact of federal funding on state programs, highlighting concerns about the sustainability of funding in light of potential changes at the federal level.

Transcript Highlights:

• And we at the conclusion of the last Pam, 3 for the last school year for the vpk program year, we at
• There is a component related to students excelling in high school level exams.
• school graduation, there are 2 assessments that students must pass in order to graduate from high school
• school to high school in what is becoming a deeper, wider, more difficult and complex situation on top
• That transition from elementary to middle school and middle school to high school and thanks to the implementation

Keywords: 999, senate, all

Transcript Highlights:

• Um, so along these lines, if a school district, uh, rents a building for an alternative program for a
• So an alternative program would be a regular education placement because alternative programs are not
• students within that program.
• alternative program.
• schools school districts which have a schools school districts which have a wonderful<01:21:51.120>

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.

Transcript Highlights:

• And especially around dual-language immersion programs, Northrop schools in our Hamburg Unified School
• funding for schools with high concentrations of poverty.
• the rules of their after-school program.
• You know, they graduate four or five kids in a high school class, but they are so proud of their schools
• Four or five kids in a high school class, but they are so proud of their schools, and they are getting

Summary: The Assembly Budget Subcommittee on Education Finance met for its annual Proposition 98 overview, with Chair Alvarez outlining the committee’s focus on K-12 funding, student outcomes, and use of one-time funds. Superintendent Tony Thurmond gave an update on education issues, including wildfire recovery support for affected school communities, ongoing concerns about federal threats to education funding and immigration enforcement, progress on literacy and math, dual-language immersion, educator housing, and support for dual enrollment. Members broadly expressed support for these priorities, while also raising concerns about implementation, funding stability, and the need for schools to remain safe places for students. The committee then reviewed the Governor’s Proposition 98 proposal. The Department of Finance said the 2025-26 Proposition 98 guarantee is projected at $118.9 billion, with higher revenues and TK-related rebenching driving the increase. The LAO said the budget adds about $7.5 billion over two years and discussed the volatility of the guarantee, especially in 2024-25, when changes in revenue could have an outsized effect on school funding. Members questioned the proposed $1.6 billion delayed settle-up payment, the legal basis for delaying it, and the impact of possible federal funding freezes. The LAO presented alternatives such as a reserve deposit or delayed disbursement, while Finance said the proposal is intended to manage uncertainty. Members also raised concerns that ethnic studies implementation was not funded in the January budget, and Finance said the administration was not proposing funding for it. The committee next heard on the Proposition 98 rainy day fund and education deferrals. Finance said the reserve would receive a mandatory deposit of about $1.2 billion in 2024-25 and a discretionary deposit of $376 million in 2025-26, leaving a balance of about $1.5 billion. The LAO supported rebuilding the reserve as a way to manage volatility. On deferrals, Finance described the Governor’s plan to eliminate remaining deferrals by 2025-26, and the LAO said paying them off improves cash flow and budget resilience. Members generally supported eliminating deferrals and rebuilding reserves, though some asked about acting earlier if revenues allow. The committee also reviewed the proposed $1.8 billion student support and professional development block grant; Finance said it would fund professional development, recruitment and retention, and dual enrollment, while the LAO recommended clearer language on local discretion and use for one-time costs. Members were divided, with some supporting flexibility and others warning that one-time block grants can create instability and confusion for districts.

Transcript Highlights:

• Today, we're asking your support to expand our programs to include an internship program for high school
• We've piloted this program over the past few years, where high school students receive workforce training
• over the past few years where program over the past few years where high<01:04:34.400> school
• ask for your support for our high school aviation mechanic program.
• > program high school aviation mechanic program high school aviation mechanic program positioning

Keywords: 910, house, all

Transcript Highlights:

• This is a completely opt-in program for our schools.
• This is a completely opt-in program for our schools.
• is simply high sometimes a barrier is simply high school<00:04:35.680> schedule<00:04:36.000><
• Shockby High School problem solving.
• your ninth grade year in high school. your ninth grade year in high school.

Keywords: 1183, house