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:

• 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:

• 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:

• 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

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:

• 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:

• 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:

• 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.

Transcript Highlights:

• Knox High School in Harden County. Knox High School in Harden County.
• Kuckians with no high school diploma. Kuckians with no high school diploma.
• There are online GED programs, but as far as the actual high school diploma, we brought some printouts
• > school but as far as the actual high school but as far as the actual high school diploma,<00:32
• their high school diploma? their high school diploma?

Keywords: 958, all

Summary: The committee heard presentations from the Family, Career and Community Leaders of America and the Governor Scholars Program. The FCCLA student speaker described how career and technical education helped her gain certifications, work in early childhood settings, and recognize a child who needed speech help, emphasizing support for CTE, FCCLA, and related student organizations. The Governor Scholars Program presentation, led by Dr. Jennifer Price with student speakers Max Corbett and Abigail Ziggler, focused on the program’s role in serving about 1,500 rising seniors each summer, its history since 1983, its statewide reach, and its impact on leadership development, college readiness, and keeping students connected to Kentucky. Members praised the students and program, and several shared personal stories about the program’s long-term benefits. Representative Camuel asked about funding, and Dr. Price said the program’s request was $2.1 million to maintain current enrollment levels of about 1,020 scholars for 2026; no vote was taken on that request during this segment. The committee then took up House Bill 498, sponsored by Representative Duvall, with Aaron Looper of Graduation Alliance testifying in support. A committee substitute was adopted after explanation. The substitute broadened eligibility for accredited providers to include public and nonprofit entities, allowed each county an opportunity to provide services with a $200,000 aggregate maximum per county, reduced the dollars per credit to serve more students, and made date corrections. Representative Duvall said the bill was a workforce measure developed from the Workforce Attraction and Retention Task Force and aimed at adults who lack a high school diploma but have two years or less remaining to graduate. Looper said the bill would create a pathway for adults to earn a regionally accredited high school diploma, paired with workforce and industry-recognized credentials, and stressed that it would not compete with GED programs, which are better suited for adults farther from graduation. He said the model is pay-for-performance, with providers paid only after milestones are completed, and that it would be available online, in person, or in hybrid form to improve rural access. In response to questions, he said students would not be charged fees, providers would handle transcript retrieval and remediation, and the program would include built-in accountability measures. He also said the budget request is $2 million per year, with the goal of maintaining the current level of service and eventually expanding if successful. Members asked about how the program differs from existing adult education options, access in all counties, and whether there are deserts in service availability; Looper said the online model and provider outreach are intended to address those gaps.

Transcript Highlights:

• moved the Center for Arts to Lafayette High School.
• Magnet High Pre-Engineering Program, Southern University Lab School, and Zachary High School.
• I speak on both the NSECD program and LA Gator program, as the NSECD program provides the base for school
• offered a median of 10 athletic programs compared to 72 programs in public schools.
• After-school programs, the list goes on and on.

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• That is a school like Conquered High where the CTE program and the high school are in the same facility
• School like Conquered High, where the CTE program and the high school are in the same facility.
• school program of comprehensive high school program of studies<00:34:36.879> shall<00:34:37.200
• director of the Conquered High School CTE program.
• the Conquered High School CTE program. the Conquered High School CTE program.

Keywords: 928, house, all

Summary: The committee first took up SB 209, which would require schools seeking building aid for construction or reconstruction projects to use an owner’s project manager. The chair explained an amendment that would remove the bill’s requirement that the manager be engaged before application and instead revert to current law, while updating the project threshold from the older $1 million figure to a more current amount and clarifying that the manager’s role is to protect the project owner’s interests. Members asked about the cost of hiring a project manager over several years before a project is funded, the 1.5% fee in rule, and whether the rules already define the manager’s duties. The chair said the amendment addressed those concerns by leaving the timing to current law and relying on existing administrative rules for qualifications and responsibilities. The committee then voted 18-0 to adopt the amendment and 18-0 to recommend SB 209 OTPA, placing it on the consent calendar. The committee then moved to SB 99, which concerns allowing students enrolled in career and technical education programs at receiving comprehensive high schools to take additional academic courses there. The chair said the bill was intended to make it easier for students to access CTE without being blocked by scheduling conflicts in their sending schools, and to clarify how agreements between sending and receiving districts would work. He described concerns about the bill’s cost formula, transportation, part-time versus full-time status, and whether the proposal could unintentionally create open-enrollment or athletic-transfer issues. He said the amendment would mirror existing treatment for homeschool and charter school students, use a familiar funding model, and limit participation to students already enrolled in one or more CTE classes at the receiving school. The chair also emphasized that comprehensive high schools already have a statutory definition and that the bill would help more students participate in CTE, which he said currently reaches only a relatively small share of students statewide. He noted that transportation would be covered only when a CTE bus is available, otherwise students would be responsible for arranging travel as under current practice. After brief discussion, the committee voted 18-0 to adopt the amendment and 18-0 to recommend SB 99 OTPA, also placing it on the consent calendar.

Transcript Highlights:

• Kapolei has newly established programs for Ka Ipu o ka I'na at Kapolei Middle and Kapolei High School
• program or a high school program for students that are rising.
• program or a high school program for students that are rising.
• program or a open, say a middle school program or a high<00:31:01.720> school<00:31:02.000>
• program for students that high school program for students that are<00:31:03.280> rising.

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Transcript Highlights:

• So going back to the high school graduation rate of 90%... School graduation rate of 90%.
• We'll have to continue to help them through middle school and high school.
• a Career Tech High School.
• campus, but it's a separate high school.
• of some sort before they get out of high school.

Keywords: 924, joint, all

Transcript Highlights:

• This program engaged 20 high school students from seven schools in four days of career exploration, college
• I just wanted to comment briefly about Eldorado High School.
• community schools like program.
• Back, uh, school on wheels, a non-traditional high school.
• The high school, Espanola Valley High School and McCurdy, and then East and West.

Transcript Highlights:

• This is a program that provides middle and high school students with programming designed to improve
• This is a program that provides middle and high school students with programming designed to improve
• This is a program that provides middle and high school students with programming designed to improve
• This is a program that provides middle and high school students with programming designed to improve
• This is a program that provides middle and high school students with programming designed to improve

Keywords: 1187, senate, all

Transcript Highlights:

• With permanent funding, this program can grow to support all 4 years of high school.
• They earned a postsecondary credential within 6 years of graduating high school, right?
• While also giving them a path to complete their high school education.
• Programs such as HB 2689 are pivotal for adults without a high school diploma in need of industry-level
• Um, I come from a background of, um, high school, middle school instruction, and, um, school administration

Bills: HB117

Keywords: county regulation, impervious cover, land use, unincorporated areas, environmental management

Transcript Highlights:

• You'll get used to it; it's high school.
• They come into the high school.
• schools is not programs; it’s people.
• Mostly I'm in high school, so I think high school is that kind of thing. What is that like?
• At the high school, it's 50 minutes.