Transcript Highlights:

• Most of our scholars do go on to public or charter high schools through choice programs like open enrollment
• Most of our scholars do go on to public or charter high schools through choice programs like open enrollment
• schools and they've graduated high schools and they've graduated high school<00:39:27.119> in
• Paul High School.
• Paul High School.

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• <00:04:09.159> I proart program at Shaky High School I proart program at Shaky High School
• I'm a student in the ProStart program at Oak River High School.
• I'm a student in the ProStart program at Oak River High School.
• the proart program at Oak River High the proart program at Oak River High School<00:10:58.399>
• program I toured our Burnsville High program I toured our Burnsville High School<00:14:21.440>

Keywords: 1183, house

Transcript Highlights:

• My name is Ashley Mallor, and I am a high school history teacher at Bridgewater-Raynham Regional School
• My name is Ashley Mallor, and I am a high school history teacher at Bridgewater-Raynham Regional School
• a middle school or high school, we've been filing this bill along with Representative Cahill.
• We are also moving an alternative secondary program to create an entirely new high school in an old high
• at the high school and middle school levels.

Keywords: 995, all

Summary: The Joint Committee on Education opened a hybrid public hearing on a large slate of bills related to school buildings, school finance, technology, data privacy, safety, and related education issues. Chairs Jason Lewis and Ken Gordon outlined procedures for the hearing, including two-minute testimony limits and the plan to group similar bills together. Several bills drew no testimony and were closed without further discussion, while others drew extensive testimony from legislators, school officials, parents, advocates, and educators. A major theme was school safety and student well-being. Lori Al-Hadeth testified in support of bills on alert systems in public schools, describing the loss of her daughter in the Parkland shooting and urging adoption of Alyssa’s Law-style panic alert technology. Representative Gallagher and disability advocates also supported a bill authorizing, but not requiring, airway clearance devices in schools, arguing they could save lives in choking emergencies and provide an option for people who cannot use the Heimlich maneuver. Another bill on reducing cafeteria waste drew support from a legislator and a Lexington sustainability official, who said installing dishwashers during construction would reduce waste and long-term costs. Much of the hearing focused on Chapter 70 school funding and the inflation cap. Senator Pavel Payano, Senator Sal DiDomenico, Representative Senna, and multiple local officials and school committee members from Bridgewater, Chelsea, Groton-Dunstable, and other districts argued that the 4.5% cap on inflation adjustments has left schools underfunded during years of high inflation, forcing layoffs, larger class sizes, and cuts to programs and student supports. They urged bills to eliminate the cap, restore lost funding, increase the Commonwealth’s share of the foundation budget, or create commissions to study reforms. Testimony also highlighted the impact on special education, English learners, and low-income students, with Chelsea witnesses saying the cap has cost their district about $7 million annually. School construction and MSBA reform were the other major topic. AIA Massachusetts, Boston Public Schools, Lynn officials, and AFT Massachusetts described aging facilities, overcrowding, deferred maintenance, and the difficulty of financing new schools under current reimbursement rules. Boston officials said the district has many pre-World War II buildings and has only built a handful of new schools in decades, while Lynn leaders said reimbursement rates have fallen well below the statutory 80% because of caps and ineligible costs. Witnesses urged modernization of the MSBA program, higher reimbursement rates, and more resources for school construction. The committee also heard support for a bill to study the adequacy and equity of the school building program, and chairs indicated some bills would be closed after no one signed up to testify.

Transcript Highlights:

• You had it in high school, so that was their knowledge. So..."
• You had it in high school, so that was their knowledge.
• high school.
• they're still in high school, so they graduate from high school with their high school diploma, they
• while they're still in high school so they graduate from high school with their high school they have

Summary: The Higher Education Appropriations Committee met for its first meeting of the session and heard presentations focused on workforce education in the Florida College System and district technical colleges. Members introduced themselves and discussed their personal connections to higher education, then heard from Department of Education senior chancellor Kevin O’Farrell, South Florida State College president Fred Hawkins, and Pinellas Technical College representative Mark Hunt. O’Farrell outlined the department’s budget request, including increases for adult education, Florida College System program funds, workforce development capitalization grants, apprenticeship and teacher apprenticeship programs, Open Door scholarships, and CAPE industry certification funding. He emphasized record growth in enrollments, completions, dual enrollment, and program offerings, and described grant-funded expansion in fields such as health sciences, manufacturing, logistics, aerospace, and AI-related programs. Committee members raised concerns about whether current programs match actual labor-market demand, how artificial intelligence may reduce future human labor needs in some fields, and how the state should avoid unwarranted duplication of programs. O’Farrell said the department uses economic forecasts, employer demand data, and a CTE audit process to review programs and phase out those that do not meet performance thresholds. Members also asked for more detail on the teacher apprenticeship model, the transition from technical college clock hours to college credit, job placement and salary outcomes, and the LPN-to-RN pathway. O’Farrell said he would provide additional information later. Hawkins described South Florida State College’s rural service area, low college-going rates, and difficulty recruiting and retaining faculty and staff because salaries lag behind local market alternatives and nearby school district pay. He said the college has had to turn away students in high-demand programs due to staffing and operational limits, while also noting strong outcomes in nursing, dental hygiene, EMT/paramedic, and radiography. Hunt said Pinellas Technical College serves about 5,000 students annually, including many dual-enrolled high school students, and reported a placement rate above 90% and strong local economic returns. He said many programs have waiting lists and that additional operational funding is needed to meet demand, maintain equipment, and keep pace with salary and cost increases. The meeting ended after public comment was opened and no further business was brought before the committee, and the committee adjourned.

Transcript Highlights:

• Medical school, I don't know. New program.
• Dual credit means these are high school students, and they're getting high school credit and college
• Dual credit means that these are high school students, and they're getting high school credit and college
• Whereas dual credit is facilitated through the high schools; the high schools are the gatekeeper, and
• to every high school either.

Keywords: 908, all

Summary: The Higher Education Funding Committee met to discuss possible changes to North Dakota’s higher education funding formula, with a particular focus on separating the UND School of Medicine and Health Sciences MD program from the general formula. Dr. Jenkins outlined several options for the MD program, including a fixed-funding model, a hybrid model, or keeping it in the formula, and emphasized the need to preserve strong support for medical education while making future funding clearer. He also discussed efforts to increase the share of North Dakota students in the MD program through ND85, expanded recruiting, early acceptance pathways, MCAT prep, a four-plus-one program, and the Primary Care Accelerated Track, along with future cost pressures such as AI licensing and residency growth. The committee then reviewed a simplified funding model from the University System Office that would base funding more heavily on student FTE, credentials awarded, and a few incentive factors such as small institution and research adjustments. Members questioned the use of placeholder numbers, the lack of a clear methodology for the small institution and research factors, and whether the model would adequately account for differences among institutions, high-cost programs, and graduate education. Several members raised concerns that arbitrary factors would be hard to defend politically and could distort funding or create competition between schools, while others said the exercise was useful as a starting point for discussion. Alex presented a second alternative that kept the current SIP-code structure but increased CTE weighting, added a progressive economic size factor, and separated out the MD program. His model also added an on-campus face-to-face headcount component and a credentials component, with the intent of rewarding in-person enrollment and completions. Members questioned the use of headcount instead of FTE, how hybrid, online, dual-credit, and off-campus students would be treated, and why face-to-face enrollment was weighted more heavily than completion. No formal votes or final actions were taken; the committee instead continued discussion and asked members to provide direction on which elements, if any, should be developed further.

Transcript Highlights:

• Career technical education programs throughout the state allow students to graduate high school with
• These programs have proven very effective in getting students through high school and into the workforce
• Which schools already have the program, Senator? Mr.
• schools, and we put them in the high-risk ones.
• We can't wait until high school, or until they go off to CNM for the first time to fund these programs

Transcript Highlights:

• as high school graduates and Pathways uh as high school graduates and college<00:07:11.720> students
• the day in their high school and half the day in their high school and half the day<00:08:59.160>
• nursing and IT, so there is unique high school programming aimed at getting them ready for those PSO
• > a walk out of high school with a walk out of high school with a certificate<00:21:47.240>
• high school and beyond.

Keywords: 1187, senate, all

Transcript Highlights:

• Outreach Program, which already works with high schools and provides college-preparedness services to
• And so UC already has a program that does reach out to high schools and help the students understand.
• The program works with current high school students for four years to make them prepared to apply to
• In order to get into the First Star program in high school, they have to be currently foster youth.
• The program works with current high school students for four years to make them prepared to apply to

Keywords: 987, senate, all

Summary: The Senate Budget Subcommittee on Education heard May Revision proposals covering higher education, including the Bureau for Private Postsecondary Education, the University of California, California Community Colleges, the California Student Aid Commission, UC College of the Law, San Francisco, and trailer bill reporting changes. For the Bureau for Private Postsecondary Education, the administration proposed a one-time $10 million General Fund backfill to repay a special fund loan taken to cover litigation costs, plus provisional language to adjust for a pending legal expense and to repay the loan without interest. The LAO opposed shifting costs to the General Fund and raised legal concerns about an interest-free loan under Proposition 26. Senators asked about whether the $10 million would cover the litigation and about the estimated $245,000 in interest savings. For UC, the May Revision maintained the Governor’s ongoing support and included budget language requiring campuses to grow by 2,968 California undergraduates in 2026-27. UC also sought $1.5 million in one-time General Fund support for the First Star foster youth program. UC described strong outcomes for the UCLA program, while the LAO recommended rejecting the new spending because UC already has overlapping outreach programs, including the Early Academic Outreach Program, and because the need for new state funding was not clear. Senators debated whether the proposal duplicated existing services and discussed the program’s reported college-going and completion rates. The committee also heard a request for $1 million ongoing General Fund for UC College of the Law, San Francisco, to maintain campus safety services; the college described its shared-campus model and public-interest mission, while the LAO noted the college was also raising tuition and that the proposal would maintain, rather than expand, current security spending. The committee then reviewed community college proposals. Finance outlined a larger May Revision package centered on a 4.31% SCFF COLA, enrollment growth funding, categorical COLAs, a one-time Adult Learner Demonstration Project allocation, deferred maintenance, and other ongoing and one-time items. The Chancellor’s Office supported the package but asked for more enrollment growth funding, a higher growth rate, and additional policy changes. The LAO recommended at least funding the statutory 2.87% COLA, then considering whether to redirect remaining funds to enrollment growth, categorical COLAs, or one-time priorities; it recommended rejecting the Adult Learner Demonstration Project. Senators questioned the use of the discretionary COLA to cover paid pregnancy disability leave, the impact on hold harmless and basic aid districts, and whether the state should instead create a separate categorical. The Chancellor’s Office and Finance said the COLA approach was intended to provide flexibility, though Finance said it was open to further discussion about districts that would not receive direct funding. For student aid, Finance described May Revision changes to Cal Grant and the Middle Class Scholarship, including a one-time reduction tied to lower estimated costs and a later true-up, as well as proposals for the Golden State Teacher Grant Program and implementation of the federal Workforce Pell program. CSAC supported the financial aid investments but urged more time and clearer implementation planning for Workforce Pell, noting the need for state approval processes, data linkages, and likely ongoing administrative workload. The LAO recommended rejecting additional Golden State Teacher Grant funding and cautioned that the Workforce Pell trailer bill and one-time funding were premature given the new federal rules and unclear workload. Senators also raised concerns about the Middle Class Scholarship reduction, the need to support students facing higher living costs, and the decline in CADA/DREAM Act applications, with CSAC saying the drop did not reflect reduced need and that outreach should be strengthened. The final item was a set of technical trailer bill changes to shift some UC, CSU, and community college reporting from annual to biennial and consolidate reports; Finance said there were no programmatic changes.

Transcript Highlights:

• High School, Champion High School, it doesn't matter.
• years ago—I went back for a high school reunion, and my favorite high school teacher said, "You know
• Dallas College's teacher preparation program begins as a grow-your-own pathway for high school students
• Dallas College's teacher preparation program begins as a grow-your-own pathway for high school students
• Aldean ISD is starting a new Grow Your Own program for their high school students.

Keywords: 1184, house, all

Transcript Highlights:

• rural high school to be inadequate.
• I'm 16 years old and a junior at Northampton High School.
• The loss of an after-school program was extremely damaging to our school community.
• This is due to those programs being very high on the list for being ...to those programs being very high
• Billy's brother, Joey, just graduated from high school.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• School Athletic Association, on current topics in high school athletics.
• Of the Florida High School Athletic Association and a member of the Community Program Board of Directors
• The coach at Auburn High School is making $148,500.
• Auburn High School is 70 miles west of Pensacola.
• This past school year, 125 high schools had to replace their head coaches.

Summary: The Education Pre-K through 12 Committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White. The students spoke about the value of education-based athletics, leadership, and the need for safe, equitable opportunities. Damon then discussed FHSAA issues including rising sportsmanship problems, ejections, violent incidents, recruiting allegations, transfers, mental health pressures on student athletes, and the need for qualified coaches. He said the association tries to be proactive, work with schools on discipline, and emphasize that school changes should be for academic reasons rather than athletics. Senators asked about mental health, transfer rules, and a recent Jacksonville incident; Damon explained the current transfer exceptions and said the association lacked authority over the Jacksonville football game because the schools were not in FHSAA football. The committee then heard a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, have not kept pace with the expanding year-round demands of coaching, and amount to very low hourly pay in many sports. He also said Florida’s restrictions on booster club funding and minimal certification requirements contribute to turnover and difficulty retaining qualified coaches. Hickman and Ward described coaching as a demanding, year-round profession that affects students beyond athletics, including academics and mental health. The superintendents said they value coaches but must balance compensation against limited district funds and other staffing needs; one noted Walton County uses a dedicated administrative lane for football coaching and athletic administration. Senators discussed whether booster club funding should be allowed, whether compensation should be tied to performance, and whether any increase in base student allocation would actually reach coaches. Public commenters, including Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, urged support for coaches and emphasized their broader impact on students’ lives and school safety. At the end of the meeting, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, with no appearance forms filed, voted unanimously to recommend confirmation. Senator Burgess then moved to adjourn, and the committee concluded the meeting.

Transcript Highlights:

• high school rated C or below.
• from middle school all the way to high school.
• I graduated from Northeast ISD, Madison High School. What school? Madison High School.
• They described a very innovative program for high school students. That is about this much usage.
• English class—elementary school, middle school, or high school.

Keywords: 1184, house, all

Transcript Highlights:

• School Athletic Association, on current topics in high school athletics.
• It was Bell High School, and I think Fernandina were the two schools that were playing.
• The coach at Auburn High School is making $148,500.
• Auburn High School is 70 miles west of Pensacola.
• This past school year, 125 high schools had to replace their head coaches.

Summary: The committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White, on current issues in high school sports. Damon said the association received more than 309 allegations this year, including 113 recruiting complaints, but only two coaches were suspended for recruiting violations, and those were self-reported. He focused on rising sportsmanship problems, violent incidents, and ejections, saying the association is working with coaches and athletic administrators on prevention and positive-behavior campaigns. He also discussed mental health pressures on student athletes, the effects of frequent transfers and school choice on team stability and community pride, and the need for more qualified coaches on campus who understand interscholastic rules and student support responsibilities. Senators asked about the transfer system, violent conduct, and whether the association would propose changes; Damon said he would support guardrails that protect school choice while limiting midseason athletic transfers. The committee then took up a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, often amounting to very low hourly pay despite year-round duties, and said Florida’s system has not kept pace with increased responsibilities, inflation, or neighboring states. He also criticized restrictions on booster-club support, minimal coaching certification requirements, and turnover among coaches, and urged changes that would allow coaches to negotiate fairer compensation and receive external funding. Hickman and Ward emphasized the long hours, family strain, and mentoring role of coaches, while the superintendents said districts face finite budgets and must balance coach pay against teacher, bus driver, and other staffing needs; they also warned that booster-funded pay could create inequities between wealthy and less affluent communities. Senators discussed whether booster-club funding should be allowed, whether compensation should vary by performance, and whether any new funding should be categorical. Public comment followed from Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, both of whom stressed the broader educational and safety impact of coaches and asked lawmakers to support the next generation of coaches. After the presentations, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, by a single roll-call vote, recommended all appointees favorably. The meeting then adjourned.

Transcript Highlights:

• the attention to the program in that school is given. the attention to the program in that school is
• Another program is Educators Rising. This is a program for our students in high school.
• The department is asking for both out-of-school and in-school programs, and high-impact tutoring to be
• So those would be new PERF funded items for the high-impact tutoring and out-of-school time programs.
• School, high school, middle school, grade school, all the way down, and yet we continue to coddle bad

Transcript Highlights:

• high school.
• You're not coming to high school.'
• You're not coming to high school.'
• You're not coming to high school.'
• My question is, um, regarding how the schools promote this program for students during their high school

Keywords: 1183, house

Transcript Highlights:

• VPK, and the School Readiness Program.
• This last slide is a high-level summary of the new School Readiness Plus program.
• Well, members, that concludes my brief high-level overview of the School Readiness Program.
• Well, members, that concludes my brief high level overview of the school readiness program.
• So the School Readiness program, really, high-level overview: again, the main intent and the main goals

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• It kept getting referred back to being in high school.
• We learned about everything in high school.
• He was just four days into high school as a freshman.
• So is this an after-school program, or is this during school?
• school graduation or to complete a degree or certificate program the bill further prohibits for high

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• A dropout retrieval program helps high school dropouts complete a diploma at their own pace, sometimes
• , middle school, and high school levels.
• , middle school, and high school levels.
• School, middle school, and high school levels. So that's another important thing to note.
• school, trying to help them attain the knowledge, the ability to be successful in high school.

Summary: The Education Administration Subcommittee heard and advanced a series of education bills focused on transparency, accountability, attendance, school start times, student well-being, and career planning. HB 1321, by Rep. Salsman, would remove public-records and public-meeting exemptions for university presidential searches, eliminate the Board of Governors from those searches, require Board of Governors members to file full financial disclosures and be Florida residents, and expand syllabus posting requirements; it passed 15-0. HB 1079, by Rep. Botana, as amended, broadened eligibility for dropout retrieval programs to include students who withdrew and did not reengage in education, and it also passed 15-0 after a strike-all amendment and supportive testimony from a program provider. The committee also approved PCS for HB 969, by Rep. Kassel, which shifts evaluation of school mental health services to the Department of Children and Families and requires more detailed outcome data, surveys, and reporting related to the Mental Health Assistance Allocation program; it passed 15-0. HB 1367, by Rep. Booth, creates a statewide attendance policy with uniform definitions and reporting requirements to address chronic absenteeism; it passed 15-1 after support from business and education groups and some concern about state control over district policy. PCS for HB 261, by Rep. Gerwig, revises the 2023 middle and high school start-time law by allowing districts to document compliance efforts and unintended consequences rather than fully meet the mandated later start times; it passed 16-0. The most debated bill was HB 1483, by Rep. Valdez, which would align Florida’s school grading scale with the familiar 90/80/70/60 letter-grade standard over a five-year transition and require school grades to appear on student report cards. Supporters argued the current scale is misleading and too lenient, while opponents warned it would sharply increase failing school labels, create costs and turnaround mandates, and confuse parents and students. Despite extensive testimony from school board members, teachers, students, and advocacy groups on both sides, the bill passed 12-4. The committee then quickly approved HB 1245, a one-year Hunger-Free Campus Pilot Program for three universities with the highest share of Pell-eligible students, and HB 571, which expands career planning, paid work experience, and credit-transfer review for students; both passed unanimously.

Transcript Highlights:

• Utah School Choice Program is not the biggest program.
• In 1992, I was made aware of a high school assembly being conducted in the local high school on AIDS.
• In 1992, I was made aware of a high school assembly being conducted in the local high school on grids
• We moved from two blocks away from Skyline High School in Dallas to Flower Mound High School, and my
• High School, made the news.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• Out-of-school learning programs can be a lot of different things; they can be a tutoring program or they
• So there's a universal school meals program, and there's also a program around making sure that we have
• So again, that is a program where we've got roughly about 3,000 high school students from across the
• The Summer Enrichment Internship Program is to work with high school level students across the summer
• What do people's lives look like 10 years after high school?