Transcript Highlights:

• High schools with CTE programs to try to get technicians and grow them early on and keep them.
• On slide four, the other requirement is for a specific high school course.
• high school program will be required to provide a one-half credit elective course.
• schools, and credential gaps by building intentional outcome-driven partnerships between high schools
• Our health science programs at the high school level are among the most popular in all areas.

Keywords: 1184, house, all

Transcript Highlights:

• So phase two teachers are those middle school and high school teachers who engage in English language
• and high<00:21:33.120> school high school high school teachers.<00:21:35.520> Uh<00:21
• and high school students that are not reading at grade level.
• Um, but I heard one of the testifiers say high poverty schools do better with more resources than high
• <01:30:35.640> poverty<01:30:36.040> schools the testifiers say high poverty schools

Keywords: 1187, senate, all

Transcript Highlights:

• Those trainings don't typically happen until high school.
• because we have a connection with Lawrence High School.
• What would be important for your students when they leave high school?
• And what their trajectory is going to look like through high school.
• School does offer a lot of Post-secondary education and training is that Lawrence High School does offer

Keywords: 995, all

Summary: The Employment Subcommittee of the Permit Commission on Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes before hearing a presentation from the Lawrence Partnership for Transition to Employment (LPTE). Presenters from UMass Boston’s Institute for Community Inclusion, the Arc of Greater Haverhill-Newburyport, Northeast, and Lawrence Public Schools described LPTE as a five-year grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence through community partnerships, work groups, and family engagement. A major focus was a family survey designed to better understand barriers to transition planning and IEP participation. Presenters said the survey response rate increased sharply after Lawrence Public Schools helped distribute it, rising from about a dozen responses to more than 200. Survey findings showed common barriers such as scheduling conflicts, language access, childcare, transportation, and limited understanding of IEPs and transition planning. The data also suggested that many families expect college or employment outcomes for their children, but fewer reported access to pre-employment training, indicating a communication gap rather than a lack of services. Lawrence school staff explained that the district has a five-person transition team, bilingual resources, workshops, and a developing online transition hub, and that they are using the survey results to improve visibility and access to existing supports. Committee members discussed the need to start transition planning earlier, expand real-world work experiences, improve outreach to Latino families, and better connect students with college, trade, and employment pathways. Several members suggested partnerships with summer youth employment, volunteer programs, and college or alumni panels. The presenters said the grant ends in September, but the resource hub will continue through the Arc and they are exploring ways to sustain the consortium model. The meeting ended with thanks to the presenters, an update that committee members would meet with Seed on Massachusetts as a model employer, and notice that the next meeting would feature the Office of Veteran Affairs before adjournment.

Transcript Highlights:

• MEMBERS, LET'S TAKE UP TAB 2, SENATE BILL 296 ON MIDDLE SCHOOL AND HIGH SCHOOL START TIMES BY SENATOR
• BEFORE 8 AM AND HIGH SCHOOLS COULD NOT START BEFORE 8:30 A.M.
• THIS STRIKE ALL AMENDMENT REMOVES THE STATEWIDE MANDATE FOR MIDDLE SCHOOL AND HIGH SCHOOL TO START AT
• MONITOR THEIR PROGRAMS SO THEY DON'T NEED THE VPK PROGRAMS TO COME IN AND MONITOR OUR SCHOOL DISTRICTS
• BUT NOW THE SCHOOL DISTRICT WILL BE MONITORING THOSE PROGRAMS?

Keywords: 999, senate, all

Transcript Highlights:

• For myself, I attend all the Indian Ed meetings locally for our elementary school and high school.
• elementary to high school, high school to college, and find out about all the different programs that
• , ask questions, see where each one can help, transition from elementary to high school, high school
• And that's a program where he helps high school kids transition from high school to college.
• Clovis High School, and her wearing of regalia at her high school graduation.

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

Transcript Highlights:

• through club activities, after-school programs, or camps.
• For now, this will be the fourth year where we've organized a program for high school students to talk
• That is just a high-demand program: education.
• school, but that our high school experience matches the requirements expected for secondary so that
• Get college kids that are really leaving high school.

Keywords: 908, all

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• how many are participating in after-school programming.
• We know that these after-school, summer, and before-school programs make a huge difference, especially
• for our high school after-school programs, am I correct in understanding that our California public
• to cover high school programs?
• , but also for innovating in the school space, particularly in high schools where students now are in

Keywords: 988, house, all

Transcript Highlights:

• We're home to 19 colleges and schools, 150... undergraduate degree programs and 237 graduate degree programs
• school robotics program. of today.
• , high-demand programs.
• and launch. programs targeting dual-enrollment high school students and paraprofessionals.
• We have dedicated our time and resources to high-quality, high-demand programs, and we are focusing on

Keywords: 1184, house, all

Transcript Highlights:

• <01:11:50.800> school start when you become a high school start when you become a high school
• We have fewer high school graduates, right?
• high school graduates right have fewer high school graduates right there's<01:20:57.840> a<01
• school that going to school beyond high school is not even a twinkle in their eye, and as you know,
• High School population they're state's High School population they're about<01:53:25.040> 30%

Keywords: 928, house, all

Summary: The meeting was the first session of a newly created House Education Funding Committee, which also handles career technical education and higher education legislation. The chair explained that the committee was split off from the larger education committee because of the high volume of bills in the prior biennium, and said its focus would be on education funding policy and related fiscal issues. He noted that the committee had already reviewed major topics with the Department of Education, including the foundation formula, building aid, career technical education, special education aid, catastrophic aid, and higher education funding, and that chancellors from the university and community college systems were scheduled to appear later that morning. The bulk of the meeting was an orientation on committee procedures and decorum. The chair reviewed attendance and replacement rules, hearing procedures, time limits for testimony, and how the committee would handle crowded hearings, early bills, and fiscal notes. He emphasized that hearings are not debates, that sponsors and co-sponsors may present but should not use their position to dominate questioning, and that the chair controls whether additional technical questions are asked of witnesses. He also stressed neutrality, saying members should not display buttons or placards or engage in running debates with testifiers, and that the committee should treat all testimony respectfully regardless of party or viewpoint. Additional housekeeping guidance covered security procedures, use of cell phones and computers during hearings, breaks and hydration in the dry hearing rooms, and courtesy toward the clerk and other staff. The chair also asked members to notify leadership in advance of absences and explained that some bills may require larger rooms or overflow arrangements. No votes were taken and no bills were acted on during this portion of the meeting.

Transcript Highlights:

• This would increase service programs, which a lot of high schools have, like a whole junior year service
• Well, it says high school students attending private high schools or preparatory schools shall not be
• c> school students attending private high school students attending private high schools<00:52:39.839
• You said you're a senior in high school. I'm a junior in high school.
• high school.

Keywords: 928, house, all

Summary: The committee first heard HB 659, which would establish the New Hampshire College Graduate Retention Incentive Program. A Department of Revenue Administration analyst explained technical issues in the bill, focusing on whether the incentive is intended to operate as a rebate or a tax credit, how it would be administered, and how it would interact with the business enterprise tax and business profits tax. She said the bill’s language was unclear on the administering agency, effective tax years, caps, and carry-forward treatment, and noted that reducing BET can also reduce the BET credit against BPT, though not on a one-for-one basis. Committee members asked follow-up questions about the BET/BPT interaction, administrative costs, and whether the Department of Business and Economic Affairs would need additional staffing. Andrew Horn then testified in support, saying the bill is meant to address the large number of New Hampshire college graduates who leave the state after graduation by encouraging them to stay and by incentivizing businesses to hire them. The chair closed the hearing on HB 659 after no further public testimony. The committee then took up HB 770, a bill to establish a program allowing New Hampshire high school students to earn tuition credits at state higher education institutions through community service. Representative Schultz described the bill as a “triple play” intended to increase volunteerism, expand service and internship opportunities for students, and make college more affordable. Ryan Casey, a junior at Bishop Brady High School, testified that the proposal would help students reduce future loan debt while benefiting communities and encouraging young people to attend college in New Hampshire. Committee members asked about eligibility, including why private and preparatory school students were excluded, whether public school students would qualify, whether mandatory service hours would count, and how the bill’s references to education and business eligibility should be read. Schultz said the exclusion of private and prep schools was intended because public school students are more clearly New Hampshire residents, and she noted that mandatory school service hours had been excluded in revisions. The Department of Education then testified that the program would require significant administration, estimating at least three full-time staff, software or tracking systems, and rulemaking to oversee volunteer sites, schools, student eligibility, and tuition credit distribution. No vote was taken in the excerpt, and the hearing remained in testimony phase.

Transcript Highlights:

• Like, that just wasn't his thing in high school.
• It's served me in high school.
• In high school, your parent may have had an evaluation for you, which happens every three years.
• I mean, I can't imagine how hard it was in high school.
• Max and I, in fact, were high school classmates at Amherst Regional High School back in the '80s.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its fourth public hearing, opening with remarks about the importance of protecting and expanding access to higher education amid federal disinvestment. The chairs also announced future informational hearings on the impact of federal cuts and on ASAP models. The hearing then focused on several bills, beginning with S. 951/H. 1462, An Act to Support College Students in Recovery, which would require recovery-focused housing on public campuses and expand naloxone access and overdose training. Senator Rausch, medical professionals, students, and advocates testified in support, emphasizing the prevalence of overdose risk among college students, the value of recovery housing, and the need for campus naloxone; committee members asked about implementation details and the existing state pilot program. Deb Schmill and Rep. Tarski gave especially personal testimony in favor of the bill, and the committee discussed broadening the naloxone language to opioid reversal agents. The committee also heard testimony on H. 1461, which would expand MassReconnect scholarships to practical nursing students at vocational and technical schools to help address the long-term care workforce shortage. Rep. Stanley argued that vocational schools graduate more practical nursing students than community colleges and serve many low-income students in areas without nearby community college programs. The committee then took up H. 1433, which would require public higher education institutions to accept IEPs and 504 plans as sufficient documentation for disability accommodations. Advocates from the National Center for Learning Disabilities described the high cost and burden of repeat testing, the lifelong nature of disabilities, and the need for more uniform access across campuses; committee members raised questions about documentation freshness, campus autonomy, and how to preserve the integrity of accommodations. Later, the committee heard S. 919/H. 1454 on modernizing the Community College Endowment Match Program so community colleges could receive state matching funds for current-use donations as well as endowments and capital gifts. Community college foundation leaders said the change would help fund immediate student needs such as food pantries, child care, emergency aid, and equipment. The hearing then moved to faculty-related bills: S. 933 on UMass faculty rights and tenure transparency, S. 930/H. 3948 on contingent faculty rights and career advancement, and S. 940/H. 1429 on an Adjunct Bill of Rights. Testimony from faculty and union representatives focused on low pay, lack of benefits, job insecurity, and the need for clearer pathways to full-time positions and fairer treatment for adjuncts who teach large shares of courses. No votes were taken during the hearing; the committee primarily received testimony and asked clarifying questions.

Transcript Highlights:

• After School Snack Program, and, on page two, the Food for the Child and Adult Care Food Program.
• snack program turning the after school snack program turning over<00:05:40.600> to<00:05:41.360
• But yes, you're high school. It is high school.
• middle school level but yes you're high middle school level but yes you're high school<00:49:11.880
• 00:49:15.799> school can work with middle but not high school can work with middle but not high

Keywords: 928, house, all

Summary: The Finance Committee Division II met with the New Hampshire Department of Education to review school nutrition programs and related funding. Department staff Melissa White and Kelly Rambo walked through a packet covering the National School Lunch Program, Fresh Fruit and Vegetable Program, Community Eligibility (CEP), After School Snack Program, Child and Adult Care Food Program, and Summer Food Service Program, explaining that these are federally funded USDA programs, with some state supplemental funding in certain areas. They also reviewed reimbursement rates for lunch, breakfast, child/adult care, and summer meals, noting that summer rates follow calendar-year timing while most others follow the state fiscal year. Members asked several questions about how the funding works, especially the difference between federal reimbursements and the state match. Staff explained that the state lunch line in the budget is a fixed match amount tied to federal participation, while breakfast funding is broken out by meal type and reimbursement category. They also discussed why FY 2022 federal spending was much higher during COVID, when USDA covered meals at the free rate for all students, and why FY 2023 and FY 2024 dropped as normal income-eligibility rules returned. A committee member also asked about the “severe need lunch” two-cent rate, and staff said they did not know USDA’s formula. A substantial portion of the meeting focused on summer meals and the distinction between the Summer Food Service Program and Summer EBT. Staff explained that SFSP provides meals at approved sites, which can be open or closed sites, while Summer EBT is a separate DHHS-operated benefit program that provides funds to families. They said some schools or sites may not qualify under USDA rules, but eligible children can often use another nearby open site, and the department posts an interactive map and phone line to help families find locations. The committee also discussed the Community Eligibility Provision. Staff said New Hampshire currently has three CEP schools, that the eligibility threshold had recently been lowered from 40% to 25% identified students, and that the program allows participating schools to offer free meals to all students while the local district covers the non-federal share. Members asked whether any districts in the 25% to 40% range had joined; staff said no. The department offered to provide the eligibility report in Excel and noted that the CEP intent is to reduce application burden, though the lower threshold can make the local cost share harder for some districts to absorb.

Transcript Highlights:

• Schools must offer them according to the department's required high school courses publication.
• So you'll see obviously some of those ACT scores, high school GPA, are only applying to high schools.
• So you'll see obviously some of those, ACT scores, high school GPA, are only applying to high schools
• higher in high-poverty schools.
• of high school seniors tested.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• So many students are now in a position to be able to go into the workforce after high school, having
• The generation that was conceived during the Great Recession is reaching high school graduation age,
• Florida is in a position... ...of high school graduates, I'm talking nationally, not in Florida, who
• We're one of nine states that will not experience the decline in high school graduates.
• And my father was a teacher and coach, football basketball coach at the local high school.

Summary: The Appropriations Committee on Higher Education heard a presentation from the Governor’s Office on the proposed education budget, which totals $32.5 billion overall and includes no tuition or fee increases for Florida residents. Officials highlighted major funding for financial aid and scholarships, including Bright Futures, Benacquisto, veteran-related scholarships, EASE, Open Door, law enforcement/first responder programs, and workforce initiatives. They also emphasized increases for workforce education, Florida College System operations, nursing pipeline and line funds, and university operations, performance funding, and faculty recruitment and retention. Committee members asked questions about the Ocoee Scholarship, the proposed post-secondary Guardian program, and how university recruitment and retention funds would be used; officials said the Ocoee Scholarship remains funded at current levels, the Guardian program would offer flexible campus safety options, and the university funds would be distributed to institutions for faculty recruitment and retention without additional directives. The committee then heard from a series of appointees and reappointees to boards of trustees for state colleges and universities, who described their backgrounds and priorities. Testimony consistently focused on affordability, workforce alignment, nursing and allied health programs, dual enrollment, adult learners, and local economic needs. Several trustees highlighted strong nursing NCLEX pass rates, expansion of campuses or programs, and efforts to tailor education to regional workforce demands such as health care, construction, law enforcement, aviation, and hospitality. One appointee from Miami-Dade College emphasized helping adult students return and complete degrees by easing credit transfer and admissions barriers. After hearing from the appointees, the committee took up the full slate of confirmations as a block. A motion was made and the roll was called; the confirmations were approved favorably, with members voting yes and no opposition recorded. The committee then adjourned.

Transcript Highlights:

• It also gives the task force of the Florida High School Athletic Association information.
• and high school.
• And thank God she left her high school softball game to make it to the gym.
• She left her high school softball game to make it to the gym because she wouldn’t have made it.
• school and is not engaged in the education system to enroll in a dropout retrieval program.

Summary: The committee took up a series of bills and amendments, reporting several measures favorably. Early in the meeting, CS for CS for SB 344 modernizing the Telecommunications Access System Act was approved without opposition. The committee then adopted amendments and passed CS for SB 714 on non-opioid advanced directives, CS for SB 738 updating child care and early learning provider regulation, CS for SB 756 revising health insurance coverage for individuals with developmental disabilities, and CS for CS for SB 1356 creating a Florida Institute for Pediatric Rare Diseases at FSU and a newborn genetic testing pilot. Later, the committee also approved CS for SB 1624 on higher education, CS for SB 1626 on child welfare, SB 178 on an agronomic study for emerging crops, SB 1162 on water access facilities and boat ramp parking, CS for CS for SB 958 creating a type 1 diabetes early detection program, CS for CS for SB 1402 expanding dropout retrieval eligibility, SB 774 requiring electronic transmission of certain court orders, SB 1516 creating an international aerospace innovation fund, and SB 994 revising driver education requirements. Most of these bills were reported favorably by roll call votes after brief explanations and, in several cases, amendments. Several measures drew substantive discussion and public testimony. CS for CS for SB 1624 prompted questions about replacing “minority” with “underrepresented,” the role of the Florida Department of Education’s Commission for Independent Education in overseeing private religious postsecondary institutions, and whether the changes could affect access for students at institutions such as FAMU and FIU. CS for CS for SB 1070 on ECGs for student athletes received extensive emotional testimony from parents and advocates describing children lost to sudden cardiac arrest and urging mandatory screenings; the sponsor said the bill would be cost-neutral for districts by encouraging partnerships with screening groups. SB 994 on driver education was discussed as a vehicle to add distracted driving instruction, and the sponsor agreed to work on that issue. SB 774 was presented as a response to a fatal delay in transmitting an ex parte order, with support from clerks and sheriffs. The most extended debate centered on SB 810 on stormwater management systems. The sponsor said the bill, as amended, would narrow annual inspections to infrastructure identified as vulnerable by MS4 entities, but the Florida League of Cities, Florida Association of Counties, and Florida Stormwater Association warned the proposal could impose major costs and duplicate existing MS4 permit requirements. Committee members questioned the fiscal impact, whether the bill would apply to FDOT or other entities, and whether annual inspections were feasible for large and small jurisdictions alike. Despite those concerns, the sponsor and several members emphasized flood prevention and public safety, and the bill remained under discussion with the sponsor indicating continued willingness to work with stakeholders.

Transcript Highlights:

• that have high Pell recipient students in their program?
• It just only applies to approved programs, which are private schools and a handful of the technical schools
• And these students created this out of Hillsborough County Public Schools Jefferson High School, Go Dragons
• Personally after high school.
• The principal of Jefferson High School is here today.

Summary: The Careers and Workforce Subcommittee heard three bills. HB 919 on nursing education programs would tighten accountability for nursing schools with low NCLEX pass rates by shortening the probation period, requiring remediation plans, mandating free remediation for students who fail, and requiring tuition reimbursement for programs with very low pass rates. The sponsor argued Florida’s nursing pass rates are unacceptably low and that stronger consequences are needed; opponents warned the bill could shut down programs, worsen the nursing shortage, and unfairly target private schools, while supporters said it would protect students and improve outcomes. After debate, the bill was reported favorably by a vote of 18-0. The committee then heard PCS for HB 1261, the “Smart Living Act,” a student-driven proposal from Jefferson High School in Hillsborough County to expand personal financial literacy and practical life-skills instruction in high school. Students and school officials testified that the bill would better prepare graduates for adulthood by covering topics such as budgeting, credit, loans, FAFSA, resumes, interviews, and basic household skills. Members praised the students’ work and the bill’s practical focus, and the PCS was reported favorably 18-0. Finally, the committee considered HB 809, which would exempt school social workers from educator certification requirements for general and subject-area knowledge. Supporters from Lee and Broward counties said the current testing requirement is unrelated to social work, creates financial and recruitment barriers, and has contributed to staffing shortages. Members from both parties supported the measure as a simple way to remove an obstacle to hiring and retaining school social workers. HB 809 was also reported favorably by a vote of 18-0, and the meeting adjourned after all agenda items were completed.

Transcript Highlights:

• Sophie Thresher, a senior at Triton Regional High School.
• My name is Tessa Van Nancy, and I'm a rising senior in high school.
• My name is Tessa Vanansi, and I'm a rising senior in high school.
• About 16% use every day in our high schools.
• From that same report in 2024, it shows that over 2 million high school and middle school students reported

Keywords: 995, all

Summary: The Joint Committee on Public Health heard testimony on a wide range of bills focused on children’s health, tobacco control, newborn screening, pediatric cancer, palliative care, and professional licensure. Early testimony highlighted Senate bills to expand newborn screening for pyruvate dehydrogenase complex deficiency, lysosomal storage disorders, and congenital CMV, with families and clinicians describing severe diagnostic delays, missed treatment windows, and the benefits of early detection. Speakers also supported a bill to improve pediatric cancer research through a dedicated trust fund, and a bill to extend pediatric palliative care services to age 22, with parents and providers emphasizing continuity of care for seriously ill young people. Several witnesses gave personal accounts in support of the newborn screening measures. Families described children who endured years of misdiagnosis before receiving diagnoses such as Gaucher disease, Fabry disease, Pompe disease, Niemann-Pick disease, and CMV, often after irreversible damage had already occurred. Medical and advocacy witnesses said Massachusetts already collects some of the relevant screening data and argued that results should be reported to families, while others urged the committee to add conditions to the state panel because effective treatments already exist. The committee also heard support for a bill to establish a fetal alcohol spectrum disorder program and training for providers. On tobacco and youth health, testimony supported bills to ban internet tobacco sales, strengthen youth protections, and reduce lung cancer deaths through point-of-sale information and quit-line access. A student testified about easily purchasing flavored nicotine products online without meaningful age verification, and public health advocates backed measures to keep tobacco out of children’s environments. The committee also heard testimony on a bill to ensure parents have access to their children’s medical records through age 16, with exceptions for sensitive services already protected by law. The committee additionally took testimony on an optometry licensure bill, where ophthalmologists opposed language they said could broaden scope of practice and allow optometrists to use the title “optometric physician,” while optometry educators and students supported the bill as a modernization measure with no scope expansion. No votes were taken during the hearing; the chair repeatedly reminded speakers of time limits and noted that written testimony could be submitted for additional comments.

Transcript Highlights:

• > whatever School a Christian High School whatever School a Christian High School whatever I<00
• um school through high school um school through high school um generalization<01:10:17.080> is
• hire a tutor so I can complete my high hire a tutor so I can complete my high school school school
• <02:54:30.239> programs that with government school programs that with government school programs
• from high school.

Keywords: 928, house, all

Summary: The hearing focused on House Bill 115-FN, which would remove the income cap from New Hampshire’s Education Freedom Account eligibility rules. Representative Valerie McDonnell, the bill’s sponsor, said the measure is intended to fund students rather than systems and to expand educational choice regardless of income or zip code. She described the change as a small statutory edit but argued it would have significant benefits, including helping families afford alternative education settings and testing costs such as AP exams. She also cited testimony from families who said EFAs helped children with special needs or difficult circumstances, and she argued the program is popular and cost-effective. Committee members questioned McDonnell about the bill’s fiscal impact and administration. One member asked whether removing the income cap would extend vouchers to families above the statewide median income and whether the change could cost more than $100 million annually; McDonnell said she did not agree with that estimate and pointed to Arizona as a comparison. Representative Wendy Thomas asked whether the bill should require stronger data-sharing from the Children’s Scholarship Fund, which administers the program, so the Department of Education and taxpayers could better track spending; McDonnell said the program already uses ClassWallet and regulated expenditures, and that the question was better directed to the administrator. Several members testified in opposition. Representative Wendy Thomas said the bill would increase costs for public schools, raise local property taxes, and worsen oversight problems. Representative Heath Howard argued the proposal would function as a subsidy for wealthy families already paying private tuition and said public education and special education should be funded first. Representative Megan Murray also opposed the bill, emphasizing the lack of a legal reporting requirement for EFA spending and the need for transparency, accountability, and attention to special education needs. Representative Sam Farrington supported expansion, sharing a constituent story about a student who left public school after harassment and benefited from private school placement. No vote or final action was taken in the portion provided.

Transcript Highlights:

• , possibly up to $8,000, but that's for high school football.
• I was an athlete in high school: track, football, soccer.
• Florida's school readiness program is our state's child care program that enables parents to work and
• Florida's school readiness program is our state's child care program that enables parents to work and
• So when we say child care development fund, CCDF program, or school readiness program, SR program, that

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and first heard House Bill 731, which would address coach and extracurricular sponsor compensation and change how student-athlete transfer eligibility is determined. The bill would allow local school boards to adopt policies letting booster clubs or similar associations support coaches and activity sponsors, and it would let superintendents treat certain coaches and athletic leaders as administrative personnel for compensation purposes. It would also shift eligibility decisions for transferred student-athletes to the governing athletic association and require clearer bylaws and timelines for those determinations. Members raised questions about booster club oversight, pay equity, the new athletic administrator language, and safeguards against abuse or unequal treatment, while supporters argued the bill would help retain coaches and better support student athletics. The bill was debated and then reported favorably by roll call vote. The committee then received presentations from the Department of Education’s Division of Early Learning and the Florida Association of Early Learning Coalitions on school readiness fraud prevention and mitigation. Speakers explained that Florida’s school readiness program pays providers based on verified attendance rather than enrollment, requires daily parent sign-in/sign-out records, and uses multiple layers of oversight including coalition anti-fraud plans, annual audits, programmatic monitoring, DCF inspections, and referrals to state fraud investigators when needed. They emphasized that Florida delayed implementation of a federal rule that would have required prospective enrollment-based payments, and said the state’s current system makes fraud difficult. Members asked about military and grandparent guardianship situations, audit findings, and the number of fraud referrals; presenters said fraud cases are relatively limited and that the existing controls and public enforcement act as deterrents. The meeting ended after members thanked the presenters and the committee adjourned without further business.

Transcript Highlights:

• High School. High School.
• are Kalani High School, and they are Kalani High School, and they are accompanied<00:02:23.160><
• Kealakehe High School, of course, in the Kealakehe High School, of course, in the district<00:06:47.920
• Since taking transition to high school.
• > at school library program coordinator at school library program coordinator at the<00:10:17.880

Bills: HB1166, HB389, HB644, HB1509, HB1692, HB1842, HB1878, HB1926, HB1949, HB2116, HB2581

Keywords: HB1166, automated speed enforcement, speed cameras, traffic enforcement, road safety, traffic safety, Department of Transportation, state highway fund, special fund, appropriation, fiscal year 2026-2027, camera enforcement, speeding citations, automated traffic enforcement, highway safety, HB389, uncrewed aircraft, drone, drones, UAS