Transcript Highlights:

• This is not a public school versus private school bill.
• This is not a public school versus private school bill.
• to public school.
• school.
• For the use of public school funds, it prohibits public schools, charter schools, related organizations

Summary: The Pre-K-12 Education Committee took up a series of education, school safety, health, and student access bills. SB 754 on International Baccalaureate bonus funds was amended to clarify the theory of knowledge course and then reported favorably. SB 370 would allow routine non-invasive school health screenings, such as vision, hearing, and dental checks, to proceed with written notice and an opt-out process rather than active parental consent; supporters said it would improve participation and access, while opponents argued it was too broad and weakened parental rights. After debate over scope, funding, and consent, the bill was reported favorably. The committee also advanced SB 1070, which would require ECG screenings for student athletes under a phased rollout beginning in 2026, with religious and medical opt-outs. The bill was renamed the Second Chance Act in honor of Chance Gainer. Supporters described it as a life-saving measure to detect hidden cardiac conditions, while some members raised cost and implementation concerns. SB 508, the Family Empowerment Scholarship bill, would require private schools to disclose in writing what accommodations and services they will provide to students with IEPs, 504 plans, or ELL plans before enrollment; it was supported by parents, advocacy groups, and some school representatives and was reported favorably. School safety measures were also considered. SB 1470 would refine campus locking and supervision rules, create clearer exceptions, expand training and security options for school safety personnel, and allow district-employed law enforcement officers to use canines for threat detection. Witnesses from school safety and Parkland-related advocacy groups supported the bill but urged caution on exemptions and implementation details. SB 1472 would extend a public records exemption to certified school security guards, matching the protection already given to school guardians, and it was reported favorably. Finally, SB 248 would expand participation in FHSAA sports for private school and home education students at public schools when their own schools do not offer the sport, and SB 1618 made broad changes to VPK through grade 12 policy, including reading instruction, financial literacy, school funds restrictions, teacher certification, and advisory council rules; both bills were reported favorably. Several members later recorded votes in support of specific tabs before the committee adjourned.

Transcript Highlights:

• school psychologist.
• The current high school, the current middle school, one elementary school, and the area technology center
• , the current middle school, high school, the current middle school, one<00:23:55.679> elementary<
• school and the middle school into an elementary school and utilizing our lone elementary school on the
• the middle school into middle school and the middle school into an<00:25:29.279> elementary<00

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• coming from the private school to the public school to the private school, or will it remain the same
• Schools, formerly the Coalition of Scholarship Schools, formerly the Coalition of Scholarship Schools
• the school year.
• school.
• We operate 11 schools.

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• WE LOOK AT OUR LOWEST PERFORMING SCHOOLS AND THOSE SCHOOLS ARE SCHOOLS THAT EITHER EARNED A FIRST TIME
• I'LL GIVE YOU MORE DATA AFTER THE 2023 2024 SCHOOL YEAR OUT OF THE 64 SCHOOLS THAT REMAINED IN SCHOOL
• THE SCHOOL IS IDENTIFIED AS A RAISE SCHOOL.
• SCHOOL.
• SCHOOLS.

Keywords: 999, senate, all

Transcript Highlights:

• brand-new school.
• officers in the school Officers in the schools.
• If schools want to use Ricotta, if schools want to use Access, if schools want to use any video system
• school.
• worry about being the steward of school safety in my school.

Keywords: 1182, all

Transcript Highlights:

• school board. school board.
• . school. school.
• school or the public school. school or the public school.
• . school. school.
• So, does the school district have three schools or two schools or a middle school?

Keywords: 928, house, all

Summary: The meeting began with approval of the October 15 minutes and a brief discussion of the committee’s report process, including the likelihood of a minority report and a deadline of November 1 for any separate report. Members then heard from Jod Adams of the New Hampshire Alliance for Public Charter Schools, who gave an overview of charter schools in the state: there are 37 charter schools, with 6,034 students last year, and schools are formed by certified teachers, parents, or nonprofit organizations. She said charter schools receive about $9,180 per pupil in adequacy aid and charter school grant funding, must fundraise for additional money, and are governed by their own boards under their charters and bylaws. Members asked about admissions, governance, transportation, and special education. Adams said charter schools are open enrollment, not geographically based, and may use lotteries when applications exceed available seats. She explained that districts and charter schools coordinate on special education and busing, with the sending district responsible for special education coordination and certain transportation obligations depending on where the student lives and attends. She also said charter schools are public schools, not selective, and that each school’s board operates independently of the local district school board, though some schools may have special arrangements. A substantial portion of the discussion focused on funding and statutory obligations. Adams and members discussed how special education aid follows the student, while charter schools do not receive some district-level aid such as catastrophic aid; free and reduced lunch funding and Title funds can go to charter schools. Members also raised concerns that some state laws and administrative rules do not clearly specify whether they apply to charter schools, creating confusion and, in some cases, causing districts to perform services such as dyslexia screening for charter students without additional funding. Adams agreed that clearer statutory language would help and noted that charter schools are subject to many state requirements, including testing and reporting, even though not every public-school rule applies to them.

Transcript Highlights:

• It allows our school districts temporary flexibility on their school start time.
• Starting this school year.
• School years.
• That means that there are more kids out of school than there are going to school.
• school-wide events.

Transcript Highlights:

• > right had a school elementary school right had a school elementary school right down<00:53:19.960
• school this is the private school school this is the private school closest<01:02:35.880> why
• public school child any public school public school child any public school student<01:40:33.280
• for their schools in my town our school for their schools in my town our school board<02:36:54.640
• don't have to school go to school over don't have to school go to school over there<02:37:36.920

Keywords: 1191, senate, all

Transcript Highlights:

• and school Arkansas rules governing the standards for accreditation of Arkansas public schools and school
• school index for two plus years and meet or exceed their initial SS school index score so the SS school
• Looking at school support, that school support is based on the ESSA School Index scores that are no longer
• B schools.
• , lowest in the F schools, but actually higher in the C schools than in the B schools.

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:

• public school district.
• We have 43 elementary schools, 18 traditional middle and high schools, and six alternative schools.
• on behalf of the California School Nutrition Association, the school food service... ...California School
• and after school.
• schools.

Summary: The Assembly Education Committee heard a full agenda of bills, first adopting a consent calendar of 11 measures without individual presentations. The committee then took up AB 1412, which would require California schools to implement or adopt a transferred special education student’s IEP within 30 days for out-of-state transfers and to coordinate more quickly on records. The author and military-family witnesses said the bill would reduce delays for highly mobile students, especially military children; a school administrators group opposed it. The bill received initial support from committee members and was moved on call. The committee also reconsidered AB 281, which would require notice to parents when outside consultants provide sex education instruction; the author accepted amendments removing a copy-right provision, but the bill remained on call after a split vote. The committee heard AB 1005, which would create a statewide drowning-prevention education and swim-lesson voucher framework for underserved communities. The author and supporters described drowning as a preventable public health and equity issue, while the bill was clarified as developing a plan rather than immediately launching a voucher program. It was voted out on a 3-0 roll with the measure placed on call. AB 908, as amended, would add compliance monitoring for existing requirements that schools use LGBTQ-inclusive instructional materials and curriculum under the FAIR Act. Supporters said the bill would improve implementation and student safety; opponents raised concerns about privacy, girls’ sports, and school burdens. The committee approved the bill 5-2 and sent it to Appropriations. The committee then heard AB 1401, which would affirm parents’ access to school records, including unofficial records unless exempt by law. The author argued that parents need clearer access to information held by schools and vendors, while school officials and teachers’ union representatives warned the bill was too vague and could sweep in personal notes, journals, and other sensitive material. The bill failed on a 2-3 vote and was placed on call. Finally, AB 727 would require student ID cards to include the Trevor Project hotline for LGBTQ youth; supporters framed it as a suicide-prevention measure, while opponents argued it conflicted with parental rights and religious beliefs. Committee discussion focused on whether 988 already provides similar access and whether the Trevor Project is an appropriate resource to print on IDs; the hearing continued with the bill still under consideration.

Transcript Highlights:

• School lockdowns.
• So is this an after-school program, or is this during school?
• Some of the schools, local schools, like Ottawa, over $33,000.
• school or for students when they have access to school meals.
• School District, many other school districts.

Keywords: 1182, all

Transcript Highlights:

• schools, 4 high schools, and 1 district charter school.
• Roswell Independent School District has 4 community schools.
• District, every elementary school has one school counselor, however.
• And uh one of our elementary schools, excuse me, 1 middle school and 1 high school.
• I'm a high school teacher at Berlin High School.

Transcript Highlights:

• <01:13:25.120> schools<01:13:26.040> while attend private school schools while attend
• schools schools like Brett Elementary schools schools like Brett Elementary School<01:15:25.920>
• school, and a son who went to the public school.
• a Home School receives an school or a Home School receives an EA EA EA voucher<01:41:41.239> Bishop
• c> billing local schools and funding School billing local schools and funding School billing Aid<

Keywords: 1191, senate, all

Transcript Highlights:

• change coming from the private school to the public school to the private school, or will it remain
• Schools.
• the school year.
• the school year.
• school.

Summary: The committee first heard the Pre-K-12 education budget proposal for fiscal year 2025-26 and voted to adopt it as the committee’s recommendation to the full Senate Appropriations Committee. The proposed $34.7 billion budget includes increases for the FEFP, Family Empowerment Scholarships, VPK, school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. Members asked no questions on the budget before it was advanced, and staff was authorized to make technical corrections. The committee then passed CS/SB 1402, which expands eligibility for dropout retrieval services to any individual who has withdrawn from high school and clarifies how school grades are calculated for virtual instruction providers that offer only dropout retrieval services. An amendment to clarify the grading calculation was adopted without objection, and the bill was reported favorably after a roll call vote. The committee also took up SPB 7030, a comprehensive scholarship-program bill sponsored by Senator Gates, which would separate Family Empowerment Scholarship funding as its own categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, change payments to a monthly schedule, require background checks for paid instructional providers, mandate annual FTE audits by the Auditor General, and standardize reimbursement and eligibility procedures. After extensive discussion and public testimony, the bill was adopted as a committee bill and reported favorably, with Senator Osgood voting no. Finally, the committee considered CS/SB 508, which requires private schools participating in the Family Empowerment Scholarship Program to disclose in writing what accommodations, modifications, and services they will provide for students with existing plans such as IEPs, 504 plans, or ELL plans. An amendment was adopted to require public schools to consult with private schools about equitable services, and the bill was reported favorably. Public testimony included support from parent-choice advocates and concerns from private-school representatives about administrative burden and the scope of the required disclosures. The meeting concluded after the final roll call votes and adjournment motion.

Transcript Highlights:

• . schools. schools.
• schools.
• schools.
• their school, an adult at their school. their school, an adult at their school.
• safe in school. safe in school.

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• . schools. schools.
• > but<00:15:43.360> it school safe supportive schools, but it school safe supportive schools
• the school security and the school the school security and the school lockdown<00:51:56.360>
• safe in school. safe in school.
• public school students in those schools public school students in those schools facing<01:36:10.360

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• schools as well.
• schools as well.
• inside our school buildings. inside our school buildings.
• > schools<01:57:25.040> have charter schools and private schools have charter schools and
• ICE circling the schools. ICE circling the schools.

Keywords: 1187, senate, all

Transcript Highlights:

• The bill reduces regulations on school board operations aligning school district school, but I'm sorry
• Emergencies for school funding.
• A lot of times community organizations will have an after school program at this school.
• So Senator Bradley, you're recognized to present Cs for SB 296 Hill School School and High School start
• I represent Broward County School District which is in a rated school district.

Keywords: 999, senate, all

Transcript Highlights:

• Every school district, every kid in the school district, every kid in the school gets the same amount
• funding school education. funding school education.
• schools grow as well. schools grow as well.
• school year.
• school year.

Keywords: 919, house, all

Summary: House File 3900 proposed a Minnesota constitutional amendment to increase the share of permanent school trust fund earnings distributed to school districts, with the stated goal of providing more per-pupil funding without raising income or property taxes. Representative Igo, the bill’s author, described the history of the school trust lands and said the change would raise the payout from about 2.5% to 4.5%, producing additional unrestricted money for schools at no cost to taxpayers. He also read the proposed ballot question into the record, which would ask voters whether to amend the constitution to increase funding from the permanent school fund effective July 1, 2027. The House adopted amendment A7, offered by Representative Long, which he said was a technical change to align the bill with Senate language and provide administrative funding for the State Board of Investment. Representative Igo agreed it was a good technical fix. After the amendment was adopted, the bill was given third reading and debated on the floor. Several members spoke in support, including Representatives O’Driscoll, Scraba, Mueller, Bennett, Jordan, and Bakeberg. Supporters emphasized that the proposal would send more money to schools on a per-pupil basis, provide flexible local funding, and help districts facing budget pressures, staffing cuts, and other mandates. Some speakers also highlighted the historical purpose of school trust lands, the role of the State Board of Investment, and the need for better stewardship and government-to-government relationships with tribal nations where trust lands are located. The transcript ends during floor debate and does not include a final vote on passage.

Transcript Highlights:

• As a former school board trustee in a school district that has computer science offered at our high schools
• However, also as a former school...” “...offered at our high schools.
• school year, Classified school employees to set aside up to 10% of their pay during the school year
• , School Board Member for the San Francisco Unified School District.
• I graduated cosmetology school before I graduated high school.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.