Bills: SB1734, SB1630, SB1894, SB1975, SB1432, SB1437, SB1812, SB346, SB1250, SB710, SB1489, SB2045, SB1614

Keywords: artificial intelligence, AI, schools, public school districts, education technology, edtech, student privacy, FERPA, data privacy, data security, emerging technologies, machine learning, generative AI, classroom technology, instructional technology, teacher oversight, human-in-the-loop, student data, parental consent, opt-out

Bills: HB199, HB222, HB223, HB224, HB235, HB246, HB405, HB535, HB554, HB907, SCR3, SB43, SB52, SB54, SB113, SB168, SB219, SB222, SB270, SB311, SB359

Keywords: nursing facilities, moratorium, healthcare, patient care, data collection, Medicaid, dental coverage, healthcare access, medical necessity, Louisiana Department of Health, Department of Children and Family Services, sunset law, statutory entities, regulatory authority, re-creation, termination dates, child welfare, foster care, children's rights, legal guardianship

Transcript Highlights:

• the gist of it was that, in my opinion, we need to be prioritizing teachers over technology for academic

Bills: HB3622, HB3621, HB3151, HB3882, HB3661, HB4273, HB3644, HB3706, HB3708, HB2021, HB3986, HB3972

Keywords: HB3622, 2030 Census, Decennial Census, U.S. Decennial Census Revolving Fund, Oklahoma Department of Commerce, Commerce Department, census preparation, federal census, state treasury fund, revolving fund, continuing fund, deemed appropriated, technology upgrades, census outreach, redistricting, population count, Title 74, OMES, State Treasurer, budgeting

Bills: SB8, SB22, SB137, HB295, HB2, HB343, HB220, HB303, HB81, SB8, SB22, SB137, HB295, HB2, HB343, HB220, HB303, HB81

Keywords: emergency management, public funds, educational materials, state legislation, disaster response, uniformity, state laws, legislative commission, appointments, government structure, resilience, natural disasters, risk management, Alabama Resilience Council, Chief Resilience Officer, state planning, environmental protection, community preparedness, Alabama Office of Civic Engagement, Alabama Office of Minority Affairs

Transcript Highlights:

• Recent Excel Center reporting shows high retention at 86%, strong academic credit completion with nearly
• The Excel Center offers a full academic environment with licensed teachers, including special education
• teachers, Academic environment with licensed teachers, including special education teachers and ESL,
• And again, I think we've made huge progress in that. So I'm a little—I don't know what I am.
• This is used to improve instruction and increase academic achievement of students who qualify for the

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• I'm the chief academic officer for Williston Schools.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• There's many meaningful discussions and academic engagement.
• So we now use what we call the North Dakota Academic Progression of Learning and Understanding of Students

Keywords: 908, all

Transcript Highlights:

• They'll have to attend weekly counseling and academic support.
• But I also see, as the day progresses, because it is... a long test.
• We apply a business rule called full academic year.
• So we apply something called full academic year.
• Try becoming a certified academic language therapist.

Transcript Highlights:

• And then lastly, academic excellence: our students will be well prepared with great academic excellence
• And then lastly, academic excellence: our students will be well prepared with great academic excellence
• Thank you, Josh Lee. university has and then lastly academic university has and then lastly academic
• graduation rates uh quality of academic graduation rates uh quality of academic experience<00:52
• our medical school and our academic our medical school and our academic medical<01:05:20.480>

Keywords: 1187, senate, all

Summary: The forum focused on the University of Minnesota system’s future, with candidates largely agreeing that the five campuses should remain distinct while working more closely together. Speakers emphasized the land-grant mission, the importance of serving Greater Minnesota, and the need for each campus to have a clear value proposition tied to local communities. Several suggested stronger cross-campus partnerships, more use of technology, and more seamless student pathways between campuses, while also noting enrollment declines and the need to preserve campus identities. A second major topic was public trust in higher education and the perceived value of a college degree. Candidates pointed to rising tuition, student debt, and concerns about post-graduation job prospects as key challenges. Proposed responses included better storytelling about university outcomes, stronger partnerships with schools, legislators, and communities, more targeted fundraising and commercialization of research, and clearer evidence of return on investment for students and families. The discussion then turned to athletics, where most candidates described sports as the university’s “front door” but said academics must remain the priority. They raised NIL, revenue sharing, and the need to keep athletics funding separate from core university funding, while also recognizing athletics’ role in campus culture and student recruitment. In later questions, candidates discussed why they sought regent service and how to support diversity, equity, and inclusion, with responses stressing access, belonging, open debate, and meeting students where they are. No formal votes or actions were taken in the transcript.

Transcript Highlights:

• This bill directs the department to revise the academic standards.
• > currently<00:11:45.760> used So the academic standards currently used So the academic
• future academic opportunities. future academic opportunities.
• struggle academically. struggle academically.
• Um, is the statewide academic standards.

Keywords: 1189, house, all

Transcript Highlights:

• Over what we would consider a typical academic class that we might be looking at.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• , reflection—there's many meaningful discussions and academic engagement.
• So we now use what we call the North Dakota Academic Progression of Learning and Understanding of Students

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• I believe all of our academic offerings should be useful, purposeful, and add to the strengthening of
• It strengthens non-academic discipline after campus disruptions of students and parents.
• It strengthens non-academic discipline after campus disruption so students and parents know the rules
• I believe all of our academic offerings should be useful, purposeful, and add to the strengthening of
• I believe all of our academic offerings should be useful, purposeful, and add to the strengthening of

Summary: The House Education Committee met on April 29, 2026, with a quorum present and heard several higher education and K-12 bills. SB 234 by Sen. Presley, which would provide grading for medical school students, was briefly discussed and reported favorably without objection. SB 142 by Sen. Reese, dealing with continued management and oversight of Board of Regents support fund matched endowments if a related constitutional amendment passes, drew questions about endowment matching, oversight, and the roughly $75 million in unmatched requests; it was also reported favorably without objection. SB 482 by Sen. Reese, expanding the role of career coaches in middle and high school graduation planning and reporting on career development fund spending, received support from BESE and others, with committee members discussing counselor workload and district flexibility; it was reported favorably without objection. The committee then took up SB 64 by Sen. Hodges, which would require two people to review initial video/audio recordings from cameras in self-contained classrooms when complaints arise, and the bill was reported favorably without objection. HB 1063 by Rep. Owen, a broad higher education governance bill that would increase board oversight of curriculum, hiring, faculty senates, and discipline, generated extensive discussion and testimony from Rep. Owen and a representative of Parents Defending Education Action, but the author said he did not want to vote on it yet and moved to voluntarily defer it; the committee agreed without objection. HB 818 by Rep. Riser, as amended, was converted into a reporting bill requiring public inventories and state reporting on assessments, with Cynthia Posey of the Louisiana Federation of Teachers explaining the amendments; the committee adopted the amendments and reported the bill favorably with one opposition card noted. Finally, SB 28 by Sen. McMath, carried by Rep. Carver, would lower the age for associate teachers from 25 to 21 to help address the teacher shortage; Department of Education staff said the change could expand the pipeline, and the bill was reported favorably without objection. The committee also announced it would meet the following week on Wednesday, May 6, and then adjourned.

Transcript Highlights:

• The Student Academic Success Subcommittee will now come to order.
• Welcome to the Student Academic Success Subcommittee.
• We're in charge of student success, of student academic success.
• To progress in our schools.
• And I commend those that have the academic skills.

Summary: The Student Academic Success Subcommittee met to review Florida’s cell phone and social media literacy law, with Representative Brad Yeager describing the 2023 policy as aimed at removing classroom distractions and teaching students how to use social media responsibly. He said the law was intended to keep phones out of classrooms unless used for instruction, require social media literacy education, and limit access to certain sites on school Wi-Fi and government devices. Yeager said feedback since passage has been mixed: many teachers support it and some have adopted inexpensive shoe-organizer or pouch systems, but implementation varies by school and administrator enforcement. He said he is not currently pursuing a broader statewide mandate. Superintendent Dr. Maria Vazquez and Timber Creek High School Principal Mr. Wasco described Orange County’s approach as bell-to-bell phone restrictions, while Pasco County’s Dr. Zetchy described a similar policy with some flexibility during lunch or passing periods at the high school level. Both districts said the policy was implemented with parent communication, town halls, surveys, and transition periods, and that concerns about emergencies were addressed by allowing phones to be returned at the end of the day and by establishing procedures for parent contact. They reported few theft problems and said discipline issues related to phones have generally been manageable, though some teachers still struggle with enforcement or with students trying to evade the rules. A major portion of the discussion focused on social media literacy instruction. Orange County said it uses counselor-led programs, Canvas courses, resiliency days, and curriculum materials to teach students about cyberbullying, human trafficking, privacy, and the permanence of online posts, with progress tracked through the learning platform. Pasco said it has some resiliency modules but lacks a fully built-out, pre-made social media curriculum and would welcome more guidance from DOE, especially for high school classrooms where instructional time is limited. Members also asked about student anxiety, 504/IEP accommodations, caregiver students, and parent education; the districts said exceptions are handled through school committees and that parent academies and district resources are being used to help families set boundaries and understand the risks and benefits of phones and social media. No votes were taken.

Transcript Highlights:

• every year and then we measure progress every year and then we measure progress too.<00:03:35.480
• So you can see our progress there.
• big ones is academic program approval. big ones is academic program approval.
• progress. Uh, I do have a few questions. progress. Uh, I do have a few questions.
• Chair. even looking at our progress that we're even looking at our progress that we're already<00:38:

Keywords: 958, all

Summary: The Budget Review Subcommittee on Education met for an overview of the Council on Postsecondary Education (CPE). After approving the prior meeting minutes, staff from CPE explained that the council was reconstituted in 1997 and serves as Kentucky’s statewide coordinating body for higher education, with responsibilities including advising the General Assembly and governor, coordinating the postsecondary system, supporting budget and performance funding work, and using data to track outcomes. They described Kentucky’s governance structure, including the KCTCS governing board, independent boards at public universities, and CPE’s role in licensing private institutions and overseeing transfer, closed-school records, and tuition approval. CPE staff emphasized statewide strategic planning and the “60 by 30” goal of having 60% of working-age Kentuckians hold a meaningful credential by 2030. They said the agency uses dashboards, KPIs, and peer comparisons to set targets for institutions and monitor enrollment, retention, and graduation. They also highlighted the Kentucky Graduate Profile, a voluntary effort to embed 10 essential workforce skills into general education and major programs, and noted ongoing work on academic program approval, performance funding, and a biennial budget request. The presentation also focused on student support and workforce alignment initiatives. Staff described the Kentucky Advising Academy, the Commonwealth Education Continuum, and the Kentucky Student Success Collaborative, which work with K-12 partners and campuses to improve advising, transfer, wraparound supports, and career planning. They also discussed GEAR UP, the Futurity career-planning platform, and efforts to connect education pathways to workforce needs, including healthcare, veterans, and other adult learners. CPE reported that student debt at graduation has fallen to $10,168 at public institutions and that six in ten Kentucky undergraduates graduate debt free.

Transcript Highlights:

• You still have to do progress reports; you still have to do oversight that you would have to do with
• Representative FitzGibbon: And to that point, what would happen if you didn't get progress reports at
• So what would happen if one of these few legislatively named grants did not produce a progress report
• , that if they have an outstanding progress report, they do not get any additional funds.
• reports if they're due at that time, and we would not pay if their progress reports were due.

Keywords: 1183, house

Transcript Highlights:

• I think it is notable that we have made progress in this area, and we've achieved a milestone that was
• I'm sorry, academic design.
• Not academically proficient and a conference is held?
• Then there's a sort of progression of intervention after that.
• This includes things like starting new academic programs or innovating in certain areas.

Transcript Highlights:

• And I want to give a real shout-out to our academic leaders who are here today.
• And most of these suppliers really were supplying for academics.
• So I'm going to call that progress.
• So that's a total of 65 that have finished or are in progress. alone.
• But, you know, they've helped me because I'm a lifelong academic.

Keywords: 996, all

Transcript Highlights:

• This bill defunds the two strongest predictors of academic success.
• This bill defunds the two strongest predictors of academic success.
• This bill defunds the two strongest predictors of academic success.
• well-being is critical to academic well-being is critical to academic success<00:29:08.679> in
• Nadine, remote would be our next testifier. continue to make progress in providing continue to make progress

Bills: HF56, HF780

Keywords: HF56, Minnesota bonding bill, capital investment, state bonds, bond proceeds fund, Hutchinson Area Transportation Services, Hutchinson, McLeod County, transportation facility, vehicle storage, equipment storage, fueling facility, temperate storage, local infrastructure, public works, general obligation bonds, education finance, school funding, state aid, appropriations

Transcript Highlights:

• goals and what are the are the academic goals and what are the programming<00:46:21.480> that
• are in the are things that academically are in the best<00:46:44.600> interest<00:46:44.960><
• categories including academic categories including academic performance,<00:57:53.400> management
• <01:03:41.880> and<01:03:42.360> final just update the progress and final just update
• academic strategy for the UH system. academic strategy for the UH system.

Keywords: 910, house, all

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• progress to exit those statuses.
• <01:15:29.520> progress<01:15:30.040> to have made enough academic progress to have
• made enough academic progress to exit<01:15:30.520> those<01:15:30.680> statuses.
• is academics. is academics.
• <02:26:30.200> and in a program and showing progress and in a program and showing progress

Bills: HB1890, HB1888, HB1676

Keywords: teacher pay, teacher salaries, salary step increase, annual increment, longevity step, public school teachers, public charter school teachers, collective bargaining, Hawaii Department of Education, teacher retention, teacher recruitment, cost of living, educator compensation, public employee bargaining, appropriation, salary schedule, school staffing, teacher shortage, HB1888, Hawaii

Summary: The committees heard three measures, beginning with HB 1890 HD3, which would provide automatic step increases and a COVID-era retention bonus for teachers. Supporters included HSTA, the Democratic Party’s Education Caucus, and a student who said higher pay and predictable salary growth would help retain teachers in Hawaii. The Department of Education supported the intent but asked that the bill be expanded to cover all department employees. The Attorney General’s office said the draft needed clarification to avoid conflict with Chapter 89 and to make clear any funding was subject to legislative appropriation. The Office of the Public Defender and B&F testified in opposition, and committee members questioned whether the step increases were already in the current contract and whether the bill was needed. HSTA said the current contract includes automatic step increases subject to funding, but argued the bill was still needed because funding is not guaranteed and the measure would codify the policy. HSTA also said the COVID bonus would apply only to active teachers who worked during the pandemic and estimated the total cost at roughly $150 million to $200 million over four years. No vote was taken in the portion provided. The committee then took up HB 1888 HD3, which would require DOE and charter schools to report harassment incidents and strengthen penalties for harassment of educational workers from a petty misdemeanor to a misdemeanor. DOE supported the bill and suggested narrowing language about assisting workers with temporary restraining orders, saying that function would be better handled through the Attorney General’s pilot program. The Office of the Public Defender opposed the bill, arguing the harassment language was overly broad, vague, and potentially unconstitutional, and that existing assault and terroristic threatening statutes already protect educational workers. HSTA, the State Commission on the Status of Women, and several individual testifiers supported the measure, describing increased intimidation and harassment of teachers and other school staff, especially since COVID. The Special Education Advisory Council opposed the bill’s language on “disrupting and interfering” with school functions, saying it could chill parents of students with IEPs from advocating for their children. Testimony was split, with the chair noting 20 in support and 16 in opposition in the portion shown. A final witness, Michelle Pestana, testified in opposition based on her family’s experience with special education services, describing alleged seclusion and restraint of her daughter and expressing concern that DOE testimony in prior hearings had targeted special education parents. Her remarks were cut off as time expired. The transcript ends before any committee action or vote on HB 1888 was taken.

Transcript Highlights:

• This is solely progress monitoring.
• Progress monitor of screening and progress monitoring.
• The first is using results for either from either the beginning that progress monitoring want to progress
• monitoring one, our progress, ponder and progress monitoring to results in lieu of progress, monitoring
• not just our statewide progress monitoring system, but progress monitoring systems districts have used

Keywords: 999, senate, all