Transcript Highlights:

• </c><00:02:38.239><c> must</c> expenditures that the legislator must expenditures that the legislator
• </c><00:05:34.360><c> so</c> every year to fund public education so every year to fund public education
• Legislation like HF 4 will only make it harder, if not impossible, to fund our schools, support educators
• they deserve we elect you our education they deserve we elect you our legislators<00:12:16.800><c> to
• </c><00:12:26.680><c> from</c> will handcuff future legislators from will handcuff future legislators

Committee: House Rules and Legislative Administration

Transcript Highlights:

• day be dispensed with any legislative day be dispensed with any legislative day be dispensed with any
• website and will be for our legislative website and will be for our legislative website and will be
• observing the legislative process any observing the legislative process any observing the legislative
• for the next legislative the legislation for the next legislative the legislation for the next legislative
• more educational support um educational more educational support um educational more educational support

Transcript Highlights:

• Department of Education.
• As an educator and an advocate who cares deeply about ensuring each student has equal educational opportunities
• I support this legislation. Thank you. Hello, my name is Tori Hitchcock.
• I'm an educator and professor at UC Davis.
• and their respective institutions of higher education.

Committee: House Arts, Entertainment, Sports, and Tourism

Transcript Highlights:

• And I—so that’s my only concern that I would see with this legislation.
• There is no legislation that can force a child to open up to their parents.
• And so would that legislation interfere with how is currently...
• I'm not an educator.
• This legislation affirms their care.

Committee: Senate Judiciary and Rules

Transcript Highlights:

• /c> determined by the legislation and as determined by the legislation and as determined<00:20:53.280
• </c><00:30:02.399><c> add</c> necessity for continuing education add necessity for continuing education
• Education and Labor Cabinet, Department of Education, 704 KAR 3:365. 704 KAR 3:365 has a staff-suggested
• secondary Education Act of 1965 the secondary Education Act of 1965 the staff<01:00:31.640><c> Amendment
• </c> this legislation this legislation uh<01:03:26.880><c> professional</c><01:03:27.319><c> employer

Summary: The subcommittee met with a quorum, approved the minutes, and welcomed new members before taking up Council on Postsecondary Education regulations 13 KAR 2:120 and 13 KAR 2:130. The regulations, as amended by staff and agency amendments, update public university and KCTCS performance funding models to conform to 2024 Senate Bill 191 and the performance funding work group’s recommendations. Changes discussed included replacing the underrepresented minority metric with an underrepresented students metric defined as first-generation students, adding an adult learner metric, increasing the low-income degree premium, adjusting small-school and nonresident credit-hour weights, revising data aging and progression metrics, and adding STEM+H criteria in 13 KAR 2:120. Travis Pal of the Council on Postsecondary Education explained that the changes reflect the work group’s three-year review process and that the work group ultimately voted to define underrepresented students as first-generation students and to apply half-weighting between research and comprehensive universities for the new metric. Michael Frasier of the Kentucky Student Rights Coalition and Eastern Kentucky University student government opposed 13 KAR 2:120, arguing that the regulation improperly applies weights where the statute does not clearly authorize them and that the funding changes disadvantage comprehensive universities and vulnerable students. He asked the committee to find the regulation deficient or, alternatively, recommend legislative clarification and a revised fiscal analysis. Pal responded that weighting has been part of the model since 2017, that CPE was following the statute and work group recommendations, and that the model could be changed by future legislation. Members asked about the timing of the broader performance funding review, and Pal said the full model is reviewed every three years, with the next work group cycle beginning in 2026. No motion to find the regulation deficient was made, and the committee allowed the regulations to proceed to the committee of jurisdiction. The committee then approved a staff amendment to Teachers’ Retirement System regulations 102 KAR 1:195 and 102 KAR 1:340, which require annual reporting of accumulated sick leave, leave policies, and salary schedules to TRS and make technical changes to the final average salary calculation and related definitions.

Transcript Highlights:

• Department of Education have caused confusion about the future of higher education and, ultimately, the
• So as a champion of public education, especially higher education access as a gateway to opportunity
• , STEM, and bilingual education.
• But this is what higher education is designed to do, and higher education will endure.
• So what can the legislator do now?

Committee: House Higher Education

Summary: The Assembly Higher Education Committee held an oversight hearing on the impact of federal actions on California higher education, with opening remarks from the chair and members emphasizing shared governance, student access, and the importance of protecting California’s public systems. The first panel included leaders from CSU, UC, California Community Colleges, and the University of the Pacific, who described major disruptions from federal policy changes, including grant terminations, changes to Pell and loan programs, the elimination of Grad PLUS loans, tighter loan limits, and uncertainty around immigration, CalFresh/SNAP, and Medicaid-related rules. UC and CSU leaders said federal research and student-support cuts threaten research capacity, workforce pipelines, and services for low-income, first-generation, undocumented, and international students, while the community colleges highlighted uncertainty around TRIO, HSI/MSI/AANAPISI grants and the need to preserve student services and economic mobility. Members asked about the scale of funding losses, intersegmental partnerships, workforce impacts, indirect cost caps, H-1B hiring costs, and the effect of federal changes on health care and research. Witnesses said the federal environment has created instability, delayed planning, and could reduce access to graduate and professional education, especially in health fields and other high-need professions. Several witnesses urged the Legislature to support research bonds, housing and capital outlay, and continued state investment to offset federal retrenchment. The committee also discussed how cuts could affect student debt, food insecurity, and the diversity of future cohorts, with witnesses warning that the changes could narrow access and weaken California’s workforce pipeline for years. The second panel focused on equitable access. The California Student Aid Commission described state efforts such as Cal Grant, the Middle Class Scholarship, the Golden State Teacher Grant, and a proposed state FAFSA alternative for students who cannot access federal aid, while urging reforms to Cal Grant, better integration with CalFresh, and more support for foster youth and adult learners. The Los Angeles Community College District reported that federal cuts and policy uncertainty are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and putting basic needs, transfer support, and workforce programs at risk. The Association of Independent California Colleges and Universities said federal loan caps, research cuts, and attacks on DEI and HSI funding are harming access and retention, especially for first-generation and low-income students, and called for stronger state support, including transfer aid and a state-backed loan option. The CSU Academic Senate also testified that abrupt federal changes to MSI and related programs have disrupted student research, summer programs, and equity-focused initiatives, with one campus example losing $2.7 million in student-centered funding on short notice.

Transcript Highlights:

• to require candidates to obtain passing scores on professional education um scores on professional education
• </c><00:02:45.840><c> um</c> scores on professional education um scores on professional education um
• , the State Board of Education.
• , the State Board of Education.
• profession and educational education profession and educational professionals<01:56:10.960><c> so</c>

Summary: The committee heard testimony on House Bill 362, which would give the Department of Education rulemaking authority over educator licensing and testing requirements, including professional education assessments. Representative Ladd argued the bill is meant to preserve New Hampshire’s higher standards for teacher preparation and to avoid lowering requirements for licensed educators, while also allowing flexibility for career and technical education (CTE) instructors who may have strong industry experience but not traditional classroom credentials. Members discussed whether the bill should preserve industry-recognized credentials and basic academic skills testing while exempting CTE teachers from content exams; DOE Director Steven Appy said an amendment would clarify that the bill applies to initial licenses, exempt CTE teachers from the content-testing requirement, and keep current administrative practice on basic skills and industry credentials in statute. The committee also noted that an executive session would be scheduled later, likely the following week, to act on the bills and amendment. The committee then took up House Bill 90, dealing with the definition of part-time teachers. Representative Ladd explained that the bill is intended to let university and community college faculty teach limited hours in high school concurrent enrollment settings, especially in subjects like math and STEM where some schools cannot find locally certified teachers with a master’s degree. He said the measure is designed to expand student access to college-level courses, not to replace fully certified teachers or reduce standards, and emphasized that the bill is limited to faculty employed or contracted by the University System of New Hampshire or the Community College System of New Hampshire, with criminal background checks and ethics/conduct rules still applying. No votes were taken during the hearing, and the discussion ended with the understanding that further action would come in executive session.

Transcript Highlights:

• So first I'll start with the OHV education course.
• Okay, a little bit about safety education.
• Okay, a little bit about safety education.
• The legislation was passed two years ago, in 2024.
• How do we work around the education piece on that?

Committee: Joint Arizona Off-Highway Vehicle Study Committee

Transcript Highlights:

• As you know, that OB3 legislation added about $4 trillion to the national debt.
• and what has happened with the current OB3 legislation.
• I think currently it's at $1,200; the OB3 legislation increased it to $2,000.
• And it would do that unless state lawmakers enacted legislation to prevent it.
• We also represent the Coalition for Social Justice Education Fund in our PFML advocacy and legislative

Committee: Joint Joint Committee on Revenue

Summary: The Joint Committee on Revenue held a public hearing on H. 4975, Governor Healey’s bill to manage the impact of federal tax changes from the One Big Beautiful Bill Act (OB3) on Massachusetts. Secretary of Administration and Finance Matt Gorowitz said the bill would phase in selected corporate tax changes over time, avoid a $442 million FY26 revenue hit, preserve the current-year budget, and add a few related changes, including expanding the pass-through entity excise to income subject to the 4% surtax, delaying large federal tax changes over $20 million by one year, limiting opportunity zone benefits to Massachusetts investments, adjusting DFML contributions to match IRS guidance, and aligning casino slot-winnings reporting thresholds with federal law. Committee members questioned the administration about why it chose phased conformity rather than full decoupling, the effect on the budget if the bill does not pass, the purpose of the pass-through entity change, opportunity zones, and the slot-machine threshold and family leave provisions. Public testimony was sharply divided. MassBudget, Progressive Massachusetts, and Don Griswold of the Center on Budget and Policy Priorities urged the committee to go further and permanently decouple from the five most costly OB3 corporate tax provisions, arguing that automatic conformity is fiscally risky, rewards investment outside Massachusetts, and has already caused or could cause large revenue losses. Labor and public-sector witnesses, including leaders from the Massachusetts Teachers Association, AFT Massachusetts, SEIU 509, the Massachusetts AFL-CIO, and building trades unions, also called for permanent decoupling, warning that the federal law will deepen state budget pressures, harm schools, health care, human services, and infrastructure, and shift costs onto workers and public programs. Several speakers said Massachusetts should not adopt federal corporate tax cuts that mainly benefit wealthy individuals and corporations. Other testimony focused on specific provisions. Unite Here Local 26 asked the committee to strike the casino slot-winnings threshold change from $1,200 to $2,000, saying the current limit helps identify problem gambling, creates an opportunity for intervention, and supports union jobs. The Massachusetts Society of CPAs supported the administration’s phased approach, especially the research and experimental expense deduction, citing the importance of certainty for business filers and Massachusetts’ strong R&D economy. Greater Boston Legal Services testified on the paid family and medical leave sections, explaining that the bill’s changes would align PFML payroll contributions with new IRS guidance and, if paired with administrative action, would be cost-neutral for workers and employers. No votes were taken during the hearing.

Transcript Highlights:

• The Legislative Education Study Committee has convened an Education Data Governance and Artificial Intelligence
• , including the Legislative Finance Committee, Legislative Education Study Committee, the Chief Clerk's
• Finance Committee, and Legislative Education Study Committee, a recommendation on increases to the compensation
• Finance Committee, and Legislative Education Study Committee, a recommendation on increases to the compensation
• legislative aides.

Committee: House Legislative Council

Transcript Highlights:

• So I urge you to educate yourself more.
• Yet we’re here today taking up legislation on weakening these unions.
• While this legislation does not require the lab portion of driver's education, it lays a strong foundation
• HB 889, driver's license education requirements.
• This does not touch the Department of Education statute in any way.

Summary: The Government Operations Subcommittee heard a long agenda of bills covering education, public safety, local government, labor relations, and foreign policy. Early measures included HB 1055, which would support Florida State University’s Election Law Center; CS/HB 4073, a Leon County local bill updating career service rules for sheriff’s office employees; CS/HB 253, creating penalties for license plate obscuring devices and misuse of emergency-style lights; and HB 293, codifying the Office of Faith and Community in the Governor’s Office and creating a liaison and advisory council. Members raised questions on academic freedom in HB 1055 and on church-state concerns and oversight in HB 293, but both bills advanced after supportive testimony from university, faith-based, and law enforcement representatives. The committee also approved HB 4029, a local bill for the Greater Naples Fire Rescue District, and HB 889, requiring classroom driver education for minors before licensure, with supporters emphasizing roadway safety and teen crash reduction. The committee then took up PCS/HB 731, which would require standardized testing for admission to health-related degree programs at state universities. The sponsor argued the bill would ensure qualified applicants and objective admissions standards, while several members and public witnesses raised concerns that it would duplicate existing requirements like the MCAT and create unnecessary barriers; the bill still passed, though with several no votes. HB 1519, expanding Florida’s anti-BDS law to cover academic boycotts, nonprofits, local governments, and certain grants, drew strong support from Jewish organizations and strong opposition from speakers who argued it chilled free speech and punished criticism of Israel. After an amendment narrowing and clarifying parts of the bill, it passed favorably as a committee substitute. The most contentious debate came on HB 1387, a major overhaul of Public Employees Relations Commission procedures and public-sector union rules. Supporters said the bill would streamline PERC processes, improve fairness, and address cases where unions were certified with very low participation; opponents, including teachers and labor advocates, said it weakened collective bargaining and public employee rights. After a strike-all amendment and extensive testimony, the bill passed as a committee substitute. The committee also approved HB 351, which adds extreme speeding to reckless driving and increases penalties, after removing impoundment language in an amendment, and PCB GOS 25-07, preserving a public records exemption for minors seeking judicial waiver of parental notice/consent for abortion. The meeting adjourned after all measures were reported favorably.

Transcript Highlights:

• </c> know I I'm passionate about education know I I'm passionate about education it's<00:14:44.480><c
• I represent Education Minnesota.
• 84,000 educators.
• in Education proposal.
• </c><01:31:23.920><c> education</c> will share equitably an educ education will share equitably an educ

Committee: House Education Finance

Transcript Highlights:

• </c> presentation on public higher education. presentation on public higher education.
• policy, an understanding of educational finances, an understanding of education law.
• policy, an understanding of educational finances, an understanding of education law.
• </c> an understanding of education law. an understanding of education law.
• policy, an understanding of educational finances, an understanding of education law.

Summary: The committee met to review the annual report on collaboration between the University System of New Hampshire and the Community College System of New Hampshire, and the meeting began with approval of the prior minutes and a gubernatorial proclamation recognizing the community college system’s 80th anniversary. Both chancellors praised the proclamation and described the report as a statutory follow-up to the public higher education task force. They said the two systems have built a close working relationship and that the collaboration is intended to continue, though progress may be limited by resources and staffing changes. Much of the discussion focused on transfer pathways and new academic models. The chancellors said House Bill 1530 helped drive the creation of more than 100, and possibly about 130, “universal pathways” between the systems, with a reported 30% increase in community college associate-degree graduates transferring to the university system in the last academic year. They also discussed direct-admit outreach for community college graduates, early college and CTE-to-workforce pathways, and the development of three-year bachelor’s programs at Plymouth State and in some health-care fields. Members asked about nursing, allied dental health, and radiologic technology, and the chancellors said they are exploring whether some programs can be streamlined, while noting that nursing’s requirements may limit how short a pathway can be. Members also raised concerns about whether transfer pathways could affect university enrollment, but the university chancellor said declining enrollment is more likely due to a smaller pool of college-age students and broader competition, not the transfer programs. Another topic was the ERP/technology platform recommendation from the task force: the university system is moving to Workday, while the community college system is working to align business practices and move from an on-premises system to a cloud-based solution. Officials said a shared enterprise system could create efficiencies in the future, but it is not expected in the short term; student-facing tools like Canvas are already shared. The committee also discussed House Bill 112, which would require passing a civics test for graduation, and the chancellors said they support civic education but see implementation challenges. No votes or formal actions were taken beyond approving the minutes and receiving the report.

Transcript Highlights:

• Training and education.
• The state of Maine has passed this legislation.
• It's the difference between education and none at all.
• cost for a special education student was $13,825.
• special education transportation.

Bills: S2743 , S2861 , S3021

Committee: Joint Joint Committee on Public Safety and Homeland Security

Keywords: domestic violence, police training, suspicious deaths, homicide investigation, victim support, school bus safety, commission, student safety, operator training, safety standards, Legislative oversight, public health, student transportation, school bus, school pupil transportation, pupil transport, child passenger safety, school van, transportation contractor, motor vehicle safety

Transcript Highlights:

• First, it includes the Foster Youth Postsecondary Education Access and Success Act legislation I co-lead
• </c><03:21:34.399><c> Speaker,</c> legislation. And with that, Mr. Speaker, legislation.
• </c> legislation within this this one bill. legislation within this this one bill.
• This legislation will fix that.
• . legislation. legislation.

Transcript Highlights:

• This is not a minimum education; this is worse than minimum education.
• This is not a minimum education; this is worse than minimum education.
• Freedom account uh the uh uh education Freedom account uh legislative<03:51:54.439><c> oversight</c>
• education that close.
• Sorry, Department of Education.

Summary: The committee first addressed House Bill 415, which would remove the requirement that schools provide menstrual products. Members supporting an ITL said the mandate was unfunded, had been in place since 2019, and was already working without complaints from districts. Other members opposed the bill, arguing menstrual products are essential and that the requirement helps students, especially those with fewer resources. The committee voted ITL on HB 415 by a roll call of 17 yeas, 0 nays. The committee then took up House Bill 388, concerning public reports on special education. Supporters of ITL said they agreed with the goal of transparency but were concerned about student privacy, especially in small districts, and thought the bill’s information requests went too far. They noted that related issues could potentially be addressed in another bill, HB 557. The committee voted ITL on HB 388, 17-0. House Bill 730, which would require schools and some colleges to provide information on adoption, was also moved ITL. The sponsor said adoption is personally important to him but that the bill was not the right vehicle and involved entities such as colleges and the Attorney General unnecessarily; he said related ideas might be folded into other bills later. The committee agreed and voted ITL, 17-0. The committee then discussed House Bill 671, a preschool/early literacy proposal involving a statewide nonprofit digital program, likely Waterford. Members raised questions about who would be covered, data privacy, prior use of federal ESSER funds, whether the program had measurable results, and whether the bill’s nonprofit requirement was too restrictive. Department of Education witness Melissa White said the state had spent $400,000 in FY22 and $600,000 in FY23 on a Waterford contract using ARP ESSER funds, but she did not have participant counts and said the department could not measure literacy gains for that population. She also said the bill’s funding level would likely require an RFP and that, if enacted as written, the program would probably still be Waterford-based. The discussion continued without a final vote in the portion provided.

Transcript Highlights:

• I have uh 9:00, and this is the Senate Education Committee.
• <00:11:33.720><c> people's</c> legislate people's legislate people's beings<00:11:36.480><c> out</c><
• I'm an attorney with the Department of Education.
• </c> health and safety in the educational health and safety in the educational environment<01:57:50.079
• </c><01:58:23.119><c> actually</c> department of Education actually department of Education actually

Committee: Senate Education

Transcript Highlights:

• It's legislating the way legislating should be done. It was utterly nonpartisan.
• Uh it's legislating the way<00:07:18.240><c> legislating</c><00:07:18.880><c> should</c><00:07:19.120
• So this next slide legislation.
• </c> the core legislation. the core legislation. &gt;&gt; Thank<00:23:08.159><c> you.
• Mananderville educators have seen 11.1% Mananderville educators have seen 11.1% average<00:35:18.160>

Bills: HF3422 , HF3461 , HF2904

Committee: House State Government Finance and Policy

Transcript Highlights:

• I've notated the New Mexico Educational Retirement Board and PERA on there.
• This ratio for the Educational Retirement Board and the PERA is below 1.25.
• that again through legislation.
• I'm sure that our legislative finance committee may have.
• Go around on this in this situation, so legislative council.

Committee: House Investments & Pensions Oversight Committee

Transcript Highlights:

• </c> Shoshone higher education director. Shoshone higher education director.
• </c> Legislation, correct?
• </c> to receive education. to receive education.
• </c> our board, they're not all educators. our board, they're not all educators.
• </c> massive gaps in education. massive gaps in education.

Committee: Joint Select Committee on Tribal Relations