Transcript Highlights:

• Is it a mandatory program for schools to do, Chairman? No, it's not.
• I have concerns in regards to having the schools do this. I know it's a pilot program.
• Can programs and schools already innovate right now?
• I was reading, and some schools are actually doing some of these programs.
• , they wanted a welding program at a certain school.

Keywords: 1182, all

Transcript Highlights:

• High School High Tech, which provides high school students... ...a program called High School High Tech
• I'm very familiar with the program in our school districts for blind services, but what I've noticed
• I'm sure if I go to the school board, they'll know about these programs.
• pathways for students who may enter into a particular program in middle school or high school and then
• One is in adult basic education, so you think about GED programs or high school co-enrollment programs

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

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?
• Then, making sure that the California Community Schools Program, which supports now more than 2,000 schools

Keywords: 988, house, all

Transcript Highlights:

• I am the dean of P-12 programs at the university, the superintendent at Model Lab School.
• the school lunch program or Title I, Title II, Title IV, none of the title programs as well.
• for the school lunch program or um title for the school lunch program or um title one,<00:42:37.119
• Went there for assurance program. Went there for medical<01:20:43.679> school.
• > and<02:02:42.719> schools Each of these programs and schools Each of these programs and

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• Uh, but these programs include other targeted aids and grants, dual enrollment PSO programs, school facilities
• Uh, but these programs include other targeted aids and grants, dual enrollment PSO programs, school facilities
• Uh, but these programs include other targeted aids and grants, dual enrollment PSO programs, school facilities
• But these programs include other targeted aids and grants, dual enrollment PSO programs, school facilities
• <01:47:47.920> School<01:47:48.320> District attendance pilot program School District

Keywords: 1187, senate, all

Transcript Highlights:

• in the Florida Safe Schools K-9 program.
• for AP teachers and having this rich AP program in their school.
• to encourage public schools to have these AP and ACE programs.
• How does that compare... ...on school voucher programs to private schools.
• on school voucher programs to private schools. How does that compare to last year?

Summary: The Appropriations Committee met for Budget Day and heard presentations on the Senate’s proposed 2025-2026 budget, SPB 25-200, totaling $117.4 billion. Chair Hooper said the plan reduces overall spending from the prior year, keeps strong reserves, includes a 4% pay raise for state employees, maintains employee health care contributions, and makes major investments in water quality, transportation, and education infrastructure. Committee chairs then summarized their budget silos, including K-12 education, higher education, health and human services, criminal and civil justice, transportation/tourism/economic development, and agriculture/environment/general government. Members asked questions mainly about school funding, AP and dual enrollment support, voucher and scholarship impacts, and the My Safe Florida Home program. The committee adopted a large consent package of amendments and then approved three late-file amendments: funding virtual college tours for high school students, funding the FSU Sunshine Genetics program, and providing money for the Port of Fernandina customs facility. The committee then voted to report SPB 2500, the General Appropriations Bill, as a committee bill. It also favorably reported SPB 2502 (implementing bill), SPB 2504 (state employees placeholder), SB 7022 (Florida Retirement System contribution rates and DROP changes), CS/SB 1320 (recreating the Resilient Florida Trust Fund), SPB 2506 (gaming compact revenue distributions, including water projects and rural lands), SPB 2508 (29 new judgeships), SB 7014 (ending the court mediation and arbitration trust fund), SPB 2510 (K-12 conforming bill), SPB 2512 (higher education conforming bill), and SPB 2514 (health and human services conforming bill). The committee also took up several policy bills. It approved SB 7028 on cancer research, creating grant parameters, reporting requirements, a five-year pediatric cancer research incubator, and the Bascom Palmer Eye Institute VisionGen Initiative. It approved CS/CS/SB 170 on nursing home quality, adding resident satisfaction surveys, medical director standards, safety culture reviews, electronic health record requirements, financial reporting penalties, and a study of best practices. It approved CS/CS/SB 168, the Tristan Murphy Act, which expands mental health diversion options, adds Hillsborough County to a forensic hospital diversion pilot, expands grant uses, and creates a behavioral health data repository. It also approved SB 114 creating the Florida Center for Excellence in Insurance and Risk Management at FSU and moving the public hurricane loss model there. The committee then began considering SB 180 on emergency preparedness and response, including a late-file amendment, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• district to be a sponsor of a registered apprenticeship program, so I wear a sponsor hat and a school
• so I wear a sponsor hat and a program so I wear a sponsor hat and a school<00:10:01.959> district
• Paul Public Schools, it's not financially tenable to maintain both a robust graduate residency program
• Then the school district or entity that is going to be a sponsor of the program needs to work with the
• Then the school district or entity that is going to be a sponsor of the program needs to work with the

Keywords: 1183, house

Transcript Highlights:

• So youth voices should be included in shaping outreach campaigns, peer programs, school supports, and
• So through our program, peer mentors participate in after-school training sessions where they build a
• So in addition to the fee schedule program itself, there's a paired grant that's gone out to schools
• So in addition to the fee schedule program itself, there's a paired grant that's gone out to schools
• So from high school to college, there's wellness coach scholarship programs as one example of trying

Keywords: 988, house, all

Transcript Highlights:

• For that program, it is the 151 just for the five schools.
• that are operated: the school nutrition program, that's the National School Lunch Program and School
• goes to the school nutrition programs.
• That is National School Lunch and School Breakfast programs.
• c> I charter school programs Grant and I charter school programs Grant and I think<01:48:20.320><

Keywords: 1187, senate, all

Summary: The committee met to hear a Minnesota Department of Education presentation on federal education funding and the potential effects of federal actions on those dollars. Chair Kunesh framed the discussion around concerns about threats to the U.S. Department of Education and noted that federal funds make up about 10% of Minnesota’s education budget, or roughly $1.4 billion. Senator Lang pushed back, emphasizing that 90% of school funding comes from state and local sources and urging the committee to focus on state mandates and how to pay for them. New member Senator Clark introduced himself and said he would teach ethics or running if he were a teacher. Department staff explained that federal education dollars are divided between entitlement/formula funds and competitive/discretionary grants. They said Minnesota receives federal money through established systems and that the department is seeking clarity about how federal changes might affect the flow of funds, oversight, and program administration. They also outlined Minnesota’s legislative review process for federal funds, which includes several pathways such as the governor’s biennial budget, supplemental budget submissions, legislative advisory committee review, and expedited review processes when needed. The presentation then focused on ESEA Title funding, especially Title I. Staff said Title I is one of the largest federal education programs in Minnesota, with about $200 million in current funding, and supports 476 local education agencies. They described how funds are allocated through Minnesota’s North Star accountability system and Compass support structure, based on measures such as poverty, graduation rates, and state assessment performance. Examples of allowable supports included professional development, attendance initiatives, reading curriculum, training, and peer coaching. Senators asked whether executive action could affect these funds and whether the money flows directly to districts or through the state; staff responded that they would avoid speculation and would continue explaining the different funding streams and oversight structure.

Transcript Highlights:

• Public school families can use these funds for tutoring, after-school enrichment programs, and services
• program that benefits schools, you know, across the state in Eve, St.
• program that benefits schools, you know, across the state in Eve, St.
• program that benefits schools, you know, across the state in Eve, St.
• program that benefits schools, you know, across the state in Eve, St.

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• That means we went from about 41% of all high school students being in a K-12 career tech program to
• to then provide arts programming in the school day.
• We have our Poetry Out Loud program, which is a partnership with Oklahoma A+ schools.
• We have completed academic program reviews on our charter schools.
• online supplemental program with the Lawton school district.

Keywords: 914, all

Transcript Highlights:

• And that school districts need consistent and sustainable funding for those programs.
• In the National School Lunch Program and Breakfast Program, you all are paying the difference between
• That money only went out if school districts chose to participate in those programs.
• programs and how the spending action is making that a barrier to some of our out-of-school network programs
• There is currently a federal program that will allow schools to purchase electric school buses.

Transcript Highlights:

• There are 56 programs distributed from the Public School Fund, 14 from other state funds, and 29 from
• Program amounts distributed to each recipient from the Public School Fund are included on Attachments
• Then we'll look at traditional programs, and then total enrollment overall for the past three school
• Looking at completers from these programs for the last three school years, you'll see a similar makeup
• In Arkansas, there are nine programs in the 2025 school year.

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• There's appropriation to the school library aid and then special education apprenticeship program by
• Um, kind of like the state grants for the private schools. They can use those state grant programs.
• And these are school districts that are already looking at layoffs and cutting staff, cutting programs
• And these are school districts that are already looking at layoffs and cutting staff, cutting programs
• And these are school districts that are already looking at layoffs and cutting staff, cutting programs

Keywords: 1187, senate, all

Transcript Highlights:

• We have engineering at Lyman High School, and we are very proud of the program that we have, but based
• We take field trips from our middle schools to our high schools so students can see those career programs
• Secondly, Lake Works, which is an innovative program that brings together Lake County Schools, Lake Technical
• We have high school dual enrollment students. We have three college-at-high-school programs.
• So what middle school has a program, because we are a choice district, so what middle school has a program

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• It's the $1 billion ongoing that will be the community schools apportionment program that school sites
• million is actually to pilot and implement the certification program for school sites to make sure that
• You know, community schools, obviously, the program is very nuanced in that you want each district and
• In relation to community schools, we appreciate the ongoing funding for the program.
• We strongly support the ongoing investment in the California Community Schools Partnership Program and

Keywords: 987, senate, all

Transcript Highlights:

• I understand that. not including the private schools themselves, would be needed for an ESA program,
• Streams in the in the foundation school program or any other allowable use of funds to cover those So
• Encouraged by increased funding for communities and schools through TANF funds, this program provides
• have to be able to run the school programs that you expect them to run. and that the Constitution says
• Just that should be, and all these programs should be. a priority because school isn't just where you

Keywords: 1184, house, all

Transcript Highlights:

• and out-of-school-time program.
• and out-of-school-time programs.
• and out-of-school-time program.
• and out-of-school-time programs.
• librarians, no after-school programs.

Keywords: 995, all

Summary: The hearing was a Joint Committee on Ways and Means budget session held in Lawrence focused on the governor’s proposed FY27 education and local aid budget, with remarks from legislative co-chairs, local officials, and education agency leaders. Acting Mayor Giovanni Rodriguez and Superintendent Ralph Carrero emphasized Lawrence’s high-need student population, the importance of Chapter 70 and Student Opportunity Act funding, and the impact of state aid on schools serving many English learners and low-income families. Carrero highlighted Lawrence High School programs such as early college, dual degrees, career pathways, and early childhood classrooms embedded in the high school, while lawmakers introduced themselves and noted the importance of the hearing to their districts. Acting Secretary of Education Amy Kershaw, Commissioner of Higher Education Noi Ortega, Commissioner of Elementary and Secondary Education Pedro Martinez, and Commissioner of Early Education and Care Amy Kershaw outlined the administration’s FY27 priorities. They described investments in literacy initiatives, universal school meals, student mental health, early college and career pathways, higher education affordability, community college and university student-success supports, preschool expansion, child care subsidies, and workforce supports for early educators. The commissioners also discussed federal funding threats, equity gaps, and the administration’s efforts to improve outcomes for Black and brown students, multilingual learners, students with disabilities, and low-income students. Members questioned the panel about the local contribution formula study, the final year of Student Opportunity Act implementation, and the need to revisit Chapter 70 funding to better address rising costs such as special education, transportation, and health care. Officials said the local contribution study report is expected by the end of June, with a draft to be shared after data analysis and public comment. Commissioner Martinez said the Student Opportunity Act narrowed funding gaps but more work is needed, and he pointed to a proposed Accelerating Achievement Initiative to support the highest-need schools. Senator Oliveira also raised concerns about Chapter 70 disparities and asked about partnerships with libraries to support literacy, prompting discussion of broader early literacy collaboration.

Transcript Highlights:

• , National School Lunch and School Breakfast Program.
• under the National School Lunch and School Breakfast Program.
• The kit program is critical to the success of the School Meals for All program.
• Before these programs passed, a school nurse and public school— critical to the success of the school
• Before these programs passed, a school nurse and public school That School Meals for All and Kit are

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• Requirements for these programs include not receiving government funding, not using school personnel
• school bus to go to the program.
• Not one penny of public school monies goes to these programs.
• In fact, 37 of the 41 school districts that we looked at had these kinds of programs.
• A school participating in the program may include the program designation on its school report card.

Keywords: 1182, all