Transcript Highlights:

• And what's nice is this state has made real progress in recent years.
• We're making progress. AB 1454 is the next big step to take for our kids on literacy.
• And now this vision of academic apartheid is being realized.
• Lack of access to academic counseling.
• Our district is making significant progress to improve academic achievements.

Keywords: 988, house, all

Transcript Highlights:

• Keeping up with my bills and my mortgage, and feeling like this progress could be taken away from me
• Keeping up with my bills and my mortgage, and feeling like this progress could be taken away from me
• mortgage and feeling like this progress mortgage and feeling like this progress could<00:18:40.440
• Let's build on the progress we've made and make higher education a reality for every Minnesotan that
• tuition low keeping important academic tuition low keeping important academic programs<00:41:56.079

Keywords: 1187, senate, all

Summary: The committee heard informational testimony from student and advocacy groups focused on higher education affordability and support programs. Representatives of the Minnesota Association of Private College Students urged full funding for the Minnesota State Grant, describing it as essential for low- and moderate-income students and noting prior successes such as increased support for hunger-free campuses. Two student witnesses, including one first-generation college student and one refugee student, said the grant made college possible for them and warned that underfunding or cuts would limit students’ ability to choose the right school, especially at private colleges not covered by North Star Promise. Members asked questions about the students’ schools, majors, and why they chose their institutions. The witnesses emphasized scholarship opportunities, campus community, faith-based support, and the importance of financial aid in making college accessible. No votes or formal actions were taken during this portion of the hearing. The committee then heard from Vivian Dudley of Foster Advocates, who testified in support of the Foster Independence Grant. She described how the grant allowed her to begin college, stabilize housing and basic needs, and continue toward a social work degree, while warning that aging out of eligibility leaves foster youth facing renewed financial barriers. Members responded with supportive comments and asked about her educational path and work with youth; she said she wants to use her education to help others and to educate campuses on better supporting foster students. Finally, Shay Hornik of the University of Minnesota student government testified in support of North Star Promise, arguing that the program reduces financial burdens and signals that higher education should be accessible regardless of family income. Hornik cited student financial stress, rising living costs, and public opinion favoring greater investment in higher education, and urged expansion of North Star Promise to help middle-class families. No committee action was taken in the transcript.

Transcript Highlights:

• AFTER THE 2022 2023 SCHOOL YEAR WHICH WAS THE FIRST YEAR OF OUR NEW PROGRESS MONITORING SYSTEM THAT WE
• ON THIS SLIDE YOU WILL SEE THE PROGRESS THAT OUR SCHOOLS ARE MAKING.
• ONE PROGRESS MODEL ALL THE WAY UNTIL OUR PROGRESS MONITORING THREE AND THIS IS HOW MUCH ON AVERAGE THOSE
• YOU CAN SEE THE BEST STANDARDS OF IMPLEMENTATION, PROGRESS MONITORING. WE ARE LOOKING AT P.M.
• ONE, CAM TWO, PN THREE TO LOOK AT STUDENT PROGRESS OVER TIME.

Keywords: 999, senate, all

Transcript Highlights:

• I'm going to very quickly go over the four areas, the educator ecosystem, academic design, old child
• And so recruitment, preparation, retention as an example, in educator ecosystem, obviously in academic
• Academic design, and again, this doesn't go back to the beginning, but one of the biggest pieces around
• academic design is that work in literacy, and your support to school districts and charter schools for
• The other key component in academic design that you'll see sort of as a through line in all of these

Transcript Highlights:

• Uh and for academic the students.
• They are simply students serving for academic purposes.
• students serving for academic purposes. students serving for academic purposes.
• boundaries for from an academic boundaries for from an academic standpoint<00:22:47.120> what's
• now seeing students who have progressed now seeing students who have progressed from<00:23:34.559

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met and first considered House Bill 141, which would make type 1 diabetes information available to students through KDE, school district websites, and school locations such as youth service centers, front offices, and nursing stations. The sponsor explained that a committee substitute removed a requirement that districts distribute the information annually to students, in response to concerns about teacher workload. Members spoke in support, citing the value of helping schools recognize the signs of type 1 diabetes and the usefulness of the information for families. The committee adopted the substitute and passed the bill favorably with the substitute attached. The committee then heard House Bill 415, described as a cleanup measure to House Bill 300, the teacher due process law. The sponsor said the substitute would improve communication between the Education Professional Standards Board and superintendents, remove a requirement that teachers meet with EPSB when a complaint is filed, and move appeal hearings from EPSB to the Attorney General’s office effective July 1, 2027. Members discussed the changes and the bill passed favorably with the committee substitute attached. Finally, the committee took up House Bill 555, which would define student-based enterprises and allow local school boards to decide whether to permit them. The sponsor and a Taylor County High School business teacher described student-run businesses as hands-on learning opportunities that build workforce skills, generate funds for student scholarships and activities, and operate under local control. Members asked about red book compliance, tax and business issues, and how the enterprises relate to programs like DECA and Junior Achievement. The committee passed the bill favorably, and then adjourned.

Transcript Highlights:

• <00:12:53.959> thank progress thank progress thank you<00:12:56.000> thank<00:12:56.160
• mental health problems better academic mental health problems better academic performance<00:14:
• We must not undermine years of progress surrounding fairness and equity, which are the result of the
• academic academic success<01:02:08.799> today<01:02:09.359> we<01:02:09.520> shared
• If we don't protect girls' sports now, we will be undoing the progress we have fought so hard for.

Keywords: 1183, house

Transcript Highlights:

• Education to review statewide academic Education to review statewide academic standards<00:05:48.880
• And I've heard that particularly for the ones who struggle academically.
• future academic opportunities. future academic opportunities.
• struggle academically. struggle academically.
• Um, is the statewide academic standards.

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• Whereas Chinle Unified School District has demonstrated a sustained commitment to academic...
• At this point, she still was not walking, but she was making great progress.
• Members, a roll call vote is in progress. Please return to the floor.
• Members, a roll call vote is in progress. Please return to the floor. Thank you.
• A roll call vote is in progress. Have you all voted?

Keywords: 1182, all

Summary: The House convened with prayer, the Pledge of Allegiance, attendance, and a series of guest introductions and proclamations, including recognition of Dr. Eric Osowski as Doctor of the Day, Donate Life Day participants, State Farm Day guests, and proclamations honoring Ganado Unified School District and Chinle Unified School District for academic and cultural achievements. The chamber also handled routine business such as committee assignments, Senate messages, and motions to adjourn and to refer bills to additional Committee of the Whole consideration. The main floor action centered on several bills and a concurrent resolution. HB 2093 was amended to restore mental health instruction while removing social-emotional learning, and HB 2229 was amended after debate over abortion-related language and public funding restrictions; both received do-pass recommendations. HB 2429, HB 2950, and HB 4136 also received do-pass recommendations after floor amendments, with HB 2950 amended to make tourism improvement areas voluntary and add notice requirements. HB 4001 advanced after extensive debate over regulating alternative nicotine products, with supporters arguing it would help curb youth vaping and opponents urging taxation and stronger public-health provisions. HB 4030 and HCR 2052, both focused on limiting municipal tax and fee increases tied to affordability, inflation, and utility costs, were heavily amended and advanced after debate over local control, data centers, water costs, and the scope of the amendments. The House also took up procedural challenges, including a failed appeal of the chair’s ruling that a health-care claims amendment to HCR 2052 was out of order under the single-subject rule. On final adoption of the Committee of the Whole report, the House ordered HB 4001 and HB 4030 and HCR 2052, as amended, to engrossing and signing. In third reading, HB 2170 passed 36-16, HB 2380 passed 31-21, HB 2389 passed 31-21, HB 2784 passed 31-21, and HB 2902 passed 31-21, while HB 2388 failed 23-29. The transcript ends as the House was moving on to HB 294.

Transcript Highlights:

• We have completed academic program reviews on our charter schools.
• We are now up to 464 for this current academic year. So this is where the money is.
• We're making incredible progress there.
• So, we are making significant progress and we are on the right track.
• So, we want to continue making progress. We want to get to 100% funded.

Keywords: 914, all

Transcript Highlights:

• Chair and thank you for the question. >> So as you mentioned, we do have the progress monitoring and
• And so that's where that that will have progress monitoring for that students starting in PRE K all the
• I think of the last 2 years we've seen great, great advancements in our progress monitoring.
• It requires that the district school board to inform the community of the health safety and academic
• The health safety academic impacts of sleep deprivation are now conversations that will happen in 67

Keywords: 999, senate, all

Transcript Highlights:

• But that progress is not guaranteed. And we've seen this movie before.
• But<00:10:53.200> that<00:10:53.519> progress<00:10:54.240> is<00:10:54.480>
• But that progress is not guaranteed. But that progress is not guaranteed.
• <00:23:50.320> it<00:23:50.480> puts and academic quality benchmarks it puts and academic
• through, they're making real progress. through, they're making real progress.

Keywords: 927, senate, all

Transcript Highlights:

• get worse due to a progressively get worse due to a blockage<00:32:51.200> in<00:32:51.320>
• First, it requires that all experiences allow students to earn academic credit.
• credit to be clear while earn academic credit to be clear while Senate<00:57:49.440> file<00:
• credit second it includes a academic credit second it includes a provision<00:58:06.480> that
• <01:21:30.000> and frustrated with the lack of progress and frustrated with the lack of progress

Keywords: 1187, senate, all

Transcript Highlights:

• Just before coming here, I was talking to our faculty Academic Senate vice president.
• That's progress.
• And thank you for your work on this bill in progress.
• progress while contributing to global growth and development.
• Law schools' denial of academic credit for paid externships has created an equity issue.

Summary: The committee hearing covered several higher education bills, with extensive testimony on student aid, affordability, and institutional debt. AB 587 would add veteran representation to the California Student Aid Commission; the author said the change would bring lived experience from the veteran community to student aid policy, and members raised a concern about keeping the commission’s membership odd-numbered, which the author said would be addressed by amendment. AB 791 would standardize cost-of-attendance housing calculations using objective data and improve notice of the adjustment process; supporters said current budgets often underestimate students’ real living costs, while UC, CSU, and independent colleges opposed or had concerns about the bill’s prescribed methodology, fiscal impact, and a 14-day turnaround for adjustments. AB 850 would create a one-term grace period for students with institutional debt to re-enroll while arranging repayment, bar reporting that debt to credit agencies, and require more transparency; proponents described students being blocked from continuing school over debts, while CSU, UC, and private-college representatives said they already use holds and payment plans and worried about added liabilities and budget pressures. AB 537 would extend the California College Promise Program to part-time community college students; supporters said most community college students attend part-time and should not be excluded from fee waivers, while the committee noted fiscal concerns but ultimately advanced the bill. AB 7 would allow universities to consider whether an applicant is a descendant of American chattel slavery in admissions as a reparative measure; supporters framed it as lineage-based reparative justice, while opponents argued it would function as a racial proxy and conflict with Proposition 209 and equal-protection principles. The committee took roll-call votes on the measures, advancing AB 587, AB 791, AB 850, and AB 537 to Appropriations, with AB 850 and AB 537 receiving fewer votes and the roll left open for additional members.

Transcript Highlights:

• And through that progress monitoring, teachers can get that data. Summative assessment.
• So for academic. For academic, yeah.
• And they should be helping with those academic issues.
• And every time we do any kind of progress monitoring, we add that to their IRPs.
• And every time we do any kind of progress monitoring, we add that to their IRPs.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• The students are progress monitored throughout the year.
• The students are progress monitored throughout the year, and we also have testlets through Atlas that
• “For academic— I was just curious because I know the supports that come along...”
• And they should be helping with those academic issues.
• It needs to improve student academic achievement and then provide training for school bus drivers.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• Today we're going to hear about the lab schools' progress in this initiative.
• So today we're here to speak a little bit about our current progress as well as our current initiatives
• And they represent a wide range of academic achievements and past experiences.
• So we're serving a pretty diverse student population in terms of academic needs and interests.
• The center has created blueprints for our academic programs.

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• And what's nice is this state has made real progress in recent years.
• Oh, these districts are making real progress. They had pretty good consistency.
• I'm very proud of this city and the progress that it has made.
• And we can't just have a city that's with all this progress and not have a school district with progress
• Our district is making significant progress to improve academic achievement, budgeting and business practices

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• And if you look at a five-year window here, in 2019-20, the academic year that took us into COVID, we
• advising, et cetera, bringing coursework to LEA campuses... ...support, academic advising, et cetera
• Yeah, I mean, certainly, yeah, we have that ongoing conversation about whether the progressive nature
• That was for this current academic year.
• educational program at the end of that 2023-24 academic year.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• So it can be with their academics.
• Academic progress is being disrupted in real time, reversing hard-won post-pandemic gains. constitutional
• <01:03:12.960> Academic<01:03:13.520> progress keeping children home.
• Academic progress keeping children home.
• Academic progress is<01:03:14.160> being<01:03:14.319> disrupted<01:03:14.720> in

Keywords: 1187, senate, all

Transcript Highlights:

• The Excel Center offers a full academic environment with licensed teachers, including special education
• The Excel Center offers a full academic environment with licensed teachers, including special education
• 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,
• This is not new, and again, I think we've made huge progress in that.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.