Transcript Highlights:

• They said, if we can get your son to adulthood, he will make a great adult, but the next 12 years are
• This is the same philosophy that is applied to special education and English learners.
• This is the same philosophy that is applied to special education and English learners.
• Investing in gifted learners strengthens Missouri's future workforce and innovation.
• Investing in gifted learners strengthens Missouri's future workforce, innovation.

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• Modifying the bilingual component with a cost differential of 0.15 for English learners, and removing
• The percentage of membership classified as English learners.
• English learners is part of this at-risk calculation.
• , as well as for students who exit English learners for two years after they exit.
• I found out since then that we are number one in adult illiteracy.

Committee: Senate Senate Finance

Transcript Highlights:

• Last year, we actually had to turn away a total of 885 adults from our adult shelter because our beds
• </c> 885 adults from our adult shelter 885 adults from our adult shelter because<00:36:38.599><c> our
• </c><00:41:59.200><c> um</c> haven't in the past is older adults um haven't in the past is older adults
• </c><00:42:26.040><c> in</c> because the number of older adults in because the number of older adults
• </c><01:29:39.199><c> Learners</c><01:29:40.119><c> in</c> Through 12 and online adult learners.

Committee: Senate Finance

Keywords: 1191, senate, all

Transcript Highlights:

• learners who approach our campuses.
• We have had tremendous growth in our adult learners.
• Adult learners over the age of 25 make up 22% of our enrollment right now, and we've had steady increases
• We said students that are economically disadvantaged, academically disadvantaged, and adult learners,
• We said students that are economically disadvantaged, academically disadvantaged, and adult learners,

Summary: The Senate Committee on Higher Education met with a quorum, adopted its interim rules on a 6-0 vote, and heard opening remarks from members and staff introductions. The chair emphasized higher education’s role in workforce development and noted a Legislative Budget Board survey issue that was resolved after a community college initially did not respond because the survey was marked optional. The committee then focused on monitoring implementation of Senate Bill 37, which governs public higher education boards, curriculum review, faculty senates/councils, training for regents, and the ombudsman office. Testimony from Chancellor Brandon Creighton of Texas Tech, Commissioner Wynn Rosser, UNT Chancellor Michael Williams, and Ombudsman Brandon Simmons described how SB 37 is being implemented. They said boards now have stronger authority, faculty senates are advisory, and institutions are reviewing general education curricula and other programs for rigor, relevance, and workforce value. Rosser said the statewide advisory committee is reviewing the core curriculum and board training requirements are being administered, while Simmons reported the ombudsman office has received 73 complaints, opened two investigations, and expects a third, with many complaints outside its jurisdiction or harassing in nature. Members questioned witnesses about transfer credits, board training content, auditing, conflicts of interest, curriculum decisions, and whether any institutions were missing deadlines. Rosser said non-transferable credits have declined since reporting began under earlier law, and that the most common reason is courses outside degree requirements. Witnesses said they were not aware of institutions missing the SB 37 review deadlines. Senators also raised concerns about an appearance of impropriety in a Texas Tech-related matter and about whether a Dred Scott case should be taught in law school, with Creighton saying the curriculum review process did not prohibit teaching Supreme Court cases and that he would follow up. Later testimony from University of Houston, Texas State, UT, and Texas A&M system officials said their systems had updated policies, abolished prior faculty senates, created compliant advisory councils, and completed or were completing core curriculum reviews and related governance changes.

Transcript Highlights:

• It changes the makeup a little bit to focus more on the adult population and the workforce needs than
• It changes the makeup a little bit to focus more on the adult population and the workforce needs than
• We know how crucial and critical this period of time for early learners is.
• We know how crucial and critical this period of time for early learners is.
• We know how crucial and critical this period of time for early learners is.

Bills: HB256 , HB272 , HB350 , HB363 , HB386 , HB434 , HB445 , HB690

Committee: House Education

Keywords: mandatory reporting, school employees, child protection, training requirements, Department of Children and Family Services, education, reading program, student eligibility, literacy, school performance, R.E.A.D. program, book distribution, École Pointe-au-Chien, French immersion, public school, Terrebonne Parish, grade levels, independent school, virtual school, extracurricular activities

Transcript Highlights:

• </c> 25% are English language learners. 25% are English language learners.
• </c><01:16:00.159><c> We</c><01:16:00.320><c> comply</c> language learner services.
• We comply language learner services.
• It has been hard for us as adults, but even harder on our kids. Thank you. Thank you.
• Healthy students are better learners, and every student deserves access to schools.

Bills: HF3653 , HF2717 , HF3451 , HF3857

Committee: House Education Finance

Keywords: education finance, safe schools revenue, school safety, charter schools, funding, safe schools, school security, school levy, pupil units, safe schools aid, cooperative units, intermediate school district, school resource officer, peace officer liaison, sheriff liaison, drug abuse prevention, gang resistance education, violence prevention, suicide prevention, mental health services

Summary: The committee first adopted the March 3rd minutes by voice vote after Representative Lee moved them and there was no discussion. Members then reviewed hearing rules on decorum, safety, and participation before taking testimony from Dr. James Densley and Dr. Jillian Peterson of the Violence Prevention Project Research Center at Hamline University. The presenters summarized research on mass shootings and K-12 school shootings, drawing on a database of homicides in school settings from 2000 to 2025 and a smaller set of 15 K-12 mass shooting cases. They said school shooters are usually insiders, most often current or former students, and typically young males. They described common patterns including a noticeable crisis before attacks, perpetrators viewing the shooting as a final act, studying prior shooters online, and “leakage” in which most tell someone in advance. They also emphasized that many perpetrators use unsecured firearms from family members and argued that prevention should combine reporting systems, behavioral threat assessment, counseling, mentoring, secure storage, and other layered interventions rather than rely on a single solution. The presenters also discussed broader violence trends in the Twin Cities, saying much school violence is spillover from community violence and that pandemic-era disruptions and weakened trust in institutions contributed to serious violence. They cited a national survey finding that exposure to gun violence is associated with PTSD, anxiety, depression, and fear of public spaces, especially among young people. During member questions, Representative Wam asked for clarification on the data set and the rural/small-town share of the survey sample.

Transcript Highlights:

• There are efforts to reengage stopped-out and adult learners.
• At the same time, we know we have 19 million California adults without a bachelor's degree, and a lot
• So we will focus on expanded pathways for working adults, military-connected learners, and those with
• Working adults, military-connected learners, and those with some college but no degree.
• learners that we haven't necessarily always found in the past.

Summary: The Assembly Budget Subcommittee on Education Finance held an oversight hearing on the California State University system covering enrollment, core operations, Title IX/civil rights, and basic needs. The Department of Finance said the Governor’s 2026-27 budget does not change CSU enrollment targets from the prior year and proposes a 5% ongoing General Fund increase for core operations as the final year of the compact. The Legislative Analyst’s Office recommended a lower resident undergraduate enrollment target than the Governor’s proposal, separate funding for enrollment growth rather than folding it into base, a smaller or no base increase tied more closely to inflation, earmarking some base funds for capital renewal, retiring deferred payments, and avoiding new multi-year compact commitments. CSU said enrollment has rebounded for three straight years, but growth is uneven across campuses, with several Northern California campuses still facing structural declines tied to demographics and community college pipelines. CSU described a multi-year reallocation plan shifting about 10,000 FTE and $89 million in ongoing funding toward higher-demand campuses, plus $40 million in one-time support, and said seven campuses submitted turnaround plans aimed at recovering enrollment over the next several years. The system highlighted strategies such as dual enrollment, guaranteed admission pathways with community colleges, outreach to high school students, retention and advising efforts, and new degree models for working adults and military-connected students. Members raised questions about how campus targets are set, whether the May Board of Trustees discussion will address a systemwide enrollment framework, and how CSU will manage future deficits if projected out-year funding does not materialize. On core operations and facilities, CSU said it faces about $320 million in mandatory cost increases in 2026-27 and is pursuing shared services, procurement consolidation, campus administrative sharing, and program redesigns to reduce costs. CSU and the LAO emphasized the system’s large deferred maintenance backlog, estimated at $8.6 billion, and discussed whether CSU’s bond/debt capacity is sufficient to address it; CSU requested up to $1.1 billion for deferred maintenance, while the administration did not propose new funding. The committee also heard CSU’s annual Title IX and civil rights update: CSU said it has implemented 15 of 16 State Auditor recommendations, has dedicated Title IX coordinators at every campus, is using a systemwide case management dashboard, and is piloting centralized investigations at five campuses. Finally, on basic needs, the Governor maintained current funding levels for food assistance/basic needs, rapid rehousing, and mental health. CSU reported heavy use of food pantries, CalFresh support, emergency housing, and counseling services, while warning that federal changes to CalFresh and related funding could make it harder to serve students in need.

Transcript Highlights:

• 07.839><c> County</c> The nonprofit organization in Wilcox County actually teaches youth as well as adults
• people, and so um there's a page behind those maps that have the faces of three of that million learners
• people, and so um there's a page behind those maps that have the faces of three of that million learners
• </c> faces of three of that million learners faces of three of that million learners um<00:19:28.799>
• ,</c><00:30:17.360><c> but</c><00:30:18.080><c> thank</c> Our students and our learners, but thank you

Bills: HB187 , HB98 , HB360 , HB394 , HB398 , HB388 , HB187 , HB98 , HB360 , HB394 , HB398 , HB388

Committee: House Ways and Means Education

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• The challenges facing autistic and neurodiverse young adults are significant.
• So I would say you would see less adults in the workforce and more adults depending on their parents,
• in the workforce and more less uh adults in the workforce and more adults<00:57:32.039><c> depending
• And from someone that used to work at Minnesota Adult and Teen Challenge, I appreciate your work.
• </c> tracked including Peds numbers adult tracked including Peds numbers adult numbers<01:48:34.119><

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• IF YOU THINK ABOUT THE PRACTICES ENGAGED IN AT HOME, ADULTS SURROUNDING THOSE CHILDREN AND AT THE END
• THAT THE GAPS ARE CLOSING OVER THE COURSE OF TIME AND THAT IS MORE PRONOUNCED FOR ENGLISH LANGUAGE LEARNERS
• IN THE STATES OF ENGLISH LANGUAGE LEARNERS HAVE SEEN FASTER RATES OF GROWTH THAN THEIR PEERS.
• INFORM FUTURE WORK WHERE WE CAN MAKE GREATER MORE INFORMED PERSONALIZED RECOMMENDATIONS TO STUDENTS AND ADULT
• LEARNERS ABOUT THE KINDS OF INTERACTIONS AND USAGE THEY MIGHT ENGAGE IN TO OPTIMIZE THEIR CHANCES FOR

Keywords: 999, senate, all

Transcript Highlights:

• learners.
• <00:15:04.560><c> learners.
• learners.
• One of the key adult learners.
• They're working adults who reflect the modern teacher workforce.

Keywords: 1183, house

Transcript Highlights:

• At FYI Plus, we build the capacity of youth and young adults, including their civic engagement and ability
• core instruction for kids that have difficulty, how to use evidence-based practices for English learners
• core instruction for kids that have difficulty, how to use evidence-based practices for English learners
• English learners increased by 8.1.
• And finally, it elevates families as partners and addresses the needs of bilingual and English learner

Committee: House House Government, Elections & Indian Affairs

Keywords: 996, all

Transcript Highlights:

• At FYI Plus, we build the capacity of youth and young adults, including their civic engagement and ability
• core instruction for kids that have difficulty, how to use evidence-based practices for English learners
• core instruction for kids that have difficulty, how to use evidence-based practices for English learners
• English learners, 8.1. Students with disabilities, 4.9.
• So we certainly are amending the title to include biliteracy and English language learners and bilingual

Summary: The committee met with a quorum and heard three measures: H.J.R. 5 on legislative compensation, Senate Bill 29 as amended on math instruction, and Senate Bill 37 on literacy instruction. H.J.R. 5 was presented as a constitutional amendment to create a paid legislature tied to New Mexico’s median household income, with supporters arguing it would broaden access to public service, reduce conflicts of interest, and better reflect the realities of modern legislative work. Public testimony was overwhelmingly in support, including from advocacy groups, civic organizations, faith groups, and veterans; one member raised concerns about fairness, attendance, and whether outside employment would still be allowed. The committee adopted an amendment to move the ballot question from 2028 to 2026, then approved H.J.R. 5 on a 5-1 vote. Senate Bill 29, endorsed by the Legislative Education Study Committee, would strengthen math instruction by improving teacher preparation, requiring PED to set up statewide math supports, and creating early screening and family engagement for students. Supporters, including educators, business groups, and education nonprofits, said New Mexico’s math outcomes are too low and that early intervention and better teacher preparation are needed. Members asked about teacher licensure requirements, parent support, standardized testing concerns, and district implementation. The committee heard that the bill’s screenings are intended to be developmental rather than high-stakes tests, and that parents would be supported through school-based guidance. The bill passed unanimously. Senate Bill 37 would codify a science-of-reading framework, require high-quality instructional materials, add literacy coaches and assessments, and expand support for bilingual and dual-language instruction. Supporters said the bill builds on recent gains in reading proficiency and strengthens teacher preparation and early intervention. Opponents, including tribal leaders, bilingual education scholars, and advocacy groups, argued the bill was too English-dominant, could conflict with existing bilingual and tribal language laws, and did not go far enough to protect indigenous languages and community-based approaches. Sponsors said amendments were being developed to clarify biliteracy, culturally responsive instruction, and protections for native language learning, and the committee advanced the bill on a vote with several members noting their support was contingent on those promised amendments.

Transcript Highlights:

• multiple states of Department of Education funding for six programs related to English learning and adult
• seasonal agricultural work—and Title III-A programs, which support language instruction for English learners
• Finally, one of the last programs at issue was the Adult Education and Family Literacy Act funds.
• I will tell you, as a former English language learner, a former DACA recipient, and a former naturalized

Committee: House Federal Funding Stabilization Subcommittee

Transcript Highlights:

• and systems to support all learners.
• and systems to support all learners.
• makes two changes to the application criteria MDE sets for new applicants to the federal Child and Adult
• However, of all of the languages spoken by Minnesota's multilingual learners, only 10% have national
• However, of all of the languages spoken by Minnesota's multilingual learners, only 10% have national

Keywords: 1183, house

Transcript Highlights:

• the matrix, but also categorical funds such as enhanced student achievement and English language learner
• or work in classrooms filled with English learners or special education students.
• coursework is involved, specifically whether there is specialized coursework addressing English learners
• or English learners, and also in special ed.
• or English learners, and also in special ed?

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:

• The report estimated a 6% annual return for taxpayers from public investments in adult ESOL programs,
• Throughout our history, we've been working on issues around adult basic education because they're so
• We have 480,000 working-age adults with limited English proficiency.
• You go to the schools and adult learning center. You try to find English classes.
• We support 24 community-based ESOL programs here in the city of Boston, supplementing the state adult

Committee: Joint Joint Committee on Labor and Workforce Development

Keywords: 995, all

Summary: The Joint Committee on Labor and Workforce Development heard testimony on several workforce-related bills, with most of the hearing focused on ESOL and apprenticeship legislation, followed by testimony on a four-day workweek pilot and paid prenatal leave. On ESOL, witnesses including the Boston Foundation, Skillworks, MassINC, MIRA, JVS Boston, Eastern Bank, immigrant advocates, employers, and legislators supported H.2080/S.1326, arguing that Massachusetts has a large backlog of limited-English-proficiency residents waiting for classes, that ESOL is essential to economic mobility and immigrant integration, and that the state needs a coordinated, statewide strategy with more vocational and workplace-focused English instruction. Testifiers cited long waitlists, fragmented delivery across agencies, labor shortages, and examples of workplace English programs helping immigrants gain jobs, advance careers, and support businesses. Committee members asked questions about how vocational ESOL differs from standard classes, and witnesses explained that it focuses on job-specific language and workplace scenarios. The committee also heard strong support for H.2085/S.1303, which would require more use of registered apprentices on public construction projects over $1 million. Labor leaders from the Massachusetts AFL-CIO and Massachusetts Building Trades, along with electricians and apprentices, said the bill would help apprentices complete training by ensuring enough job-site hours, expand access to good union careers, and strengthen the construction workforce for housing, infrastructure, and clean energy work. Several witnesses defended existing apprenticeship ratios and electrical licensing standards, warning against deregulation and emphasizing safety. Committee members asked about project thresholds and apprenticeship ratios, and witnesses said the bill’s phased apprentice-hour requirement was intended to cover most public projects under current cost conditions. The committee then heard testimony on S.1330, a four-day workweek pilot program. Senator Dillon Fernandez and Representative Shirley Arriaga described the proposal as a response to burnout, affordability pressures, and changing workplace norms, arguing that a pilot would let Massachusetts study whether shorter workweeks improve productivity, retention, and worker well-being. Witnesses said the model could help families balance caregiving and commuting while maintaining or improving output. Finally, the committee took testimony on S.1361, establishing paid prenatal leave. Parents, health advocates, March of Dimes, and others said paid leave would help pregnant workers attend critical prenatal appointments, reduce missed care, and improve maternal and infant health outcomes. Several speakers shared personal stories about high-risk pregnancies, pregnancy loss, and the financial strain of taking unpaid time off. No votes were taken during the hearing; the committee primarily received testimony and asked a limited number of questions.

Transcript Highlights:

• We're equally committed to serving adult learners and immigrant communities.
• So, to conclude, the Enough Act will help strengthen and expand these opportunities for even more learners
• I had an adult who believed that I was worthy of investment.
• I had an adult who believed that I was worthy of investment, and that changed everything.
• In Massachusetts public and charter schools, City Connects schools, 19% are English language learners

Bills: S3022 , H5187

Committee: Joint Joint Committee on Community Development and Small Businesses

Keywords: ENOUGH Act, ENOUGH fund, anti-poverty, poverty reduction, community development, place-based grants, distressed neighborhoods, economic mobility, housing and livable communities, community schools, cradle-to-career, child poverty, intergenerational poverty, social services, workforce development, education equity, public health, behavioral health, mental health, affordable housing

Transcript Highlights:

• I am Jennifer Ruiz, the mother of two adult non-speaking... uh, non-speakers.
• I am Jennifer Ruiz, the mother of two adult non-speakers, Ray and Joshua.
• I was 23 years old, so I was an adult. Mr.
• I was 23 years old, and I was an adult, is the answer. Senator Nichols, thank you, Mr. Chairman.
• Schools have always been places where we're working with individual learners and trying to meet their

Committee: Senate Education

Summary: The committee first approved the January 21, 2026 minutes and then heard two print requests from Senator Carrie Semmelroth tied to code cleanup work that originated from House Bill 14 last session. RS 32-89 would remove obsolete references to regional library systems that no longer exist, and RS 32-91 would clean up Title 33 by removing redundancies and non-applicable provisions. Both RSs were moved to print and approved without opposition. The committee then held a special presentation on spelling to communicate (S2C) from Kara Sanders, followed by testimony from Jennifer Ruiz on behalf of her daughter Ray Ruiz. Sanders described S2C as a communication method for non-speaking people who can point to letters to spell their thoughts, emphasizing presuming competence, the role of a communication regulation partner, and the need for training and safeguards. Ray Ruiz testified that S2C opened communication and educational opportunities for her, including sharing her interests, languages, and goals in psychology and advocacy; committee members asked about when she began spelling, learning languages, and her education plans. Jennifer Ruiz said S2C allowed her to truly get to know her daughter after years of uncertainty. The final presentation was from Dr. Brooke Blevins on behalf of the Idaho Association of Colleges of Teacher Education. She outlined educator preparation efforts across Idaho’s colleges and universities, including work on student behavior, educator ethics, career and technical education, rural teacher preparation, early literacy, and generative AI. In response to committee questions, she said schools need more support personnel and tiered interventions to address behavior, stressed that education is a right, and said clear expectations, stable environments, and teacher retention are important. Members raised concerns that student behavior is becoming a crisis and urged the group to help develop new solutions; the presentation ended with the committee adjourned.

Transcript Highlights:

• I am Jennifer Ruiz, the mother of two adult non-speaking... uh, non-speakers.
• I am Jennifer Ruiz, the mother of two adult non-speakers, Ray and Joshua.
• I was 23 years old, so I was an adult. Mr.
• I was 23 years old and I was an adult, is the answer. Senator Nichols. Thank you, Mr. Chairman.
• Schools have always been places where we're working with individual learners and trying to meet their

Committee: Senate Education

Keywords: 989, all