Transcript Highlights:

• dual credit, so math, English, those types of subjects are housed in one statute, whereas dual credit CTE
• dual credit, so math, English, those types of subjects are housed in one statute, whereas dual credit CTE
• dual credit, so math, English, those types of subjects are housed in one statute, whereas dual credit CTE
• dual credit, so math, English, those types of subjects are housed in one statute, whereas dual credit CTE

Keywords: 958, all

Summary: The Senate Education Committee heard House Bill 132, which would change home and hospital instruction funding so schools can be reimbursed sooner when students miss school for short-term mental health-related stays. Representative Nick Wilson said current law requires a student to be out five days before funding begins, leaving schools unpaid when they provide instruction during 2- to 4-day absences. The committee gave HB 132 favorable expression unanimously. The committee then heard House Bill 193, a cleanup bill on dual credit scholarships. Representative J.T. Payne and KHEAA’s director explained that the bill consolidates academic and CTE dual credit scholarships into one statute to reduce administrative confusion, since the programs have been funded together in recent budgets. HB 193 passed unanimously with favorable expression. House Bill 241 drew the most discussion. The committee first adopted a substitute, which members said changed the bill to give the Commissioner of Education discretion, rather than a mandate, to grant calamity days. The bill and substitute centered on virtual instruction and Cloverport Virtual Academy: supporters said the school was a pilot project that needed more time and that a prior agency effort to cap virtual instruction would have effectively shut it down, while opponents argued the substitute would reward a low-performing virtual model and extend NTI/virtual learning too broadly. Testimony from an Oldham County parent criticized NTI quality and opposed adding more virtual days. No final vote on HB 241 was included in the portion provided.

Transcript Highlights:

• course, to do this and they're We're very excited about it, but we also are really investing in our CTE
• virtual reality oil change training with our youth right now and really trying and to do some robust CTE
• Justice Department also to include $64 million exceptional item requests to support vocational and CTE
• So continue to increase CTE and vocational training so when youth come out of these facilities. or any

Keywords: 1184, house, all

Transcript Highlights:

• We thank you for the $100 million in CTE expansion grants funded through the Fair Share supplemental.
• solution that will allow more high school students in Massachusetts to access the sort of high-dosage CTE
• School committees right now in both comprehensive and wall-to-wall CTE schools received the final policy

Keywords: 995, all

Summary: The Joint Committee on Education held a lengthy hearing on a large slate of bills focused primarily on charter school policy and vocational technical education. Committee members opened with ground rules for testimony, including a two-minute limit, written testimony acceptance, and a live-streamed format. The committee then heard testimony on bills to expand collective bargaining rights in Horace Mann and Innovation Schools, reform charter school funding and reimbursement, allow enrollment preferences for high-need students in charter lotteries, and require BESE to consider district impacts when approving new or expanded charters. Several witnesses, including union leaders, parents, educators, and legislators, argued that charter growth has strained district budgets and that funding formulas should be reworked to better protect public schools; charter advocates and alumni countered that charter schools serve high-need students well and should not be penalized for their success. A major portion of the hearing focused on vocational technical education bills, including proposals to expand access and capacity, create a large grant program, and increase MSBA reimbursement rates for vocational school construction. Supporters described long waitlists, strong labor-market demand, and the higher cost of building and maintaining vocational schools, while municipal officials emphasized the tax burden on local communities. The committee also heard testimony on charter school reimbursement bills that would extend the state’s reimbursement schedule, with witnesses from districts such as Boston, Worcester, Fall River, and New Bedford describing large net losses to charter tuition and arguing for longer reimbursement periods and structural reform. The committee took no final votes during the hearing. In one instance, the chair said a bill would be held open until a missing senator could testify. Members asked several detailed questions about charter admissions lotteries, special education placements, funding formulas, and the practical effects of proposed charter caps and reimbursement changes. The hearing remained informational, with witnesses and committee members presenting sharply different views on whether the bills would improve equity and opportunity or harm existing public school systems.

Transcript Highlights:

• student achievement reports with academic standards, which includes career and technical education, or CTE
• the department as high wage and high growth, and the pathways and programs The career pathways and CTE
• These CTE requirements, requiring that three programs of study, which encompass three sequenced courses

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• by Chancellor Kevin O'Farrell, on this, it is important to note that we work very closely with our CTE
• 2023-24 academic year, I will tell you, we're proud to share that Florida experienced record-breaking CTE
• enrollment, which includes 800,000 K-12 students participating in CTE programs.

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• Spaces that we've traditionally not paid for include gyms, larger gyms, performing arts spaces, and CTE
• The gym space, it had to do with larger classrooms, CTE, special education, those types of things.

Transcript Highlights:

• There's a few areas, CTE, like out of school time.
• college, um, and we've done so much with that career, with the apprenticeship programs, with the focus on CTE

Transcript Highlights:

• In order to reach advanced math, science courses, AP, dual credit, postsecondary, CTE, an Algebra 1 foundation
• So maybe an English 1 credit at the middle school level or starting a student in their CTE pathway or
• c><00:31:36.960> student<00:31:37.039> in<00:31:37.279> their<00:31:37.440> CTE
• <00:31:37.919> pathway starting a student in their CTE pathway starting a student in their
• CTE pathway or<00:31:38.480> or<00:31:38.799> something<00:31:39.039> like<00:31

Keywords: 958, all

Transcript Highlights:

• CTE renovation.
• the<01:39:20.400> Jeffrey<01:39:20.760> ring<01:39:21.520> uh<01:39:21.639> CTE
• <01:39:22.239> renovation<01:39:23.480> the the Jeffrey ring uh CTE renovation the
• the Jeffrey ring uh CTE renovation the governor<01:39:23.960> is<01:39:24.080> a<01:39:
• project and it's a 75 I believe the CTE project and it's a 75 I believe it's<03:30:25.560> 7525

Keywords: 928, house, all

Summary: The Department of Administrative Services presented its capital budget process and priorities, explaining how agencies assess facility needs, rank projects, and submit requests to the governor’s office. DAS described its Plant and Property division, which maintains 96 state buildings, and Public Works, which develops detailed cost estimates for selected projects. Officials said the governor’s office has traditionally narrowed requests into priority tiers, but this year all projects were estimated, creating more work and less detail. They also emphasized that the capital budget book functions as legislative intent and can be binding on how approved funds are used. On the substance of the request, DAS highlighted several priorities: continued funding for the state ERP system upgrade to the cloud, with about $5 million requested for sustainability and related Treasury functions; emergency fund and annex renovation work; a sprinkler replacement at DMV; and elevator repairs at the main building. Karen Rocky also identified maintenance projects that rose in priority after a facility condition assessment, including HVAC work for Portsmouth Circuit Court and Coos County Courthouse, boilers and controls for Carroll County and Lebanon Circuit Court, brick repointing at the main building and annex, window replacement at Spalding, and Brown building elevator replacement. Officials noted that the governor’s proposed capital budget included fewer DAS projects than in past years and no projects for the Bureau of Court Facilities. The committee also discussed lapses and reprogramming of prior appropriations. DAS said the first eight projects approved in 2023 remain under construction and should be extended, while many 2021 projects are delayed because of ARPA-related workload and broader construction backlogs. Members reviewed a 2019 project list and agreed to lapse project number 49, the Spalding roof project, with about $81,000 remaining. DAS also said some small 2019 balances, including courthouse generators, a boiler, cooling and controls, roof and exterior repairs, and the State House Annex elevator, could be redirected through Capital Budget Overview toward the Hillsboro County South Cell Block project. The hearing ended with questions about project schedules, ARPA deadlines, and the division of authority between DoIT and DAS for the ERP system.

Transcript Highlights:

• CTE programs and workforce programs are, in fact, just different sides of the same coin.
• somebody for the sprocket factory because they live next to it—but a lot of times we find that our CTE

Summary: The committee heard a presentation from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, focused on integrating workforce, education, training, and human services systems. Moore argued that WIOA, Perkins, and ESSA should be aligned more closely, with fewer federal and state bureaucratic layers, more state flexibility, and a stronger emphasis on labor force participation, postsecondary attainment, and training tied to in-demand jobs. He said the federal agencies are moving toward combined plan timelines for 2026, encouraged states to pursue combined plans and waivers, and described efforts to streamline reporting, reduce administrative overhead, and expand tools such as integrated intake, cross-training, virtual and mobile service delivery, apprenticeship, and talent marketplaces. Moore also emphasized accountability and outcomes, saying states should measure training-related employment, retention, and the share of funds going to direct services rather than administration. He criticized the current workforce system as too costly and ineffective, and said states should use primary labor market information, better wage records, and employer input to align training with actual job demand. Members asked about balancing flexibility with accountability, the role of employers versus postsecondary institutions, serving rural “training deserts,” state waivers, and data-sharing systems such as Mississippi’s workforce technology efforts. Moore said states can use waivers and technology to create common intake and co-enrollment across programs, and that enhanced wage records are key to better workforce planning. The committee then received a separate update from DHS Secretary Janet Mann and Director Jay Hill on reimbursement rates for aging and adult behavioral health services. They said DHS had compiled more than 100 public comments, submitted a recommendation to the governor to hold current rates, and was awaiting executive review, which they estimated could take 30 to 60 days. Members asked about the timeline and the scope of the legislation requiring monthly reports. The meeting ended with notice of a later audit presentation scheduled for 1:00 p.m. at the Big Mac building.

Transcript Highlights:

• supports the recruitment and fair compensation of top talent in career and technology education, or CTE

Bills: HB1057

Keywords: teacher salary, retirement benefits, career education, work experience credit, Texas Education Code, 1185, senate, all

Transcript Highlights:

• See, in the CTE program, which we passed legislation a year or two ago, it's not miles and number of
• See,<01:28:33.199> in<01:28:33.360> in<01:28:33.679> the<01:28:33.840> CTE
• ><01:28:34.400> program,<01:28:34.719> which<01:28:34.880> we See, in in the CTE
• program, which we See, in in the CTE program, which we passed<01:28:35.440> legislation<01:28
• entire state to go to these 25 or so CTE entire state to go to these 25 or so CTE centers<01:32:

Keywords: 1189, house, all

Summary: The commission to study the cost of special education met, confirmed a quorum, introduced members and guests, and approved the minutes from the October 29 meeting. Members noted the commission’s mandate under Senate Bill 57 and emphasized the need to focus on recommendations and findings by July 1, 2026. The chair also distributed additional handouts, including materials related to the Education Freedom Account (EFA) program and administrative rules tied to differentiated aid and disability determinations. The main discussion centered on how students qualify for differentiated aid under the EFA program. Matt Sutherton of the Children’s Scholarship Fund explained that the organization, which contracts with the state to administer EFAs, accepts either school-district/IEP documentation or a medical certification of disability (MCD) from a licensed medical professional. Members questioned how this process relates to the state’s special education rules and whether the school-district examiner standards in ED 107/1107.04 apply to EFAs. Sutherton said the MCD form, created with the department, requires the medical professional to sign that they are qualified to make the determination and to identify the disability. Several members expressed concern that the EFA process is less rigorous than the school-district IEP process and may be inflating disability counts. One member argued that the administrative rules cited are primarily for school districts, not EFAs, and said the Department of Education may not know how many of the roughly 890 EFA students receiving differentiated aid came through school-district documentation versus the MCD pathway. Another member said the EFA system appears more generous than the school system and raised concerns about oversight, auditing, and whether the program’s data are accurate. Sutherton said the organization reviews signed documentation, credentials, and diagnosis information, and may request additional records to help adjudicate expenses. No votes or formal actions were taken beyond approving the prior minutes.

Transcript Highlights:

• We greatly appreciate the increased allocations to students experiencing homelessness and to the CTE
• We greatly appreciate the increased allocations to students experiencing homelessness and to the CTE
• We greatly appreciate the increased allocations to students experiencing homelessness and to the CTE
• We greatly appreciate the increased allocations to students experiencing homelessness and to the CTE

Keywords: 988, house, all

Summary: The Assembly Budget Committee met to consider the 2026 Budget Act, which leaders described as the compromise budget expected to move to the floor later that evening. Opening remarks emphasized that the plan balances the budget over two years, reduces the structural deficit, and builds reserves, while also protecting core programs from federal cuts. Jason Sisney outlined the legislative budget plan, saying it uses higher-than-expected revenues and reserve balances to reject some proposed reductions and fund temporary restorations and new spending in areas such as education, child care, health care, housing, homelessness, and public safety. Department of Finance representatives said the administration appreciated the two-year balanced framework and the effort to address out-year deficits, while noting the plan includes additional spending and revenue changes. Sisney also previewed floor bills including AB 109, SB 110, SB 122, and SB 125, with SB 122 described as a modification to the tax credit proposal and SB 125 as the managed care organization tax proposal. Subcommittee chairs then described the major policy choices in their areas. Health chair Addis said the budget responds to federal health care rollbacks by protecting Medi-Cal, clinics, hospitals, dental care, and other safety-net services, while also supporting reproductive care, gender-affirming care, and county health systems. Education chair Alvarez highlighted increased school funding, expanded learning, special education, teacher support, community colleges, and a change to Cal Grant eligibility for older community college students. Other chairs emphasized child care expansions, homelessness and housing funding, prison closure and criminal justice savings, wildfire mitigation, county support for Medi-Cal and CalFresh administration, and accountability measures tied to homelessness and corrections spending. Several members also raised concerns or priorities, including the impact of the MCO tax on providers, the need for more support for local journalism, transit and climate funding, biotech and R&D incentives, and continued work on Prop 98 and long-term revenue solutions. No formal votes were taken in the portion provided, but members broadly expressed support for the budget framework and the need to continue negotiations with the administration before final passage. The committee discussion repeatedly framed the budget as a response to federal policy changes and a choice to protect vulnerable Californians while maintaining fiscal responsibility. The vice chair, citing LAO warnings about future volatility and limited reserves, pressed Finance on whether the budget represented a record-sized state budget and whether revenues were also at record levels, underscoring concerns about the state’s preparedness for a downturn.

Transcript Highlights:

• The first part is all the CTE grant money that, you know, the $150 million that we're doing for career
• The first part is all the um the<00:34:14.640> CTE<00:34:16.080> grant<00:34:16.679>
• 17.399> that<00:34:17.640> you<00:34:17.760> know,<00:34:17.840> the the CTE
• grant money that you know, the the CTE grant money that you know, the 150<00:34:18.679> million

Bills: HB517, HB98, HB235, HB236, HB237, HB238, HB239, HB240, HB241, HB242, HB565, HB517, HB98, HB235, HB236, HB237, HB238, HB239, HB240, HB241, HB242, HB565, SB380

Keywords: underground damage prevention, one-call notification system, utility locating, excavation safety, dig safe, call before you dig, 811, utility lines, underground utilities, pipeline safety, gas pipeline, electric utility, telecommunications, water utility, wastewater, cable television, locate request, premark, tolerance zone, positive response

Transcript Highlights:

• Senate Bill 2294, Mississippi Future Innovators Act, an act to require high school computer science or CTE
• Senate Bill 2294, Mississippi Future Innovators Act, an act to require high school computer science or CTE
• the title. >> Senate Bill 2288, Comprehensive Workforce Training and Education Consolidated Act, 60% CTE
• This includes the pay raise for our CTE instructors. That is an explanation of the bill, Mr.
• the pay raise dollars, which includes uh the pay raise for<00:52:08.440> our<00:52:08.520> CTE

Keywords: MS Senate Floor - 12 March, 2026; 10:00 AM, 925, all

Summary: The Senate convened with a quorum present, opened with prayer and the pledge, and then dispensed with the reading of the journal, committee reports, and bill titles. The chamber also recognized several guests and groups, including the doctor of the day, visitors from Quebec, the Sumrall High School boys soccer team, Starkville public safety officials, and the Hattiesburg High School choral arts program. A resolution honoring the long-standing partnership between Quebec and Mississippi was read and adopted, and Ms. Nathalie Rivard of Quebec addressed the Senate about historical ties and economic cooperation between Quebec and Mississippi. The Senate then moved through a series of procedural actions on the calendar, including multiple motions to table reconsideration on medical cannabis and ARPA-related bills, and several motions to not concur and invite conference on workforce and budget measures. Among those were Senate Bill 2294, the Mississippi Future Innovators Act, Senate Bill 2288 on workforce training, Senate Bill 2401 on workforce development, Senate Bill 2189 on budget transfers, Senate Bill 2895 on ARPA funds, and Senate Bill 2917 on appropriations transfers. These motions were adopted, sending the measures to conference or otherwise advancing them as noted. A major portion of the meeting focused on appropriations bills. House Bill 1935, the Education Department appropriation, was explained in detail and adopted after a strike-all amendment; the bill includes funding for the student formula, teacher and assistant pay raises, special education supplements, school attendance officers, testing contracts, early learning coaches, and CTE instructor raises, with offsets from reduced or eliminated line items such as school safety platforms and certain vendor programs. The Senate also adopted strike-all amendments and passed House Bills 1936 and 1937 for Mississippi Public Broadcasting and the Library Commission, and then moved on to House Bill 1933 for the Bureau of Building. The Senate recessed until 2:30 p.m. and announced an appropriations meeting shortly after recess, while leadership noted that many supplemental appropriations bills would be considered later with attention to whether they contained reverse repealers and would go to conference or final passage.

Transcript Highlights:

• District, Superintendent Lavender, and identifying different pathways through their programming and their CTE
• put together a curriculum that takes more of an andragogical approach, which is adult learning and CTE

Bills: HB2107, HB2588, HB2946, HB2950

Keywords: SNAP, nutrition assistance, fast food, vitamins, waiver, food policy, municipal planning, homeowner association, building permits, single-family home, property rights, design standards, development fees, municipalities, infrastructure, public services, annual reporting, property development, tourism improvement area, TIA

Summary: The Rural Economic Development Committee first took up HB 2950, which would allow governing bodies to approve tourism improvement areas to promote lodging and tourism as an economic development tool. Supporters from the Arizona Lodging and Tourism Association, Visit Yuma, and Visit Phoenix said tourism is a major economic driver, especially in rural communities, and argued the bill would give local areas a voluntary, industry-led way to market themselves, attract visitors, and support jobs without raising taxes on residents. Members discussed tourism in places such as Yuma and other rural destinations, and the committee voted 7-0 to give HB 2950 a do pass recommendation. The committee then heard a presentation on rural economic development centered on Lucid Motors’ investment in Pinal County and its partnership with Central Arizona College. Speakers from the Arizona Commerce Authority, Central Arizona College, and Lucid described workforce training programs, including the Drive48 accelerator, which they said has helped train workers for advanced manufacturing jobs and raised local incomes. The committee read proclamations recognizing both Lucid Motors and Central Arizona College for their contributions to job creation, workforce development, and economic growth in rural Arizona. Finally, the committee considered HB 2946, which would revise development fee requirements, including changes affecting the timing and administration of fees and a prohibition on charging development fees for accessory dwelling units. The sponsor and housing advocates said the bill was intended to help address housing affordability and give developers more predictable costs, while city and league representatives opposed it, arguing it would shift costs from growth to existing taxpayers and interfere with local infrastructure planning. After adopting an amendment that removed county-related provisions and made clarifying changes, the committee passed HB 2946 on a 4-1 vote with two members present, and the meeting adjourned.

Transcript Highlights:

• The CTE programs and workforce programs are, in fact, just different sides of the same coin.
• somebody for the sprocket factory because they live next to it—but a lot of times we find that our CTE

Summary: The committee heard testimony from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, on efforts to better align workforce, education, and human services programs. Moore argued that WIOA, Perkins, and ESSA were designed to function as an integrated talent system, but that federal and state bureaucracy has kept them siloed. He said the Department of Labor and OCTAE are working on more integrated state plan guidance, including a 2026 plan modification timeline, combined Perkins/WIOA plans, and greater use of labor market information to align training with in-demand jobs and Workforce Pell. Moore emphasized reducing overhead, cross-training staff, using common intake and integrated case management, and focusing on the “shadow labor force” of people facing benefit cliffs, child care barriers, or other obstacles to work. He repeatedly urged states to use waivers and flexibility where possible, to consolidate or streamline local workforce structures, and to hold programs accountable through measures such as labor force participation, training-related employment, retention, and cost per successful outcome. Members asked about the balance between flexibility and accountability, the role of employers versus postsecondary institutions, rural “training deserts,” state waivers, and data systems such as Mississippi Spark and Arkansas Launch. Moore said states should use technology and integrated intake to co-enroll eligible participants in multiple programs and better match people to jobs. In response to questions, Moore said some federal rules cannot be waived, but many reporting and administrative requirements can be streamlined, and he encouraged Arkansas to propose ideas for waivers or state-level integration. He also discussed the need for enhanced wage records and state longitudinal data systems to improve workforce planning and economic development. After Moore’s presentation, DHS Secretary Janet Mann and Director Jay Hill gave a brief update on reimbursement rates, saying the department had compiled more than 100 public comments, recommended holding the current rate, and was awaiting executive review; they estimated the process could take 30 to 60 days. The committee then adjourned, noting a later audit presentation scheduled for the afternoon.

Transcript Highlights:

• jurisdiction face significant workforce challenges by streamlining the process for recognizing and supporting CTE
• license by listing the TDLR license types that currently correspond with the Texas Education Agency's CTE

Bills: HB 1301, HB2278, HB2776, HB2820, HB3848, HB3920, HB4172, HB4215, HB4284, HB4285, HB4463, HB4517, HB4690, HB4765, HB4766, HB4767, HB4768, HB4769, HB4773, HB4830, HB5506

Keywords: alcohol, beverages, winery permit, restaurant, malt beverages, Texas Alcoholic Beverage Code, alcohol production, home brewing, family use, craft beverages, massage therapy, licensing, criminal offenses, sexually oriented businesses, public safety, bingo, charitable gaming, operating capital, regulation, funding

Transcript Highlights:

• And when you come to CTE and career track programs, those are programs that across the state, the business
• You're going to be hearing about CAPE and CTE. I'd be very careful in that regard.

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• Our schools and CTE programs of study are designed to connect with students' learning in the classroom
• Our school zone and CTE programs of study provide the pathways to success, helping students build a future
• You talked about a lot of the CTE programs. Do you have an educator rising program?