Transcript Highlights:

• The amount for English language learner differentiated aid will jump to $849, and the amount for addressing
• <00:35:52.319> language pupil the amount for English language pupil the amount for English
• It's got the largest number of students that are English language learners.
• English language learners, and you can see how Manchester dwarfs all the other communities.
• Manchester's got 2,077 times the English language learner differentiated factor.

Keywords: 928, house, all

Summary: The committee met in executive session on HB 563, which revises the adequacy education grant formula, including differentiated aid for free and reduced-price meals, English language learners, and special education, and also restores fiscal capacity disparity aid. Members explained that for FY 26 the formula largely stays the same with the usual 2% increases, while FY 27 would raise the base cost and several aid categories, including a substantial increase in special education differentiated aid. Supporters said the bill recognizes higher special education costs and separates fiscal capacity disparity from the extraordinary needs grant, which they argued better targets property-poor communities. A major point of discussion was the fiscal capacity disparity aid component. Some members asked for more detail on how the formula affected individual towns and how much money was being allocated. The sponsors said the spreadsheet showed the impacts and estimated the fiscal capacity disparity portion at about $13.3 million, benefiting roughly 40 communities, with Manchester the only municipality expected to receive less under the new approach. They also said the change partially rebalances money that had shifted heavily toward larger cities under the extraordinary needs grant and that the special education increase is new money, not taken from the hold harmless or extraordinary needs funds. Several members supported the amendment as a good-faith step and a bipartisan compromise, while others expressed frustration that they did not have enough time or information to review the spreadsheets in detail before voting. After extended debate, the committee recessed for lunch to allow the spreadsheet to be distributed and reviewed, with the understanding that the bill would continue later in the day and then move on to the other bills on the docket.

Transcript Highlights:

• I don't see anything in the language of the bill that would prevent that.
• I don't see anything in the language of the bill that would prevent that.
• Line 20, we're making clear that on deferred adjudication cases that the language didn't fit before,
• Like this, from Twitter to town halls, the language around immigration is toxic.
• This just cleans up some of the language and addresses these issues. I move passage.

Bills: SB664, SB40, SB9, SJR1, SJR5, SB27, SB207, SB2938, SB1901, SB1227, SB1248, SB912, SB1321, SB2143, SB2145, SB1497, SB1239, SB2180, SB1388, SB1762, SB1662, SB1951, SB1537, SB493, SB378, SB1020, SB1018, SB992, SB958, SB920, SB1350, SCR25, SB687, SB1332, SB2185, SB552, SB664, SB40, SB9, SJR1, SJR5, SB458, SB482, SB927, SB984, SB651, SB1620, SB2124, SB2448, SB841, SB843, SB402, SB2662, SB2053, SB2332, SB2112, SB745, SB1247, SB1789, SB27, SB207, SB2938, SB1901, SB1227, SB1248, SB912, SB1321, SB2143, SB2145, SB1497, SB1239, SB2180, SB1388, SB1762, SB1662, SB1951, SB1537, SB493, SB378, SB1020, SB1018, SB992, SB958, SB920, SB1350, HCR76, HCR127, HCR9, HCR40, HCR118, HR559, HCR59, HCR135, HCR141, HCR46, HCR109, HCR10, SCR25, HB2525, HB142, HB140, HB29, HB451, HB3809, HB3307, HB 1130, HJR1, HB9, SB17, SB260, SB509, SB1506, SB1637, SB2308

Keywords: Texas courts, judicial officers, associate judge, magistrate, master, referee, hearing officer, court administration, Government Code Chapter 54, Government Code Chapter 54A, bail training, Article 17.024, Article 15.17, local administrative judge, State Commission on Judicial Conduct, Office of Court Administration, county courts, criminal justice, criminal jurisprudence, judicial qualifications

Transcript Highlights:

• is not their first language.
• is not their first language, or English learners, and we're seeing those same positive outcomes with
• speakers, as well as native speakers of other languages, to learn a second language and demonstrate
• that in English is not their first language.
• that in English is not their first language.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on diversity, equity, and inclusion in Massachusetts; no bills were heard or voted on. Chairs Bud Williams and Liz Miranda opened by framing the hearing as a response to recent federal actions they said threatened DEI efforts, funding, and civil rights protections in education and other sectors. They said the committee would hear from experts, agencies, advocates, and businesses about the legality and benefits of DEI and the impact of federal actions on the Commonwealth. Secretary of Education Patrick Tutwiler testified virtually that Massachusetts is pushing back against federal efforts to restrict DEI, including guidance and certification demands directed at schools. He highlighted state investments in early education, child care, early college, career and technical education, and educator diversity, arguing these efforts help close opportunity gaps for Black and brown students, students with disabilities, English learners, and other underserved groups. In response to member questions, he said federal education dollars are core to services for students and that the state is prepared to fight funding cuts while monitoring impacts across K-12, early education, and higher education. Elizabeth Matos of the Attorney General’s Office said DEIA programs remain legal under state and federal law and described AG guidance issued to help institutions navigate federal confusion. She reviewed litigation the office has joined or won, including efforts involving withheld school funds, museums and libraries, the Minority Business Development Agency, Head Start, AmeriCorps, and other federal actions. Members asked about immigration-related fear and profiling, and Matos pointed to existing Know Your Rights guidance, said complaints to the Civil Rights Division have increased, and noted the office is seeing issues involving housing discrimination, employment, public accommodations, and threats to call ICE. She also said the office is open to further legislative ideas but did not discuss specifics. Evelyn Carter, a social psychologist, testified that diversity, equity, and inclusion are often misunderstood and defined the terms plainly, emphasizing that diversity is a group characteristic, equity addresses unequal starting points, and inclusion is about belonging and access. She argued that DEI matters because it creates guardrails against bias, helps make environments accessible, and addresses ongoing inequities. In response to questions, she suggested practical strategies such as using clear criteria and written records in decision-making, broadening who is considered part of one’s in-group, and pairing bias awareness with concrete behavior-change tools. The hearing also included testimony from Meredith Tewitt of the Massachusetts Commission on the Status of Women, who spoke about the importance of DEI for women, veterans, and people who rely on federal institutions, and urged lawmakers to continue supporting inclusion and access.

Transcript Highlights:

• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• learner services.

Keywords: 1187, senate, all

Transcript Highlights:

• How do you address English language learners? What do you do for model code of educator ethics?
• Um how do you address English language<02:20:18.000> learners?
• Um what do you do for language learners?
• I mean, I've been to the classrooms and know if they're teaching English learners or, um, they're—they
• or<02:41:12.640> um English, you know, learners or um English, you know, learners or um they're

Keywords: 910, house, all

Transcript Highlights:

• We're equally committed to serving adult learners and immigrant communities.
• In addition to our credit students, thousands come to us each year for English language learning, for
• Language and developmental gaps tied to SES emerge as early as seven to nine months of age.
• And so we know that SES is a powerful predictor of executive function, language ability, and academic
• In Massachusetts public and charter schools, City Connects schools, 19% are English language learners

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its final hearing of the session on H. 5187 and S. 3022, the Enough Act, with Chair Andy Vargas and Senator Adam Gomez opening by thanking committee members and stakeholders for their work during the session. The bills were described as a grant-based, place-based anti-poverty initiative intended to support cradle-to-career services by funding local nonprofits, schools, community organizations, and backbone entities that can coordinate housing, education, health, workforce, and family supports in high-poverty neighborhoods. Testimony was overwhelmingly in support of the bills. Speakers including Strategies for Children, Chelsea Public Schools, Bunker Hill Community College, Senator Sal DiDomenico, Rep. Kate Lipper-Garabedian, Rep. Antonio Cabral, the Harlem Children’s Zone’s Kwame Owusu Kesse and Jeffrey Canada, former Education Secretary Paul Reville, AFT Massachusetts, United Way, the Boston Foundation, Give Black Alliance, Eastern Bank Foundation, and others argued that poverty is a systems issue that schools alone cannot solve. They emphasized the need for local control, community voice, coordinated services, and long-term public-private investment, often citing examples from Chelsea, New Bedford, Springfield, Lowell, Boston, and other communities, as well as the Harlem Children’s Zone and Maryland’s similar model. Committee members asked several questions about how the bill would function in practice, including what organizations would do on day one, how it would interact with existing efforts like community schools, McKinney-Vento, and the Student Opportunity Act, and how it would be sustained over time. Witnesses said the act would help create or strengthen backbone organizations, reduce duplication, align existing resources, and leverage philanthropy and future revenue sources for long-term sustainability. No vote was taken during the hearing, but multiple speakers urged the committee to report the bill favorably and quickly.

Transcript Highlights:

• language learners.
• How many English language learners are there? What size is your school?
• <04:58:29.878> language<04:58:30.240> Learners<04:58:31.120> what<04:58:31.360
• > size many English language Learners what size many English language Learners what size your<
• well as um for students with English well as um for students with English language<05:32:25.280>

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• We also made sure that our special ed and English learner cross subsidies are invested in, and we doubled
• <00:57:02.720> learner our uh special ed and English learner our uh special ed and English
• Line 11 would increase the English learner cross subsidy reduction aid beginning in fiscal year 2028.
• Line 11 would increase the English Line 11 would increase the English learner<01:04:46.000> cross
• learners in a district.

Keywords: 1187, senate, all

Transcript Highlights:

• Because I know, as an English language endorsed teacher who's worked with biliteracy and bilingual education
• state with English and Hawaiian, just like we have Spanish and English.
• language?
• the language be continued.
• , indigenous language cohort.

Keywords: 996, all

Transcript Highlights:

• So very similar to the department schools other than English learners.
• So very similar to the department schools other than English learners.
• So very similar to the department schools other than English learners.
• So very similar to the department schools other than English learners.
• Setting, students who are English language learners, foster care, homeless, whose family income is no

Keywords: 910, house, all

Transcript Highlights:

• , let's say, with your teacher preparation program in English.
• learners and foster kids.
• At least 55% of the students enrolled are English learners or low-income students.
• Ten percent is the data that's presented versus those with a higher percentage of English learners.
• We have our youngest learners, and there are empty classes.

Keywords: 988, house, all

Transcript Highlights:

• She is also an ELL (English language learner)... And so I decided to try something new.
• She is also an ELL (English language learner). And she did not receive ELL support at APS.
• And the language, as it is...
• And the language, as a...
• language learner.

Bills: HB2, SB204, SB241, HB34

Keywords: general appropriation, budget, Medicaid, education funding, public safety, higher education, research funding, federal funding, New Mexico, appropriation, University of New Mexico, New Mexico State University, New Mexico Institute of Mining and Technology, child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool

Transcript Highlights:

• Language was included that also gave political subdivisions the option of forming their own networks
• The Chair calls Philip English.
• My name is Philip English.
• Phil English, and I work for the Texas Municipal League Risk Pool as a claims manager.
• This language can be found in Section 12 of the bill on page six.

Bills: HB875, HB1667, HB2369, HB3844, HB4415, HB4479, HB4483, HB4676, HB5118, HB5400, HB5545

Keywords: workers' compensation, municipal construction, bidding requirements, small municipalities, contracting policies, first responders, PTSD, mental health, emergency services, medical expenses, injury claims, insurance carriers, opportunity youth, workforce development, employment, education, federal funds, employment discrimination, immunity waiver, public employees

Transcript Highlights:

• So students who maybe are English language learners or who have disabilities may not perform as well
• So students who maybe are English So students who maybe are English language<00:13:33.760> learners
• <00:13:34.480> or<00:13:34.880> who<00:13:35.279> have language learners or
• who have language learners or who have disabilities<00:13:38.160> may<00:13:38.480> not
• > estimates language, offsetting revenue estimates language, offsetting revenue estimates from

Keywords: 1191, senate, all

Transcript Highlights:

• There are efforts to reengage stopped-out and adult learners.
• 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.
• But is that the reason why it's 115 courses, or are we talking about a, let's just say, English 101,
• So the English C-1,000, for instance, as the English composition example, is the same number at each

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:

• Line 18 shows the English Learner Cross-Subsidy Aid reduction.
• instance of the excuse me English instance of the excuse me English learner<00:48:07.119> cross
• One other area which this specific line item is related to is that the overall funding for English Learners
• Learners and a different English learner funding formula in place.
• Learners and a different English learner funding formula in place.

Keywords: 1183, house

Summary: The Education Finance Committee met on January 21, 2025, for its first hearing of the session and began with organizational business. Members and staff introduced themselves, described their districts and backgrounds, and the chair reviewed committee procedures, including how to request bill hearings, amendment deadlines, and handout deadlines. The committee also heard introductions from nonpartisan and partisan staff, including House Research and House Fiscal Analysis personnel who will support the committee’s work this session. The main substantive item was an overview presentation on the state budget and education finance process. Staff explained how Minnesota’s general fund is forecast twice a year, how the committee should read the budget documents and aid/levy tracking sheets, and how the current biennium compares with the upcoming budget window. They described the November forecast, noted that the committee will later receive the February forecast, and outlined the committee’s role in reviewing K-12 state aid spending, school district revenue, and property tax impacts. Staff walked through the aid appropriation summary spreadsheet and explained its columns, including end-of-session spending, fiscal year 2024-25 actuals and estimates, and the 2026-27 and 2028-29 planning horizons. They emphasized that many education programs are forecast-driven and can change with enrollment and other data. The presentation also summarized the state’s overall revenue mix and spending priorities, noting that K-12 education is the largest general fund category and that state aid makes up the majority of school revenue. No bills were heard and no votes or formal actions were taken.

Transcript Highlights:

• learner.
• <00:14:49.040> learner.
• best, especially as an English learner. best, especially as an English learner.
• whether it was English or silly. whether it was English or silly. um um um each<00:16:41.600>
• teachers were 22 heritage language teachers were 22 heritage language educators<00:33:35.840>

Keywords: 1187, senate, all

Transcript Highlights:

• So IEP students who don't participate in the statewide assessment, English language learners who've had
• Assessment, English language learners who've had less than two years of instruction, students that have
• I was in the library for a bit, but on the provision that allows for English language arts and math,.
• But where it allows for English language arts and mathematics, do you know if we have any middle schools
• language arts class.

Keywords: 914, all

Transcript Highlights:

• um as just cleaned up some languages um as just cleaned up some languages um as like two or R wasn't
• Chair recognized the lady from language. Chair recognized the lady from language.
• 101 with all of and grammar English 101 with all of and grammar English 101 with all of whatever.
• It action from the original language. It action from the original language.
• from the workers in language from the workers in language from the workers compensation act that we

Bills: HB 10, HB 12, HB 147, HB 1522, HB 422, HB 675, HB 204, HB 748, HB 912

Keywords: regulatory reform, government efficiency, administrative law, rulemaking, agency deference, judicial review, de novo review, Texas Government Code, Administrative Procedure Act, state agencies, plain language, regulatory burden, regulatory reduction, cost-benefit analysis, fiscal note, public benefits and costs, contested case, rule challenge, Texas Regulatory Efficiency Office, advisory panel

Transcript Highlights:

• But what it also does, this bill does, is it requires all of this to be written in simple, plain language

Bills: HB10, HB 12, HB147, HB1522, HB422, HB675, HB204, HB748, HB912

Keywords: regulatory reform, government efficiency, administrative law, rulemaking, agency deference, judicial review, de novo review, Texas Government Code, Administrative Procedure Act, state agencies, plain language, regulatory burden, regulatory reduction, cost-benefit analysis, fiscal note, public benefits and costs, contested case, rule challenge, Texas Regulatory Efficiency Office, advisory panel