Transcript Highlights:

• We can look at PISA, which is the Program for International Student Assessment.
• I am talking about MAP scores, actual assessment of what the students are learning.
• I am talking about map scores, actual assessment of what the students are learning.
• It's adaptive, so student A is not necessarily taking the same test as student B.
• And the result— So student A is not necessarily taking the same test as student B.

Committee: House Joint Committee on Education

Transcript Highlights:

• ; the Western Regional Graduate Program, or WRGP, for graduate students; and the Professional Student
• Arizona students saved $23.8 million through WUE in academic year 2024-25. 2,360 Arizona students used
• Arizona students saved $23.8 million through WUI in academic year 2425. 2,360 Arizona students used WUY
• students across the West, saving an average of about $14,000 per student.
• We've created new weights to help students with special needs, with students who are in poverty.

Committees: House Education , House House Education Committee of Reference

Transcript Highlights:

• students.
• So we want an assessment that's for teachers, students, and parents.
• So we want an assessment that's for teachers, students, and parents.
• Students have had a 9% increase.
• and support our young students.

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:

• That would be to the future assessed values of properties and the taxes that those assessed value increases
• I think you could probably assess that over time.
• students.
• They can also refuse students based on test scores.
• out of 700,000 students.

Bills: SJR50 , SJR51 , SJR52 , SJR53 , SJR54 , SJR39 , SB1290 , HB4028 , HB4029 , HB4073 , HB4074 , HB4075 , HB4076 , HB4077 , HB4078 , HB1250 , HB2951 , HB2961 , HB3151 , HB3581 , HB3705 , HB3970 , HB3972 , HB3980 , HB3981

Transcript Highlights:

• So the students don't have to pay, but there will be a portion of this that the students will have to
• This will land on the students.
• We have right now a student athletic pass that students can opt into, but it's not required.
• But it is common to have a student athletic fee. It's not... ...to have a student athletic fee.
• Maybe out-of-state students covering this, not as much as in-state students.

Committee: All JOINT BUDGET COMMITTEE

Transcript Highlights:

• But most importantly, our students.
• We're only still assessing the final test because there's nothing in here that says we're assessing.
• It is the testing load on our students.
• students in the...
• Or for these fines that are assessed.

Bills: SB 1 , HCR20 , HR131 , HR133 , HR135 , HR136 , HR137 , HR144 , HR145 , HR146 , HR149 , HR150 , HR151 , HR152 , HR158 , HR161 , HR162 , HR163 , HR165 , HR166 , HR168 , HR169 , HR170 , HR175 , HR178 , HR127 , HR129 , HR130 , HR132 , HR134 , HR138 , HR139 , HR140 , HR141 , HR142 , HR143 , HR153 , HR154 , HR155 , HR156 , HR159 , HR160 , HR164 , HR167 , HR172 , HR173 , HR176 , SB1 , HB8 , HB15 , HB27 , SB5

Transcript Highlights:

• At-risk students comprise 29% of preschool students, and the remainder of the preschool students shown
• preschool<00:08:06.000><c> students</c> preschool students preschool students and<00:08:08.000><c> the
• But less students. So, obviously more money per student.
• Actually, it will collect information about assessment data, including the numbers of students in early
• Actually, it will collect information about assessment data, including the numbers of students in early

Summary: The subcommittee heard an Office of Education Accountability report on Kentucky’s early childhood regional training centers (RTCs). OEA said the centers provide valuable training, consultation, technical assistance, and materials for preschool personnel, especially for children with disabilities and at-risk students, and that the services align with state and federal requirements. However, the report found uneven student and teacher populations across regions, wide variation in per-student funding, some staffing data inaccuracies, and several fiscal oversight concerns, including inconsistent indirect cost rates, a building rental charge that may have been duplicative, and host districts recording RTC expenditures in a way that could blur them with district finances. OEA also said some documentation of progress toward goals was incomplete and that the technology lending library appeared underused. The report recommended stronger KDE oversight, uniform coding and accounting practices, review of budgets and expenditures, and an evaluation of whether the current five-center model remains the most efficient structure; OEA also suggested the General Assembly may wish to revisit KRS 157.318. Members asked about KDE’s response, whether the centers are required by federal law, how the centers operate, and whether changing the model would affect federal funding. OEA said KDE had only discussed the findings informally and had not issued a formal response, the centers are required by state law but not federal law, and changing the model would not jeopardize IDEA preschool funds. The committee accepted the report by motion. The subcommittee then approved the minutes from its July 14, 2025 meeting after initially delaying action because quorum was not yet present. After that, members turned to the Office of Education Accountability’s proposed 2026 study agenda. OEA said the three proposed topics are the annual district data profiles, facilities funding, and implementation of early literacy statutes. The district profiles would add an appendix showing the number and percentage of students moving to private school or homeschool by district and another appendix noting data-quality issues that affect comparability. OEA explained that district staffing data can undercount contract staff because those employees are not always entered into the system, and members expressed interest in tracking whether prior recommendations were implemented. One senator also raised a separate interest in reviewing whether KDE created and implemented regulations related to KFIX. The discussion remained informational, with no final vote on the study agenda shown in the transcript excerpt.

Transcript Highlights:

• Students' needs addressing holistic students' needs both through academic behavior and wellness in a
• But also to provide direct therapy to our students because what we're finding, the students that are
• Um, EL students improved at a high level. The Spanish language assessment results went up.
• , students and then.
• At the table with the students when they are there and we have to have the students here uh before we

Transcript Highlights:

• Students pursuing bachelor's and master's degrees.
• Absolutely, like students are totally suffering over here.
• Davis talked about the CAT and CANS assessments.
• Davis referenced the CAT and CANS assessments.
• Davis spoke, one of those assessments, the CAT assessment, is intended for early use within 10 days.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• But if there's some way to assess the. if there's some way to assess the funding that's coming in, you
• I think it would help us better assess the gaps.
• The individuals that come in... students.
• Each memory assessment clinic is staffed by...
• So anything that could be done to increase the number of people doing assessments that are... doing assessments

Transcript Highlights:

• , most marginalized students.
• or low-income students.
• , gaining a deeper knowledge of their content areas, and using data in new ways to assess student progress
• , gaining a deeper knowledge of their content areas, and using data in new ways to assess student progress
• student progress.

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

Transcript Highlights:

• And then finally, student mobility, and that's essentially students moving in and out of schools because
• it defined as Native American students, English learners, low-income students, and students with disabilities
• new MESA assessment.
• They just need to have secondary students. Students for that funding.
• Grade students who couldn't read.

Committee: Senate Senate Finance

Transcript Highlights:

• </c> harm student harm to student registry. harm student harm to student registry.
• Now, this bill demands that homeschool students report to public campuses to take in-person state assessments
• >> Well, child find, right, we do try to assess all of our students.
• </c> dyslexic students. Thank you. dyslexic students. Thank you.
• student is struggling.

Summary: The committee on Education met on February 17 and announced it would limit public testimony to one minute because more than a thousand testimonies were expected on one measure. The first bill heard was HB 1934, relating to the Imagination Library of Hawaii. The state librarian and Friends of the Library supported the bill, saying the program is a proven, cost-effective way to improve early literacy and should be expanded statewide for children ages 0 to 5. Friends of the Library said the current 50/50 match requirement would be too difficult to meet immediately and asked for state funding for the first few years to help launch the expansion. Testimony included eight supporters and one opponent, and members asked whether the proposal was an expansion of an existing program; the state librarian said it would expand service beyond currently targeted communities. The committee then heard HB 20004, which would extend the floating librarian pilot program. The state librarian, Department of Education, HSTA, and several individuals testified in support. Supporters said the program helps address staffing needs and improves student readiness, especially for college and information literacy. One retired community college librarian said school librarians help students prepare for college and are increasingly important in teaching critical evaluation of misinformation and AI-generated content. Members asked about implementation of the existing pilot, including recruitment of certified librarians for neighbor island and Oahu complex areas; DOE said those positions had been identified and recruitment was underway, and existing funds remained intact. The final major discussion was HB 2398, which clarifies the library system’s role in RNMSP-related projects and public library construction on or near school land. The state librarian and public library system supported the bill, while the Department of Education and Attorney General’s office raised concerns about vague language, especially the phrase “land controlled by the board,” and suggested amendments. In questioning, the state librarian explained that the bill was prompted by conflicts on shared or adjacent school/public library sites, including traffic, pickup and drop-off access, and other operational issues. DOE described significant disruption from one project’s traffic changes and said planning for such projects should involve early coordination and formal agreements. The state librarian responded that the new bill would clarify oversight and help avoid delays and disputes over property control and future renovations.

Transcript Highlights:

• They belong to the student. They exist because of the student.
• They belong to the student. They child. They belong to the student.
• You can have 30 students being assessed at a private school and each parent can choose a different assessment
• You can have 30 students being assessed at a private school and each parent can choose a different assessment
• </c> students or so-called good students. students or so-called good students.

Transcript Highlights:

• the students because we're doing the educating of the students, partnering with the parents before we
• on various assessments, whether they are common assessments, benchmarking assessments, adaptive assessment
• take a weekly assessment.
• They turn that over to the students and the students are using their own skills and their leadership
• We want the AI to support like formative assessment and rapid assessment that students can then use to

Transcript Highlights:

• She's involved in many other threat assessment teams.
• students who are in crisis.
• this be the number one thing that students are bringing to us.
• the kindergarten entry assessment.
• We're advocates for students.

Committee: House Education Policy

Transcript Highlights:

• </c><00:04:39.560><c> if</c> know I will I always told my students if know I will I always told my students
• or characteristics, so things like student enrollment, the characteristics of the students, whether
• for the students in the dorms.
• Educational Services to students who are Educational Services to students who are deaf<00:47:17.359><
• </c><00:48:14.040><c> from</c> students um they serve students from students um they serve students from

Committee: House Education Policy

Transcript Highlights:

• Another requirement of the program was that these students did some student teaching at a school district
• or students with disabilities.
• Just so we have a ballpark of that was 10 students, that was 100 students, just so we'd have an idea
• They matter to students choosing a field.
• So you would look at that student, the money that cost that student in state money, like...

Committee: Joint Legislative Audit and Fiscal Review Committee

Transcript Highlights:

• One is the input around data, student information, student data, and achievement data.
• that work for all students.
• homeless student populations.
• Students in foster and homeless student populations.
• Scaling Student Success.

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• The Teaching Beyond Testing Act provides for a pilot program to assess the competency of applicants for
• a license to teach through alternative assessment methods.
• to evaluate alternative methods of teacher-candidate assessment that emphasize mentorship.
• Program operators will assess validity, reliability, and scalability of alternative assessment methods
• So I just want to thank them and all of their colleagues for coming and educating our students.

Bills: SB175 , SB277 , SB374 , SB400

Committee: Senate Education