Transcript Highlights:

• education is made.
• same system for special education tracking.
• Additionally, the state lacks qualified candidates for educational roles such as special education teachers
• on special education staffing shortages.
• for special education.

Summary: The JLARC I-900 Subcommittee heard a State Auditor’s Office performance audit on special education services, focused on comparing student needs, district identification practices, and funding. Auditors said Washington does not appear to under-identify any particular population for special education, though districts face ongoing challenges with identification, documentation, staffing shortages, and inconsistent referral tracking. They explained that their analysis used statistical models because the true prevalence of disabilities is unknown, and found Washington districts generally clustered near the national average, with little evidence that any demographic group was systematically under-identified. The audit also found that special education funding has historically been insufficient, with districts collectively covering about $500 million in costs not paid by state or federal sources, and that districts spent about 26% more per student than they received in funding. Auditors noted recent legislative changes that removed the special education enrollment cap and changed the safety net process, but said it was too soon to assess their effects. Their recommendations to OSPI included clarifying what counts as an official special education referral, requiring districts to report referral data even when no evaluation follows, and ensuring the new statewide data system is developed with district input, training, and possibly a mandate for uniform use. OSPI staff said they concurred with the report and appreciated the work of the auditor’s office and JLARC. During member questions, Representative Paulette raised concerns that the audit did not directly examine prevalence of specific disabilities, such as autism and dyslexia, in vulnerable populations or compare Washington’s identification practices to medical and peer-reviewed prevalence data. Auditors responded that medical prevalence is not known in a systematic way, that educational eligibility differs from medical diagnosis, and that the report’s conclusions should not be read as proving no populations are under- or over-identified. No public testimony was offered, and the meeting adjourned.

Transcript Highlights:

• Protecting Equity in Higher Education.
• I'm an educator.
• The pillar of higher education and in education is the educator.
• The education gap is major.
• The implications of federal higher education policy are not limited to education.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on “Protecting Equity in Higher Education” and emphasized that no bills were being heard. Members and witnesses focused on the effects of recent federal actions on DEI, admissions, financial aid, student loans, international students, and campus equity efforts in Massachusetts. Opening remarks from the co-chairs and the chair of Higher Education highlighted Massachusetts’ investments in free community college, expanded financial aid, and early college programs, while warning that federal policy changes could undermine those gains. Testimony from BU law professor Jonathan Feingold argued that many DEI practices remain legally defensible after Students for Fair Admissions v. Harvard, and that the decision did not end all race-conscious or equity-oriented efforts. He said the Trump administration’s anti-DEI actions and funding threats were legally suspect and had created confusion and a chilling effect. Bahar Akman-in-Boden of the Hildreth Institute testified that proposed federal cuts to TRIO, Gear Up, Pell Grants, SEOG, work-study, and student loan programs would disproportionately harm low-income, first-generation, Black, Latino, and other underserved students, and urged the state to prepare hold-harmless and advising supports using Fair Share revenue. Commissioner Noe Ortega described Massachusetts’ long history of equity in higher education and said the state has expanded aid, success programs, and early college, but still has work to do on attainment and completion. He said the state responded to SFFA by creating ACARE and continuing to defend equity practices, while also warning that federal disruptions and “dear colleague” letters have created uncertainty. In the second panel, state university leaders and campus officials said federal threats to Pell, DEI grants, Medicaid, and international student policies could affect access, campus operations, and the economy; they stressed that most state university graduates stay in Massachusetts and that institutions are continuing their equity practices despite federal pressure. Roxbury Community College’s president said RCC remains committed to open access and inclusion, noted enrollment growth, and said executive orders do not change existing law or the college’s obligations.

Transcript Highlights:

• people who are committed to improving sex education in our schools.
• have sexual education to no longer provide that education due to the radical ideology.
• education, which... ...comprehensive health education; it is in opposition to public education, which
• For its implementation, my team of history educators at the Asian American Education Project stands ready
• Students and educators have long been calling for interdisciplinary climate education and the necessary

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• The bill undermines education experts. It directs the State Board of Education...
• talking about sex education.
• Educators who simply don't even feel comfortable talking about sex education.
• It is not sex education.
• Klaus was an intern in the Education Committee my first year on the Education Committee.

Summary: The committee heard testimony on House Bill 2076, which would create a program and fund within ADE, in consultation with AZPOST, to reimburse eligible schools and employees for approved training, certification, and school safety equipment, and would allow schools to adopt policies permitting certain employees to carry concealed firearms on campus if they meet training, notification, and confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure focused on bleeding control and emergency preparedness, not a mandate to arm schools. Supporters said the bill adds guardrails, expands access to training, and could help staff respond in emergencies. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued it would normalize firearms in classrooms, create confidentiality and law-enforcement concerns, expose students and staff to new risks, and divert attention from prevention, mental health, and other school safety investments. After debate, the committee voted 6-5-1 to give HB 2076 a do-pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the content is not sex education. Supporters, including the sponsor, a school board president, and a biology teacher, said the bill is about age-appropriate, medically accurate science, parental rights, and clear statewide guidance. Opponents, including the AEA and Reproductive Freedom for All, said it fragments science instruction, politicizes the curriculum, and omits the broader reproductive and public health context students need. Members debated whether fetal development can be taught without discussing reproduction, and whether the bill is an education measure or an anti-abortion effort. The committee approved HB 2830 on an 8-4 vote. The transcript also included discussion of House Bill 2093, which would repeal required mental health instruction and social-emotional learning in schools; supporters argued it restores parental control and refocuses schools on academics, while opponents said school-based mental health education saves lives and helps students who may not have support at home.

Transcript Highlights:

• public education.
• teachers special education education teachers special education teachers<00:25:07.720><c> a</c><00:25
• </c> special education or a general education special education or a general education setting<00:27:
• education paperwork.
• </c><01:53:10.280><c> Educators</c><01:53:10.719><c> or</c> parents or Educators Educators or parents

Keywords: 1187, senate, all

Transcript Highlights:

• </c> they' expect those resources to educate they' expect those resources to educate and<00:11:25.920
• Department of Education to the New Hampshire Department of Education.
• </c><01:16:30.760><c> or</c> education and Department of Education or education and Department of Education
• If a district is educating a special education student, they're going to receive special education differential
• Oh, special education.

Keywords: 928, house, all

Summary: The Department of Education’s Bureau of School Finance provided an adequacy-funding training for Division II, led by Mark Mello. He walked the committee through the adequacy formula using Albany, Allenstown, and Alton as examples, explaining average daily membership, base adequacy aid, and differential aid for free/reduced-price meals, special education, and English language learners. He also noted a recent change requiring home-education differential aid and emphasized that these aid streams are generally unrestricted district funding rather than money tied to specific students or programs. A major focus was the ongoing litigation over the adequacy base amount and the statewide education property tax, or SWEPT. Mello explained the historical basis of the current base amount, the 2008 legislative report that set the original methodology, and the later court ruling that the adequacy amount should be $7,356, which is now before the Supreme Court. He also described how SWEPT currently raises a fixed statewide amount of $363 million and how that revenue is used to offset the state’s adequacy obligation. For the example towns, Albany and Allenstown receive state adequacy grants because their SWEPT revenue is below their calculated adequacy cost, while Alton is an excess SWEPT community because its local SWEPT revenue exceeds the cost of adequate education. The discussion then turned to the pending “excess SWEPT” issue in the Supreme Court and what would happen if excess collections had to be remitted to the state. Mello said the Department is preparing a hypothetical walkthrough and explained that, if the court upholds the Superior Court ruling, DRA would likely be directed to collect excess SWEPT. Members raised concerns about whether SWEPT must be used for educational purposes and about the cash-flow burden on towns if money had to move from municipalities to the state and then back to districts. Mello and members discussed possible administrative workarounds, such as credits against other state aid distributions, and noted that the committee would continue reviewing the mechanics if the court decision comes down during budget work.

Transcript Highlights:

• Elevating the importance of career education and career technical education in our changing economy.
• Of career technical education.
• Department of Education?
• Would it be the Department of Education administering the Career Technical Education Incentive Grant
• While this is not part of the career education, this council is part of the master plan for career education

Keywords: 988, house, all

Transcript Highlights:

• our Educator Preparation Program.
• Education and teacher education would benefit from the same kinds of communities of practice that have
• These would be math, science, special education, and bilingual education.
• and special education folks.
• that includes everyone who works in the field of education, including early childhood education.

Keywords: 988, house, all

Transcript Highlights:

• We brought the education, national education union for, several international organizations.
• We brought the education, national education union from England here.
• Achievement gaps in education remain stark.
• Achievement gaps in education remain stark.
• Educators are committed.

Keywords: 988, house, all

Transcript Highlights:

• Their children's education is addressed in numerous chapters of the Texas Education Code, Health and
• The National Sex Education Standards are the common core of sex education.
• I was raised in private Christian education from K-12 and never received education in school.
• In 2019, the district approved an expansive sex education curriculum that mirrors the NSA's sex education
• The Future of Sex Education Initiative, the driving force behind these National Sex Education Standards

Bills: SB204, SB570, SB735, SB784, SB1207, SB1396, SB1447, SB2392, SB2540, SB747, SB875

Keywords: parental rights, education, school trustees, training, handbook, truancy, attendance policy, chronic absenteeism, school attendance, student absence notifications, parent notification, home visit, attendance officer, truancy court, school district, open-enrollment charter school, student support services, school counselor, principal, administrator

Transcript Highlights:

• by creating an Office of Special Education with a named deputy by the Secretary of Education.
• education for all students with disabilities.
• The Office of Special Education and a Deputy Secretary of Special Education would ensure compliance,
• Act and state education law.
• of their education.

Summary: The committee first heard House Bill 124, which would create a permanent Office of New Americans within the Department of Workforce Solutions. The sponsor and supporters said the office would help immigrant and refugee workers access training, licensing, language support, and other workforce resources, while also helping employers fill labor shortages in industries such as construction, agriculture, oil and gas, health care, and child care. Support came from advocates, business groups, faith organizations, and immigrant-rights groups; there was no opposition. Members asked about data protection, the number of other states with similar offices, and whether the office could help recruit and credential foreign-trained medical professionals. The bill passed on a do-pass motion with several yes votes and some no votes recorded, and the sponsor explained the vote as a way to support families and workforce integration. The committee then considered House Bill 314, which would authorize zero-interest loans through the Local Government Division for political subdivisions to repair flood- and debris-damaged public infrastructure and remove debris from the October 19, 2024 storm event. There was no public testimony in support or opposition. Members briefly asked about the $150 million appropriation and whether it was already in the budget, and the sponsor said it was. The bill received a do-pass motion, a second, and was approved without opposition. Finally, the committee took up Senate Bill 64, as amended, to codify the Office of Special Education and a deputy secretary position within the Public Education Department. The sponsor and department officials said the bill would formalize an office already created by executive order, improve statewide coordination, support compliance with IDEA and the Yazzie-Martinez case, and develop a statewide IEP template to reduce inconsistency across districts. They emphasized that gifted education would remain in Curriculum and Instruction and that the bill would not add new paperwork or mandates for districts. Supporters included education leaders, disability advocates, vocational rehabilitation, and special education professionals; there was no opposition. Members raised questions about parent understanding of IEPs, monitoring and enforcement, funding, charter school coverage, and the treatment of gifted and twice-exceptional students. The bill passed on a do-pass motion with unanimous support from those present.

Transcript Highlights:

• The educators aren't doing a good job.
• As our students navigate the world of early adolescents, our work as educators is to create educational
• One key way has been through Gloucester education foundations or local education fund, but there have
• As education leaders, we must balance innovation with inclusion and embrace tools that empower educators
• We save the students' educations.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• technical education in our changing economy, making sure that our education programs are relevant to
• Department of Education. Good morning.
• So, rest assured, on career technical education as well as general education courses or general programming
• Would it be the Department of Education administering, you know— Would it be the Department of Education
• Those are out of county offices of education.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• and the tech education programs.
• Is the Education Trust West still here?
• Currently, substitutes work 30 days in a general education classroom and 20 days in a special education
• special education, alternative education, court schools, migrant education, foster youth, homeless student
• special education, alternative education, court schools, migrant education, foster youth, homeless student

Keywords: 987, senate, all

Transcript Highlights:

• Special Education. ...by creating an Office of Special Education with a named deputy by the Secretary
• of Education.
• Our office is federally funded, and we are not able to even supervise gifted education if gifted education
• The Office of Special Education and a Deputy Secretary of Special Education would ensure compliance,
• Act and state education law.

Keywords: 996, all

Transcript Highlights:

• The Senate Budget Subcommittee Number One on Education will come to order.
• The special education funding stream...
• education local plan area, or SELPA, will receive the same base rate per pupil for state special education
• We would like to speak to the special education funding.
• environments. special education.

Keywords: 987, senate, all

Transcript Highlights:

• What are we doing in our higher education?
• and the tech education programs.
• for the Education Committee.
• Currently, substitutes work 30 days in a general education classroom and 20 days in a special education
• special education, alternative education, court schools, migrant education, foster youth, homeless student

Summary: The committee began without a quorum and first heard AB 302, which would prohibit schools from requiring students to use addictive social media feeds as a condition of participating in extracurricular activities and would require schools to offer a non-social-media way to communicate with students and families. The author and a student witness argued the bill protects minors from being forced onto addictive platforms, while senators asked how coaches and clubs would communicate; the author said email, built-in messaging, and other direct methods would still be allowed. The bill was held on call for absent members. The committee then took up AB 2504, creating a pilot program to train creative-industry workers for AI-related changes through partnerships among community colleges, employers, unions, and tech companies. Supporters from WME and the Community Colleges Chancellor’s Office said the program would help workers adapt to rapid industry change, while senators discussed the pilot’s size, geographic diversity, and sunset date. The bill passed on a due-pass motion to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 1534 followed, adding state guardrails for federal Workforce Pell short-term training programs, including limits on tuition, restrictions on certain financing products, and transparency rules for partnerships with unaccredited entities. Support came from TICAS, EdTrust-West, and the Campaign for College Opportunity; senators questioned the scope of state authority and why private institutions were not clearly included, and the author said the broader approval framework was being handled in trailer bill language. The bill passed on a due-pass motion to the Senate Labor, Public Employment and Retirement Committee. The committee also heard AB 1381, a gut-and-amend proposal to strengthen screening for school teachers with histories of egregious misconduct while balancing due process and privacy concerns. Supporters and opponents both emphasized student safety and the need for reliable information-sharing, and members noted the bill was similar to a previously held measure; the author said amendments were still being worked out. The bill passed to the Senate Privacy, Digital Technologies, and Consumer Protection Committee. AB 2202, which would create a Closing the Achievement Gap Commission to coordinate statewide efforts, drew broad support from school board and education groups but also concern that it could duplicate existing work and add bureaucracy; after extended debate about whether the commission would identify causes or solutions, it passed to the Senate Appropriations Committee. Finally, AB 1547, requiring a UC feasibility study for a branch medical school in Kern County, drew local support but opposition from a senator who argued the Legislature cannot direct UC’s internal operations under the state Constitution; the chair said the Legislature can make recommendations and the bill remained under discussion.

Transcript Highlights:

• special education services.
• educate Sean in the general education setting.
• > classes</c> education and general education classes education and general education classes and<00:
• c> with</c> educ education for students with educ education for students with disabilities<02:00:41.560
• </c> same fund that guarantees adequate educ same fund that guarantees adequate educ education<02:34:

Keywords: 928, house, all

Summary: The hearing focused on HB 563, which would revise the education funding formula for pupils receiving special education services by replacing the current single special education amount with three differentiated categories. Representative Rick Ladd, the prime sponsor, said the bill largely tracks a House-passed version from the prior session with minor figure adjustments, and explained that the proposal uses projected FY26 amounts for three categories based on time in general education versus more intensive placements. He also noted that the bill does not address catastrophic aid directly, but that special education aid, CAT aid, and proration all remain issues for later work sessions. Ladd and supporters argued that weighted categories better reflect actual costs and are more sustainable than treating all IEPs the same. Representative Margaret Drye said the approach was one of the best ideas from the education funding subcommittee and urged the committee to support differentiated aid. Representative Ames asked how the category amounts were derived, and Ladd said Category A follows the FY26 base, Category B is a higher weight, and Category C is a still higher weight for more intensive services, though he acknowledged the exact multipliers were developed earlier and could be revisited. He also said the committee would continue discussing whether the weights are appropriate and how they interact with CAT aid. Testimony from Bonnie Dunham strongly opposed the bill. She argued that funding based on placement rather than actual service need would create incentives to move students into more restrictive settings, could stigmatize children with labels such as "Category C," and would undermine the least restrictive environment requirements under federal special education law. She described her son’s experience in inclusive settings as beneficial and said the bill would have penalized the district for serving him there. In response to questions, she said schools and parents should base funding on the child’s actual needs and costs, not on placement, and urged the committee to recommend the bill inexpedient to legislate.

Transcript Highlights:

• of Higher Education.
• Down to special education, line 35 shows the special education transportation reimbursement reduction
• Special education assistants are the vital link in special education, building relationships and fostering
• Minnesota is facing an educator shortage crisis due to the chronic underfunding of public education for
• education assistant cadre for early childhood special education.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• I call the Education Finance Committee to order.
• I would like to welcome the Assistant Commissioner from the Minnesota Department of Education. of Education
• Our Department of Education has resources for these educational leaders who have been here for three
• To the community education formula.
• with educators.

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation