Transcript Highlights:

• And those who enter as interns also had higher turnover rates than those who come through residency programs
• The more we learn about how students learn, about the pedagogical approaches that matter... ...we learn
• for those aspiring educators to learn about this program.
• This is a retention effort for teachers who have not had access to these other programs but have gone
• And what is the intent in terms of who receives access to this program? How does that work?

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:

• Working with the State Board of Higher Education, we've developed a low-producing program review process
• Our learning assistant program places advanced undergraduates as learning assistants in high-enrollment
• end, the reference to not just students, but learn. in higher ed.
• As higher education moves toward more machine reading in each of its programs, it puts more personal
• In that sense, the State Board worked to identify what the Higher Learning Commission requirements are

Keywords: 908, all

Transcript Highlights:

• For students, it means equitable access to literacy and learning.
• We can already see the benefits of recent investments in public higher education, such as free access
• I happen to represent these three institutions of higher learning.
• I happen to represent these three institutions of higher learning.
• All of these institutions have had faculty members who have received of higher learning.

Keywords: 995, all

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• program completers minus 150% of the federal poverty line must be higher than the total published cost
• Programs such as Snack Club, LEAP, and Laugh and Learn provide parents and caregivers with practical
• until the fall of 2024, so it is a two-year professional learning program.
• So it's a 2-year professional learning<01:37:30.560> program.
• <01:37:32.080> You learning program. It is extensive. You learning program.

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• includes access over the internet.
• And I did want to make some note addressing some of the testimony about access to justice and access
• > the right of access includes access over the right of access includes access over the internet
• to justice and testimony about access to justice and access<00:16:18.000> to<00:16:18.320>
• something about the access to justice. something about the access to justice.

Bills: HB2227, HB1775, HB1560, HB1642, HB1647, HB2003, HB1640, HB2198

Keywords: eviction, housing stability, tenant screening, court records, writ of possession, foreclosures, public sale, eligible bidders, housing, downpayment, judicial foreclosure, digital financial assets, consumer protection, financial kiosks, refunds, transaction security, HB1642, Hawaii, cryptocurrency ATM, crypto ATM

Summary: The committee on Consumer Protection and Commerce met on February 5, 2026, and heard testimony on several bills, beginning with HB 227 relating to eviction records. Supporters, including the Public First Law Center and the Office of Hawaiian Affairs, argued the bill would help people who prevail in eviction cases avoid long-term housing harm from online court records, while the Public First Law Center said keeping records off eCourt Kokua would not violate the First Amendment because the records would still be available in person. Members discussed access-to-justice concerns, and a witness said legal aid attorneys could still access the records through the attorney-only Jeff’s system and the court’s access-to-justice room. The chair also asked about precedent, and a witness cited a Hawaii Supreme Court case as supporting removal from the online database rather than sealing records entirely. The committee then took up HP 1775 relating to foreclosures, but the transcript only shows in-person opposition comments from the Hawaii State Bar Association Collection Law Section, the Hawaii Credit Union League, and the Hawaii Bankers Association. The credit union and banking groups said they had concerns about broader negative impacts on mortgage lending and other requirements, but no detailed discussion or action was captured before the committee moved on. The next measure, HB 1560 relating to consumer protection, drew support from the Office of Consumer Protection and cryptocurrency companies including Coinflip and America Digital, which said they already use wallet-pinning and other safeguards to prevent fraud. AARP Hawaii did not take a formal position but said the bill addressed a real problem, noting that Hawaii residents, especially in Kona, had lost more than $920,000 in 2024 to cryptocurrency ATM scams and arguing that stronger oversight was needed. The committee also heard HB 1642, which would ban cryptocurrency kiosks. The Office of Consumer Protection supported the ban as the best way to protect consumers from fraud, while Coinflip, Bitcoin Depot, and America Digital opposed it, arguing kiosks provide cash-based access to crypto, especially for unbanked or underbanked consumers, and that targeted regulation would be better than an outright ban. AARP Hawaii took no formal position but strongly emphasized the harm caused by scams, saying victims are often frightened into acting quickly and that kiosk transactions currently lack enough friction or intervention. Finally, HB 1647, also on consumer protection, would impose liability on host businesses that provide space for crypto kiosks. The Office of Consumer Protection warned small businesses might not understand the liability, while Coinflip, Bitcoin Depot, and America Digital opposed the bill, saying it would unfairly shift enforcement duties to host stores and could discourage businesses from hosting kiosks, effectively creating a de facto ban. No votes or final committee actions were taken in the portion of the meeting provided.

Transcript Highlights:

• These are a few of the programs, not all, but a few of the programs that we've added: Fire Science.
• We're starting a Surg Tech program.
• We are at capacity in most of our programs and starting new programs.
• We are at capacity in most of our programs and starting new programs.
• We are seeing much higher Pell Grant eligibility and higher amounts.

Keywords: 908, all

Transcript Highlights:

• They are learning as we are learning.
• Where these funds are actually in support of actual program design, such as program training for the
• You know, the actual program itself, education outreach that the program does.
• called the NextGen Success Program.
• How will oversight work since CDT is the vendor, program manager, and program oversight on this project

Keywords: 988, house, all

Transcript Highlights:

• These are a few of the programs, not all, but a few of the programs that we've added: Fire Science.
• From the power sports program to automotive. Our automotive program is blown up.
• We are at capacity in most of our programs and starting new programs.
• We are at capacity in most of our programs and starting new programs.
• We are seeing much higher Pell Grant eligibility, higher amounts.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• The loan program does not encourage or discourage charter schools.
• There is much to be learned.
• They don't learn. Many don't eat.
• Rural and inland communities tend to have higher unemployment rates.
• need to learn and thrive.

Keywords: 988, house, all

Transcript Highlights:

• We need strong after-school programs. We need strong summer programs.
• Online programs, apprenticeships, and on-the-job learning, and jobs in tech, skill trades, and health
• to read by grade three or four, and they read to learn thereafter, but they're not learning to read
• Spanish-speaking immersion program was a great program for them.
• Yes, the programs have to have accountability. All the programs do.

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• We learned about STDs, we learned about drug addiction, we learned about how babies are born in seventh
• Seventh grade, eighth grade, we learned it. We learned about puberty. We learned about our menses.
• While mental health instruction sounds benign, it often incorporates social-emotional learning programs
• from when to learn when their basic needs are being unmet access to school meals is one of the most
• School nutrition programs exist to provide safe, healthy meals that support learning.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. 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 instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• welfare programs.
• Regarding our STEM CMA program is a year-long extensive program.
• in the program.
• So my next question is, we have several institutions of higher learning around the state that train teachers
• I know they try to include higher education... But it wasn't meant for higher education.

Transcript Highlights:

• It complements GED programs, serving Arkansans who need a different learning model, more support, and
• access and LEARNS, for example, and I can...
• access and LEARNS, for example, and I can...
• With access and LEARNS, for example, and I'm kind of wondering how much of this is the fault of the state
• I think teacher pay was one of them, some of the things with LEARNS and access.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• And so we both started an HVAC program at Lintech and expanded our advanced manufacturing program.
• , whether through innovation, career pathways, or other programs, so that students have access to the
• Thanks. to access those to mass development and other projects like programs like mass works so my question
• to public higher education.
• to public higher education.

Keywords: 995, all

Summary: The hearing focused on House Bill 55, the governor’s FY25 supplemental budget proposal to spend about $1.3 billion in surplus Fair Share revenue. House and Senate chairs framed the bill as a one-time opportunity to invest fairly in education and transportation, while also noting the need to protect the state’s long-term fiscal balance. Administration officials said the proposal should be considered alongside the FY26 budget and related bills, since the governor’s broader Fair Share plan aims for roughly an even split between education and transportation over time. Secretary of Administration and Finance Matthew Gorzkowicz, Transportation Secretary Monica Tibbits-Nutt, and Education Secretary Patrick Tutwiler outlined the administration’s priorities. Transportation funding would go mainly to the MBTA and related reserves, including money for the Federal Transit Administration reserve, MBTA stabilization reserve, low-income fares, winter resilience, RTA workforce support, MassDOT workforce and project delivery, and micro-transit grants. Education funding would support universal preschool expansion, early education and care capacity, early literacy tutoring, adult basic education and ESOL, early college and career technical education, MyCAP expansion, and special education circuit breaker funding. The administration emphasized that many of these investments are one-time or multi-year measures designed to address current needs without creating unsustainable recurring costs. Committee members raised concerns about regional equity, especially the large share of transportation money going to the MBTA versus regional transit authorities and rural areas. Several members asked for more detail on how the proposal would benefit Western Massachusetts and other non-MBTA regions, and whether micro-transit and Chapter 90-related investments would be sufficient. Education questions focused on special education reimbursement shortfalls, federal funding cuts to school districts, and how CTE and vocational investments would align students with workforce needs. The administration said it would provide additional data on MBTA versus RTA investment and explained that the special education circuit breaker and transportation reimbursement changes were intended to improve predictability and relief for districts. After the administration panel, Jessica Tang of AFT Massachusetts testified in support of using Fair Share funds to protect public education amid federal uncertainty and cuts. She argued that schools are facing a fiscal cliff, that vulnerable students would be hit hardest by funding losses, and that the Fair Share revenue should be used to preserve services and support students’ needs.

Transcript Highlights:

• So, to ensure equitable access to this program, we call for funding on the LCFF as well.
• program.
• program, AB 1784 prohibits an institution of higher education from requiring a student to take a leave
• public access... ...increases transparency in California's public higher education systems by improving
• We all want to improve higher education, and we believe that increased access would allow us to have

Keywords: 987, senate, all

Transcript Highlights:

• As legislative investments in higher education increase access to our colleges and universities, our
• to access and complete higher education.
• > to<00:51:35.799> our higher education increase access to our higher education increase
• Education to access and complete Higher Education to access and complete Higher Education Minnesota
• Mental Health Access help to create<00:57:55.720> active<00:57:56.200> learning<00:57:

Keywords: 1187, senate, all

Transcript Highlights:

• I knew I was going there to build programs and improve access to care.
• I serve as a medical director of our Texas Child Health Access through Telemedicine program.
• And one of those programs is the FQ Primary Care Access Pilot, which is an FQHC direct primary care program
• And one of those programs is the FQ Primary Care Access Pilot, which is an FQHC direct primary care program
• And one of those programs is the FQ Primary Care Access Pilot, which is an FQHC direct primary care program

Keywords: 1184, house, all

Transcript Highlights:

• and, by extension, improved access to early learning for all of Hawaiʻi’s families.
• and, by extension, improved access to early learning for all of Hawaiʻi’s families.
• Our families need access to more affordable care options, and our programs cannot afford to sacrifice
• Our families need access to more affordable care options, and our programs cannot afford to sacrifice
• This is in order to realize the cost of opening up the program to higher income levels and wanting to

Keywords: 910, house, all

Summary: The committee heard several Human Services measures focused on Medicaid access, long-term care benefits, home health reimbursement, SNAP administration, trauma-informed child welfare, and child abuse reporting. HP 702 would increase funding for Medicaid in-home services if federal matching funds are secured, and testimony from disability advocates supported the measure as needed to help people with disabilities cover medical expenses. HB 1477, described as a correction to a prior session’s mistake, would clarify that the monthly needs allowance for certain long-term care residents does not replace state supplemental payments and would raise the ceiling by $25 to fix the prior issue and by an additional $20 as a new benefit; DHS supported it with amendments, and the committee indicated it would amend accordingly. HB 713 would fund a DHS rate study for home health services, with the Healthcare Association of Hawaii strongly supporting it and describing rising labor costs, losses on Medicaid patients, and access concerns if agencies cannot keep serving Medicaid clients. HB 1099 would appropriate emergency funds to DHS after a USDA penalty tied to SNAP response times, with supporters including Catholic Charities Hawaii, Hawaii Public Health Institute, and others arguing the money should be reinvested in staffing and systems to improve access and avoid further penalties. HB 1079 would direct the Office of Wellness and Resilience and DHS to create trauma-informed assessments and training for Child Welfare Services staff; testimony from state offices and advocacy groups supported it, citing the Mālama ʻOhana Working Group, staff burnout, and the need for a sustainable train-the-trainer model. Finally, HB 239 would narrow when failure to provide a child’s needs constitutes abuse or neglect, but DHS raised concerns that the current wording could broaden abuse findings and leave families in poverty without a clear safety net, while the Honolulu prosecutor’s office opposed it, warning it could weaken mandatory reporting and hinder investigations of child abuse. No formal votes were taken in the portion provided, though the chair said HB 1477 would be amended and several measures were left open for further questions and testimony.

Transcript Highlights:

• Today I'll be going over a program evaluation report on higher education workforce endowments.
• work program, and CNM's nursing program.
• This prepares students for enrollment in higher-level programs in the future.
• Although there have been strides in enrollment across all higher education programs in the state, the
• Not having access to those services puts the youth at higher risk for destabilization, disrupting placements

Transcript Highlights:

• To add insult to injury, the Learn Fair program uses the terms probation and sanction, terms derived
• It's time to repeal Learn Fair.
• And access to these programs is critical for vulnerable children in particular to get them access to
• These collaborations ensure that children in shelter have access to safe play spaces, early learning
• There was one of the higher-ups.

Keywords: 995, all

Summary: The committee held a hybrid hearing on a range of bills affecting children, families, disability rights, homelessness, and social services. Early testimony focused on H.215, which would support children experiencing homelessness by speeding access to child care vouchers and early intervention screenings. Boston officials, Horizons for Homeless Children, Head Start, pediatric and early education advocates, and families described delays in child care and early intervention, the developmental risks of homelessness, and the need for automatic referrals and faster access to services. Testimony also supported H.216, which would improve emergency housing assistance by restoring presumptive eligibility, reducing documentation barriers, extending shelter stays from six to nine months, and creating an ombudsperson; providers and legal advocates said current rules leave families sleeping in cars or outside and create unnecessary administrative hurdles. The committee also heard strong support for H.210, which would repeal the “Learn Fair” school attendance sanction that cuts cash assistance to families when children miss school. Advocates from legal aid, education, and anti-poverty organizations argued the policy is punitive, burdensome, and ineffective, disproportionately affecting low-income, disabled, and Hispanic/Latino families. Several speakers said chronic absenteeism should be addressed through supports such as family outreach, wraparound services, and school engagement rather than benefit cuts. Legislators and school officials from Salem also testified that their districts reduced absenteeism through supportive strategies, not sanctions. Additional testimony addressed children’s vision bills H.202 and H.166, with optometrists and researchers urging better screening, data systems, and treatment access to close achievement gaps caused by untreated vision problems. Senator Lovely also presented S.2714, proposing a study of discrimination in public accommodations for people with service animals. Later, testimony on H.279 supported changing social work licensure rules to remove exam requirements that speakers said disproportionately exclude multilingual candidates and candidates of color. The hearing also included testimony on bills related to the Judge Rotenberg Center and electric shock devices, with disability rights advocates opposing continued use of the devices and urging the committee to reject licensing or authorization for them. No votes or committee actions were taken during the hearing.