Transcript Highlights:

• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• Nowhere in the state does a school, individual schools, of funding that school districts receive, nowhere

Summary: The Communications and Conveyance Committee held an oversight hearing on the California Public Utilities Commission (CPUC), focused on telecommunications, broadband deployment, resiliency, and the California Teleconnect Fund. Chair Tasha Boerner said the hearing was intended to examine structural issues at the CPUC, including whether telecommunications oversight should remain within the commission, while also reviewing major programs such as Last Mile, BEAD, carrier of last resort, and emergency preparedness. CPUC President John Reynolds and Deputy Executive Director Anna Maria Johnson described the commission’s work on public safety, universal service, broadband grants, Lifeline modernization, and network resiliency, including the 72-hour backup power requirement and merger review. Members questioned CPUC officials about the pace and metrics for Last Mile and BEAD projects, the relationship between middle-mile and last-mile buildout, and how the commission balances carrier obligations with the risk of driving providers out of high-cost areas. They also pressed the CPUC on the California Lifeline home broadband pilot, asking when enrollment would be available, which providers were participating, how much of the state would be covered, and what the surcharge impact would be. CPUC said 15 providers had been approved, one was already serving customers, and the rest were still onboarding, and it committed to provide follow-up information on timelines, coverage, and costs. A major portion of the hearing centered on the California Teleconnect Fund and proposed changes to how schools would access the program. Superintendent Tony Thurmond argued strongly against shifting administration from county offices of education and districts to individual schools, saying it would add burden, worsen inequities, and risk underuse of a valuable broadband subsidy. Committee members echoed concerns that smaller schools and districts may lack the staff to manage direct applications and reporting. In public comment, the Los Angeles County Office of Education supported the CDE’s position and urged changes that would align the program more closely with E-Rate and reduce administrative burdens. No formal vote was taken, and Chair Boerner closed by saying she remained committed to pursuing reforms to the CPUC and referenced her bills AB 2289 and ACA 9.

Transcript Highlights:

• district and charter school budgets.
• districts. ...to help oversee the budget for PED, to help oversee budgets at local school districts.
• Not only do our school districts and charter schools, the RECs, utilize these retired educators who have
• We rely on the RECs at the Public Education Department, just as our school districts and charter schools
• I believe the estimated school impact was about $265,000 across the districts.

Committee: House House Appropriations & Finance

Transcript Highlights:

• districts and school boards to promote and develop relevant educational programs for Native students
• Impact Aid is administered efficiently, sending funds directly to school districts, which allows school
• So, these school districts have waited almost an entire school year to receive current year funds.
• You have 15 different school districts now, many in the southeastern part of the state.
• schools. within that school district that did not have native programming.

Committee: Senate Indian Affairs Committee

Keywords: Native education, Department of Education, federal funding, testimony, treaty obligations, public schools, educational policies, Indigenous students

Summary: The meeting focused on the responsibilities of the U.S. Department of Education towards Native students, highlighting the importance of federal education programs that satisfy treaty obligations to Native communities. Various witnesses testified about the impact of educational policies designed to support Native students who primarily attend public schools. Concerns were voiced over recent proposals that could potentially undermine these programs, citing the role of federal funding in ensuring successful educational outcomes for Native youth. The chair of the committee emphasized the need for continued federal support and attention to the unique educational challenges faced by Indigenous populations.

Transcript Highlights:

• There is no world in which we may charter schools on level playing ground with district schools.
• And the reason for that is district schools are creation of the Constitution.
• so that wherever a district school can open, a charter school can also open. >> It was Senator Jones
• the public school in new where the developer is or within the school district are?
• putting every school district and the same one Biggs tie all situation.

Transcript Highlights:

• District officials contacted the school resource officer, and a police report was filed.
• So we follow the same guidelines that, you know, ASBA school districts follow.
• That's probably a similar rhythm to what the 38 other school districts go through.
• That's my commentary. the 38 other school districts go through. That's an assumption.
• We do have 28 school districts with no findings, whether private or a leg audit.

Committee: All LEGISLATIVE JOINT AUDITING-EDUCATIONAL INSTITUTIONS

Summary: The meeting opened with prayer and approval of the January 8 minutes, then moved to review of education audit reports. The first report concerned Northwest Arkansas Community College, which had three findings, including repeat internal control deficiencies that caused financial statement misstatements and a tuition revenue loss tied to a new student information system. College officials said the issues were largely misclassification and process problems, not missing money, and described corrective steps such as monthly closing checklists, approval controls for journal entries, cross-training, and efforts to address staffing turnover and fill finance vacancies. Members asked about the tuition issue, whether students were notified or billed, and whether the software problem affected other institutions; audit staff said they were not aware of the same scenario elsewhere. The committee then filed the report as reviewed. The next report was Cedarville School District, which had one finding involving $794 in improper credit card charges by a resigned elementary teacher. The district was reimbursed, a police report was filed, and the matter was referred to the Professional Licensure Standards Board; members asked whether any further action or license-related consequences were known, but staff said they were not aware of additional action. The report was filed as reviewed. The final finding was for West Memphis School District, where auditors reported repeat capital asset issues, including failure to capitalize about $851,000 in construction costs for a baseball-softball complex and problems with inventory and asset inspection. The superintendent said the district had recently begun using Legislative Audit after prior private audits, and described new controls such as multi-level purchase approvals, separation of duties, tagging of equipment, and a cleanup of old inventory records. Members also discussed the relationship between private audits and Legislative Audit reviews, with staff explaining that private audit reports for public school districts still come before the committee and that the executive committee determines when Legislative Audit performs an audit. The committee filed the West Memphis report as reviewed and noted that 28 school districts had no findings before adjourning.

Transcript Highlights:

• I've been a school bus driver with the United Independent School District in Laredo for over three years
• This year, our district started a pilot program using school bus stop-arm cameras.
• Even with this, in my district, one of my property-poor school districts, a majority of their school
• So we need to identify those school districts that need the actual help.
• And so that's why we need to figure out what we can do for those school districts.

Bills: SB249 , SB546 , SB744 , SB927 , SB1227 , SB1229 , SB1353 , SB1365 , SB1366 , SB1394 , SB1464 , SB1709 , SB1729 , SB1733 , SB1744 , SB1745 , SB1746 , SB1772 , SB1816 , SB1841 , SB1939

Committee: Senate Transportation

Transcript Highlights:

• BEFORE IMPLEMENTING AI TOOLS, STATES AND DISTRICTS MUST UNDERSTAND WHERE SCHOOLS ARE STARTING FROM.
• WE SAW THERE WERE OVER 4000 AI APPS BEING USED IN THIS ONE MEDIUM-SIZE SCHOOL DISTRICT WITH VERY LITTLE
• WHAT GUARDRAILS ARE CURRENTLY IN PLACE IN THE SCHOOL DISTRICT THAT PROTECT CHILDREN THAT ARE USING AI
• WE ARE A 24/7 SCHOOL DISTRICT.
• IF YOU TALK TO EVERY SCHOOL DISTRICT ALL SCHOOLS ARE THINKING ABOUT SAFETY ESPECIALLY AT THE POSTSECONDARY

Transcript Highlights:

• </c><00:03:36.879><c> district</c> relationships with school district relationships with school district
• </c><00:08:02.160><c> to</c> school districts on other ways to school districts on other ways to implement
• The school districts where TFA is providing teachers.
• I was also the uh vice school districts.
• </c> school districts. I'm sorry. school districts. I'm sorry.

Summary: The subcommittee met without a quorum and did not approve minutes, but heard testimony on budget line items for Data Seam and Teach for America. Andrew McNeel of Kentucky Free and representatives from the Commonwealth Policy Center argued that both programs rely heavily on recurring taxpayer support and should be re-evaluated. McNeel cited a 2020 Office of Policy and Audit examination of Data Seam, saying the program had received more than $30 million in state support since 2006, including $3.5 million in the current budget, and that the audit raised concerns about administrative overhead, alleged threats to districts, and the use of line-item language to justify sole-source contracting. He recommended suspending Data Seam funding this biennium, directing a new special audit, and requiring reimbursement of audit costs. The witnesses also urged the committee to withhold funding for Teach for America, saying the organization’s materials and history showed a commitment to diversity, equity, and inclusion that they opposed. They pointed to past statements, leadership titles, and program language as evidence that DEI concepts remained embedded in the organization, and suggested any funding should be redirected directly to school districts instead. Mike Harmon and Richard Nelson echoed those concerns, while also saying long-running programs should be periodically reviewed for efficiency. Teach for America Appalachia representatives then testified in support of the program. Executive director C.D. Morton described the organization as a teacher-preparation and leadership-development program serving rural eastern Kentucky, saying it had recruited and supported more than 325 teachers since 2011, with about 30 current core members in several counties and roughly 2,800 students impacted daily. He said the program helps fill hard-to-staff vacancies, that about 80% of teachers stay for a third year, and that many alumni remain in education. In response to questions from Representative Bojanowski about retention and cost, Morton said more than 60% of alumni are still in education, but he could not give a precise classroom-teacher retention number beyond the program’s broader alumni data.

Transcript Highlights:

• There are user friendly school state and district report cards that allow users to compare schools on
• We are sharing with districts and schools really how to move to an implementation model.
• And implementation model means that a school or district really has a system to put all of the right
• We really are encouraging our schools and districts to make sure that they have these implementation
• That's respect of our schools is what we expect of our teachers of our districts.

Transcript Highlights:

• It's the school districts that your constituents go to. It's the school districts that...
• The students, the kids in my district go to school in the Webster Groves School District, the Brentwood
• School District, the Maplewood-Richmond Heights School District, and the Ladue School District.
• And the Ladue School District.
• Do you think that a school district in our state, or not a district, a school, do you think a school

Summary: The House convened with prayer, the Pledge of Allegiance, approval of the prior day’s journal by roll call, and a long series of special guest introductions recognizing family members, interns, public servants, nonprofit leaders, students, and a park ranger honored for life-saving actions. Committee reports and Senate messages followed, including Senate nonconcurrence on numerous amendments to Senate Bill 1421 and the appointment of a conference committee on another bill. The main floor action centered on budget conference committee reports, especially House Bill 2002 on public education. Members debated whether the conference version fully funded the foundation formula, with supporters arguing it maintained record-level funding and opponents saying it left schools about $190 million short and relied on uncertain funding sources such as blind pension, lottery, and possible ARPA dollars. After a substitute motion to send the bill back to conference was defeated, the House adopted the conference report 83-68 and then third-read and passed House Bill 2002 by the same margin. The House then took up House Bill 2003 on higher education, where members discussed a move toward a future performance-based funding model while keeping current funding flat; the conference report passed 119-28 and the bill was third-read and passed 109-32. The chamber next considered House Bill 2004, covering the Departments of Revenue and Transportation. Debate focused on transportation funding, rural roads, and a small local safety project in Lebanon that had already been addressed by MoDOT. The conference report was adopted 128-21 and the bill was third-read and passed 127-27. Finally, the House began debate on House Bill 2005 for the Office of Administration and IT-related functions, with the sponsor and supporters emphasizing IT accountability, the Movers project, and the transfer of some staff to DSS; the transcript ends during discussion of that bill.

Transcript Highlights:

• District 1, three school districts, Boundary County, Lake Ponderay, and West Bonner.
• District one, three school districts, Boundary County, Lake Ponderay, and West Barner.
• It's very successful for our rural school districts.
• This IDLA puts the rural school districts on the same level as an urban school district.
• Thank you. ...districts on the same level as an urban school district because of the electives.

Transcript Highlights:

• But just to give you some idea of ways that school districts here in the Commonwealth and across the
• and one particular school may be different for another school district and a school within that district
• In its second component, it requires that local bodies, whether they be school districts, school committees
• Fattman: school district opt-out option. Question comes on adoption of the amendment.
• Fattman: school district opt-out option. Question comes on adoption of the amendment.

Summary: The Senate first debated and advanced Senate Bill 2561, an act to promote student learning and mental health, centered on a statewide bell-to-bell restriction on student cell phone use in schools. Supporters argued the bill would reduce distraction, improve academic performance and mental health, and encourage social interaction, while preserving flexibility for districts and exceptions for emergencies, special education, health needs, and instructional uses. Several senators emphasized local control and the need for public input, and a number of amendments were considered: some were withdrawn, some were rejected, and others were adopted, including an amendment requiring consistent and necessary exceptions and another requiring public hearings and local public input. The bill was then ordered to a third reading and passed to be engrossed by a roll call vote of 38-2. The Senate also took up a conference committee report on a $259 million FY2025 supplemental appropriations bill. The report funded EMS costs, home care, the Healthy Incentives Program, DTA chip card technology, veterans benefits, the state police crime lab, the SSI state supplement, the Fair Housing Fund, and the National Guard, and included major indigent defense provisions: $40 million for 320 new CPCS staff attorneys, rate increases for private bar advocates, guardrails to reduce future work stoppages, and an independent review of the indigent defense system. Senators questioned the timing of the report, the inclusion of items not previously voted on by either branch, and the funding sources, including use of the transitional escrow fund and excess revenues. The report was accepted, the emergency preamble was adopted, and the supplemental budget was enacted. In addition, the Senate passed other measures, including a bill authorizing the Massachusetts Water Resources Authority to supply water to the Linfield Center Water District and a municipal roads and bridges financing bill, both by roll call vote. The chamber also enacted a health care protections bill, and it concurred in referrals on a governor’s municipal empowerment legislation. The session included a brief memorial tribute and adjournment in memory of Harry C. Christensen.

Transcript Highlights:

• They schools and other districts. They schools and other districts.
• This will go to the districts to the schools based to the districts to the schools based to the districts
• being um schools being um uh districts being um schools being um uh districts being um schools being
• that are within the district schools that are within the district schools that are within the district
• One school in that district I'm things. One school in that district I'm things.

Bills: HB 29 , HB 125 , HB 145 , HB 171 , HB 255 , HB 50 , HB 796 , HB 363 , HB 116 , HB 491 , HB 589 , HB 1495 , HB 368 , HB 1285 , HB 1905 , HB 1360 , HB 2002 , HB 917 , HB 2723 , HB 2067 , HB 1238 , HB 2337 , HB 745 , HB 1188 , HB 1606 , HB 2003 , HB 2147 , HB 2391 , HB 2355 , HB 2546 , HB 2495 , HB 2818 , HB 2249 , HB 1749 , HB 3109 , HB 3228 , HB 3240 , HB 1507 , HB 658 , HB 1748 , HB 1851 , HB 1922 , HB 2001 , HB 2798 , HB 107 , HCR 29 , SB 5 , SB 262 , HB 11 , HJR 72 , HB 106 , HB 18 , HB 48 , HB 27 , HB 37 , HB 1481 , HB 581 , HB 1696 , HB 2216 , HB 1035 , HB 1633 , HB 742 , HB 754 , HB 1689 , HB 1690 , HB 2669 , HB 391 , HB 517 , HB 1024 , HB 1607 , HB 252 , HB 1716 , HB 1562 , HB 4116 , HB 1866 , HB 1741 , HB 2103 , HB 2637 , HB 2884 , HB 503 , HB 1089 , HB 2986 , HB 972 , HB 502 , HB 29 , HB 125 , HB 145 , HB 171 , HB 255 , HB 50 , HB 796 , HB 363 , HB 116 , HB 491 , HB 589 , HB 1495 , HB 368 , HB 1285 , HB 1905 , HB 1360 , HB 2002 , HB 917 , HB 2723 , HB 2067 , HB 1238 , HB 2337 , HB 745 , HB 1188 , HB 1606 , HB 2003 , HB 2147 , HB 2391 , HB 2355 , HB 2546 , HB 2495 , HB 2818 , HB 2249 , HB 1749 , HB 3109 , HB 3228 , HB 3240 , HB 1507 , HB 658 , HB 1748 , HB 1851 , HB 1922 , HB 2001 , HB 2798 , HB 107 , HCR 29

Transcript Highlights:

• Today, 70% of Minnesota school districts report having at least one teacher position vacant.
• But there are some school districts that actually, teachers are moving to after they've been teaching
• district and in other school districts outside of where I represent.
• We are a district where we don't, um, in my school district, you know, we have pretty high teacher retention
• And, you know, my first teaching job was in an adjacent school district, and it was a very different

Transcript Highlights:

• district, therefore inserting... ...the approval of the annual budget for the member school district
• boards in our school districts.
• boards in our school districts.
• And with their membership, if that entire school board in the biggest school district in the state is
• board, you do... ...you destabilize an entire school district.

Summary: The committee first took up House Bill 254, which would allow investor-owned electric utilities to include avoided greenhouse gas emissions in evaluating the cost effectiveness of energy efficiency resources. The sponsor explained an amendment making the emissions calculation optional for utilities, while requiring the Public Regulation Commission to consider it if a utility elects to use it. Utilities, energy efficiency advocates, and environmental groups supported the bill, saying it would help expand energy efficiency programs, lower bills, and better reflect emissions benefits. After brief questions about prior concerns, the committee adopted the amendment and advanced the bill on a unanimous due pass vote. The committee then heard House Bill 185, which would change the process for suspending school board members so the Secretary of Education could suspend individual members rather than only an entire board. The sponsors and supporters argued the bill would improve accountability, protect good board members from being punished for others’ misconduct, and create a clearer process with notice, remedial action, and appeal rights. School superintendents and some current and former school board members supported the bill, but the New Mexico School Boards Association and several board members opposed it, saying it was vague, threatened local control, and gave too much power to an appointed official. After extensive debate, the committee voted 4-5 against the do pass motion, and the bill failed in committee. The committee next considered House Memorial 29, condemning the U.S. invasion of Venezuela. The memorial sponsor said it was intended to oppose the administration’s actions and affirm democratic norms. A supporter from Lutheran Advocacy Ministry backed the memorial on moral and legal grounds. Representative Block raised multiple factual objections, arguing the memorial mischaracterized Nicolás Maduro’s status and the events in Venezuela. The committee amended the memorial to add the President of the United States, the Secretary of State, and the New Mexico congressional delegation as recipients, then passed it on a 6-3 vote after debate and vote explanations. Finally, the committee heard House Bill 93, which would raise the state income tax standard deduction to 205% of the federal standard deduction. The sponsor said the bill was intended to reduce tax burdens for New Mexicans and noted that staff and the tax department had determined nonresidents would only receive a prorated benefit under existing rules, so no amendment was needed. With no public testimony and no opposition, the committee moved the bill forward on a do pass vote.

Transcript Highlights:

• In my district, I have two schools, two school districts, where the per pupil revenue limit is at the
• My school district, so I've talked to them.
• I talk to my school districts typically every month.
• That is huge for our school district. Huge! Monday, I was in the driveway of the school board.
• That's over a million dollars for the Reedsburg School District.

Transcript Highlights:

• Charlie Martin, his CFO for Levine School District.
• Mays, Superintendent, Alhambra Elementary School District. Legislative District 22.
• Aspacia, Elementary School District, LD 29.
• Combs Unified School District. LD 22.
• Mann, Superintendent, Creighton School District. LD 22.

Summary: The Senate convened with prayer and the Pledge of Allegiance, then approved the journal and recorded attendance. Members observed a moment of silence for former Representative Noel Campbell, and several guest groups were recognized in the gallery, including Greater Phoenix school district leaders, GCU Government and History Club students, Arizona Food Bank Network representatives, and local and tribal officials visiting for appropriations and transportation-related discussions. The chamber also adopted a proclamation recognizing International Holocaust Remembrance Day. Senators and guests offered remarks about the Holocaust, rising antisemitism, and the importance of education and remembrance, followed by a moment of silence. Later, the Senate received and unanimously adopted House Concurrent Resolution 2045 honoring the life and public service of former Congressman Raul Grijalva, with members of the Grijalva family present on the floor and several senators sharing personal tributes. The Senate then processed a long list of governor’s nominations, first readings, and second-reading bill referrals, including measures on natural resources, education, health, public safety, elections, taxation, utilities, and appropriations. Senator Bolick also read a proclamation for National School Choice Week. The body recessed briefly, returned to consider SCR 1036 on Attorney General public statements, and then received committee announcements before adjourning until the next day.

Transcript Highlights:

• school district that has say you have a school district that has a<00:53:46.160><c> $2</c><00:53:46.480
• districts So within Cooperative school districts So within Cooperative<01:49:21.159><c> school</c><01
• > probably</c> the school district Mark can probably the school district Mark can probably say<01:59:
• </c><03:54:32.040><c> District</c> what I'm hearing at um School District what I'm hearing at um School
• it's weighted amount for for schools it's weighted amount for school school school districts<04:11:40.239

Summary: The committee held a work session focused on school funding formulas, adequacy aid, and special education aid, with the chair outlining a schedule for the next several Tuesdays and noting that the committee would likely need multiple executive sessions to narrow down the bills. Members discussed the FY 26 formula, including base cost, differentiated aid, extraordinary needs grants, hold harmless provisions, and the roughly $28 million in excess statewide education property tax (SWP) funds that are not currently returned to the state under the existing formula. The first bill discussed was HB 137, which would allow excess SWP funds to remain with the local municipality for school and municipal purposes. Representative Spilsbury argued the issue is fundamental and suggested the state should require excess funds to be remitted back to the state, while Representative Damon said the bill appears to codify current practice and may be unnecessary, especially given possible court action. The discussion then shifted to a related bill from Representative Fellas that would redefine SWP as local money rather than state money and keep the current adequacy aid numbers revenue-neutral for now. Representative Fellas explained that SWP was created in 1999 after the Claremont lawsuit as part of the state’s effort to show increased school aid, but that it effectively labeled part of the local property tax as state money without changing property tax bills. She argued the state should not be tapping local property tax revenue and said her bill would preserve the current distribution while removing the SWP tax label, with future work possible on a different measure of local capacity such as income, home values, or poverty rate. Members also referenced prior discussions of fiscal capacity aid, relief aid, and other formula changes as part of the broader effort to restructure school funding.

Transcript Highlights:

• Now, California law allows families to request inter-district transfers when another school district
• process for both families and school districts.
• My name is Christina Reedy, and I'm an after-school facilitator with Stockton Unified School District
• Santa Paul Unified School District, and I support this bill.
• Hello, I'm Shaolin Brian, a school LVN with Apple Valley School District, and I support this bill.

Summary: The committee heard SB 998, which would define and expand the roles of discrimination prevention coordinators in the Office of Civil Rights, including a new disability-focused coordinator and a deputy coordinator on anti-AAPI discrimination. The authors and supporters, including representatives from LGBTQ, Black, Latino, and AAPI caucuses, argued the bill would help schools proactively address discrimination, improve student safety and belonging, and support learning. Opposition from the California Faculty Association and SEIU California focused on the appointment structure and preference for regular civil service hiring, while some members questioned whether the bill duplicated existing anti-discrimination law and whether it would add government bloat. The committee ultimately voted SB 998 out on a due pass basis to the Senate Judiciary Committee and placed it on call. SB 1082 was then presented as a measure to streamline inter-district transfer appeals by requiring more timely district action, allowing concurrent review, and clarifying that a district’s failure to respond is not treated as a denial. The sponsor, the Association of California County Boards of Education, and supporters from Families in Action for Quality Education said the bill would reduce delays, improve fairness, and help families make timely educational decisions without changing districts’ authority to approve or deny transfers. The California School Boards Association had previously been opposed unless amended and said it would re-evaluate after the committee changes. The committee supported the measure, and SB 1082 was voted out as amended to the Senate Appropriations Committee and placed on call. The committee also took up SB 960, which would revise the rules for community college baccalaureate degrees by tying authorization to local access gaps and impacted CSU programs rather than a blanket statewide prohibition. Supporters, including the Campaign for College Opportunity and several community college and education groups, argued the bill would expand access for place-bound and adult learners and better align programs with workforce needs. CSU representatives and the California Faculty Association opposed the bill, warning it could duplicate CSU offerings, worsen enrollment and funding pressures, and affect faculty jobs. Members debated the Master Plan for Higher Education, impaction, and whether the state should instead fully fund CSU capacity; the committee nevertheless recommended SB 960 for passage as amended to Appropriations and placed it on call. Finally, SB 965 was heard, a bill to make it easier for 16- and 17-year-olds to obtain public library cards without a parent or guardian physically present. The author and supporters said the bill would remove an unnecessary barrier to educational resources while preserving local library control over checkout policies and liability rules. The California Library Association expressed support for the goal but said details matter and urged language that preserves local discretion while encouraging reduced in-person requirements where feasible. The transcript ended during that testimony, before any committee vote on SB 965.

Transcript Highlights:

• And local school boards and school districts would not know which direction they need to follow because
• Local school district.
• high school district and two unified districts.
• City is a system of 20 districts: five unified, two high school districts, and 13 elementary districts
• Twelve of which feed into the largest high school district.

Summary: The joint Senate Education and Budget Committee hearing focused on the Governor’s proposed education governance overhaul, which would shift day-to-day management of the California Department of Education from the elected Superintendent of Public Instruction to a new appointed education commissioner, while giving the Superintendent new voting roles on the State Board of Education and the Community College Board of Governors. Chair Perez opened by stressing that the proposal raises major policy questions beyond the budget process and should be evaluated for its effect on students, local control, and accountability. Brooks Allen of the State Board of Education argued the change would unify policymaking and implementation, reduce fragmented authority, and create clearer accountability, citing decades of reports criticizing California’s “crazy quilt” governance structure and noting the proposal is timed for the 2026 transition. Amber Alexander of the Department of Finance outlined the fiscal and staffing transfers, describing the plan as largely cost-neutral and explaining how positions would shift between the State Board, the Department, and the new Superintendent’s office over 2026-27 and 2027-28. Sarah Cortez of the Legislative Analyst’s Office said the LAO supports shifting management to an appointed commissioner but recommended several refinements: preserving legislative oversight, requiring Senate confirmation of the commissioner, clearly defining the Superintendent’s duties as a public representative/advisor/evaluator, and refining the State Board’s role to focus on major policies requiring public input. She also said the fiscal plan should be cost-neutral and more fully specified. Senators raised concerns about the timing during an election year, the constitutional status of the Superintendent, whether the proposal should instead be a constitutional amendment, and whether governance changes actually improve student outcomes or simply rearrange the org chart. Some members questioned whether the proposal would confuse voters and undermine democratic accountability, while others said the current structure is already confusing and that the reform could improve clarity for districts and local boards. The discussion also covered how curriculum is set, with LAO explaining that the Legislature has broad authority but has delegated much curriculum work to the State Board and the Instructional Quality Commission. Members asked how the new structure would affect local districts, who they would call for guidance, and whether the commissioner would have authority over policy; the presenters said policy authority would remain with the State Board, while the commissioner would handle administration and implementation. No votes were taken during the panel discussion, and the hearing was organized to continue with additional panels and public comment later in the meeting.