Transcript Highlights:

• Is the difference in percentages because the spending changed?
• , so I wouldn't suspect anything else had changed either.
• The largest increase in space. increase in spending while student transportation showed no change.
• I've seen... our own curriculum. We'd be able to save a lot of money there.
• Again, we can choose to make changes to the formula should we decide to do that.

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.

Transcript Highlights:

• If a score is changed, it's free. If a score is not changed, it's $50.
• If a score is changed, it's free. If a score is not changed, it's $50.
• OK, so we have your permission to change that. Yes. OK, we’re going to change that.
• This is a significant change, and big changes can feel scary, as change often does.
• change often does.

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Summary: The House Committee on Public Education met to hear House Bill 8, which would replace STAAR with a new assessment and accountability system beginning in the 2027-28 school year. The chair described the bill as reducing testing time, limiting benchmark tests, adding beginning-, middle-, and end-of-year assessments, requiring faster score turnaround, involving Texas teachers in test development, and tightening accountability timelines and transparency rules. Members also discussed provisions on A-F ratings, cut scores, CCMR, local accountability plans, and TEA reporting requirements. Committee members and invited witnesses split sharply on the bill’s approach. Supporters, including the chair, TEA Commissioner Mike Morath, and Ed Trust’s Nicholas Munyon Penny, argued the bill would reduce high-stakes pressure, provide quicker and more actionable data, limit over-testing, and better align assessments to Texas standards while preserving criterion-referenced accountability. They said the new system would help teachers and parents intervene sooner and would improve transparency, including parent access to student responses and automatic rescoring in some writing cases. Opponents, including Rep. Hinojosa and student witness Ella Moran, argued the bill still increases testing and replaces one high-stakes test with multiple TEA-created tests. Moran testified that STAAR creates anxiety, disrupts instruction, and does not reflect real learning, while Hinojosa said the House had previously passed a better bill based on a nationally norm-referenced model and criticized the new proposal as a concession to the Senate. Questions also focused on AI scoring of writing, rescoring rates, and whether the bill’s new accountability rules would be reliable and fair. The committee did not take a final vote during the portion provided, but the chair said a vote on HB 8 would be called after public testimony later in the day.

Transcript Highlights:

• So if Arkansas changed their regulation, you could get a health department inspection, but you'd only
• The curriculum structure that we're looking at here gives us an opportunity, and I need to put on my
• And would this be a part of the curriculum where you are partnering with, like, Southwest High School
• School District to align our curriculum components with that of the State Department of Education.
• has to align with state curriculums to be inside of a school.

Summary: The committee first approved the minutes from its October 27 meeting and then heard testimony from Clinton Ballard of Milk and Honey Hill Farm about the impact of Act 698 on raw dairy producers. Ballard said the law allowed his farm to expand from one cow to 12, serve about 150 families, increase sales by roughly $50,000, and sell about $10,000 in raw cheese and other products through retail outlets. He argued the law improved farm income, food security, and local supply, and he asked for an optional state inspection/certification path for raw milk producers so they could access USDA grants and other opportunities available to licensed dairies. Committee members asked about herd management, safety practices, bee production, market channels, and whether such certification should remain voluntary; Ballard said he follows Grade A-style sanitation, chills milk quickly, removes sick cows from production, and supports optional training or inspection but not mandatory regulation. Members also raised food safety concerns, especially for children and pregnant women, and Ballard responded that raw milk producers rely on cleanliness, rapid cooling, consumer feedback, and truth in labeling. He said the health department currently inspects commercial dairies but not raw milk producers who do not sell through a cooperative, and he believed state inspection would help producers distinguish themselves and qualify for funding without changing interstate rules. Several members discussed the balance between consumer choice, safety, and possible “mission creep” if the state created a certification system. The committee then heard a lengthy presentation from Terence Bolden of TLB Enterprises on hydroponic and container farming as a response to food insecurity and food deserts. Bolden described a three-year workforce and career-technical program built around retrofitted shipping containers, drones, robotics, agribusiness, and AI, with partnerships involving schools, universities, Farm Bureau, UAPB, the Little Rock School District, and other entities. He said the model could create year-round local food production, support school cafeterias and community markets, and generate jobs and economic impact, estimating at least four jobs per container and potentially significant regional economic benefits. Members asked about costs, target communities, energy needs, crop types, and implementation timelines; Bolden said the first containers for school sites could be in place by late summer or early fall, with pilot projects already underway in Arkansas and Orlando. The meeting adjourned after no further business.

Transcript Highlights:

• So if Arkansas changed their regulation, you could get a health department inspection, but you'd only
• The curriculum structure that we're looking at here gives us an opportunity, and I need to put on my
• So in terms of the curriculum, we did work with the State Department of Education and the Little Rock
• School District to align our curriculum components with that of the State Department of Education.
• has to align with state curriculums to be inside of a school.

Keywords: 1204, all

Summary: The committee first approved the minutes from its October 27 meeting and then heard testimony on the economic and practical effects of Arkansas’s raw milk law, Act 698. Clinton Ballard of Milk and Honey Hill Farm said the law allowed his family farm to expand from 8 to 12 cows, serve about 150 families, add retail sales of raw cheese, and increase annual sales by roughly $50,000. He argued that raw milk production supports small farms, improves food security by keeping milk production in-state, and should be paired with optional state inspection and certification so producers could access USDA grants and other value-added opportunities. Committee members asked about herd management, safety practices, labeling, consumer education, and whether a voluntary inspection system could be created without leading to more regulation. Ballard said his farm follows sanitary practices, chills milk quickly, uses educational materials for customers, and has not had any reported illnesses among customers. Members also discussed broader concerns about raw milk safety, including E. coli, sick animals, and whether state agencies should provide more guidance or training. Several lawmakers expressed support for consumer choice and for small producers, while others emphasized the need for clear standards and accountability. The discussion also touched on the decline of commercial dairies in Arkansas, the role of the health department, and whether state certification would be limited to in-state sales. The committee then heard a lengthy presentation from Terence Bolden of TLB Enterprises on hydroponic and container-based agriculture as a response to food insecurity and workforce needs. Bolden described retrofitted shipping containers that can grow produce year-round with low water use, and said the model could be paired with career and technical education, drones, robotics, and agribusiness training in schools and communities. He said pilot projects are underway or planned with the Little Rock School District, Southwest High School, UAPB, and other partners, and estimated that five regional hubs could have significant economic impact while creating jobs and reducing food deserts. Members asked about target communities, costs, energy needs, crop types, and how the model would work in rural areas; Bolden said the approach is a public-private partnership intended to support local farmers, schools, and community food access. No votes were taken on Bolden’s proposal, and the meeting adjourned after questions concluded.

Transcript Highlights:

• Number three, one district instructional technology director or one curriculum director.
• technology director or one curriculum technology director or one curriculum director.<00:03:46.159
• No, because it may be changed by the task force. It could happen.
• >> No, because it may be it may be changed >> No, because it may be it may be changed
• >> similar to what our next um change bill >> similar to what our next um change bill will

Keywords: 1136, house, all

Transcript Highlights:

• Classrooms and textbooks, curriculum, and that researcher came to the conclusion that teacher quality
• The five courses they take include curriculum, methods and assessment, psychology and education of the
• And they're the essential courses: methods, curriculum, you know, assessment.
• We did not change our standards at all.
• It changes their lives, the kids' lives, our community's lives.

Keywords: 959, house, all

Transcript Highlights:

• Senator Chang: Here. Senator DeCoite: Here. Senator DeCourcy: Here. Senator Dela Cruz: Here.
• House Communication No. 801 informs the Senate that the House made changes to conferees for various

Bills: SCR47, SCR21, SCR163, SCR169, SCR170, SCR50, SCR75, SCR149, HCR83, HCR111, HCR110, HCR122, HCR118, HCR61, HCR162, HCR36, HCR19, HCR106, HCR14, HCR178, SB3022, SB3102, SB3144

Keywords: sister-state, Hawaii, Okayama, Japan, cultural exchange, economic partnership, tourism, agriculture, international relations, healthcare, rural clinic, feasibility study, access to care, community health, Volcano community, Hawaiʻi Health Systems Corporation, emergency services, health assessment, Pacific Inter-Parliamentary Assembly, Legislative Cooperation

Transcript Highlights:

• But I can tell you we’ve changed a little bit.
• We’ve changed that. We now have specific degrees.
• So they're using our curriculum, not the high school's curriculum.
• So they're using our curriculum, not the high school's curriculum. Just one last comment, Mr.
• changes...

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• As they come in, they know what students know and don't know, the curriculum.
• > to<01:04:43.040> develop those curriculums start to develop those curriculums start to
• , so much reform, so little change.
• Um, but what we can so little change.
• <01:32:30.760> must about how existential that change must about how existential that change

Keywords: 1187, senate, all

Transcript Highlights:

• Our position hasn't changed.
• significantly better with some changed significantly better with some changed changed<03:20:50.000
• Um, they get curriculum messages.
• Should we change it somehow? And to date it hasn't been changed.
• Should we change it equalize it? Should we change it somehow?

Keywords: 916, all

Transcript Highlights:

• There's a lot of work to be done to effect this change.
• I think we made most of the changes, the majority of the changes, and clarified, so I'd like for him
• I'm not opposed to changes, but I want to get it right.
• So we're not changing any of that. We're simply changing how the amount is calculated.
• So we're not changing any of that. We're simply changing how the amount is calculated. Okay.

Bills: SB530, SB757, SB769, SB1085, SB1241, SB1242, SB1409, SB1878, SB2138, SB2314, SB2231, SB2361, SB2431, SJR59

Keywords: accreditation, postsecondary education, Texas Higher Education Coordinating Board, baccalaureate degrees, junior colleges, program delivery, faculty recruitment, higher education, performance standards, student loan debt, degree programs, funding, students with disabilities, accessibility, enrollment, report, SB 1085, Sul Ross State University, Rio Grande College, Del Rio

Summary: The Senate Committee on Education K-16 met with a large agenda and repeatedly recessed for floor activity and other committee conflicts. The committee heard and left pending several higher education bills, including SB 2361 to transfer University of Houston-Victoria from the University of Houston System to the Texas A&M System and rename it Texas A&M University Victoria; testimony from university officials, local leaders, and industry representatives strongly supported the move as a way to better align degree programs with regional workforce needs in engineering, agriculture, and STEM. SB 530, which would align Texas accreditation statutes with federal rules allowing institutions to choose among nationally recognized accreditors, also received supportive testimony and was left pending. SB 1085, allowing Sul Ross satellite campuses to offer lower-division coursework toward bachelor’s degrees, was laid out and left pending as well. The committee also took up a series of education policy bills. SB 1241 would expand the standardized tests Texas public universities may accept for admission beyond the SAT and ACT, with supporters from the Classic Learning Test, homeschool advocates, and student-choice groups arguing it would increase access and competition; it was left pending. SB 769 would require a TEA/Higher Education Coordinating Board report on barriers faced by students with disabilities in higher education, and testimony from The Arc of Texas and others emphasized the need for better data and accessibility; the bill was left pending. SB 2231 would designate the second week of October as Free College Application Week, and SB 1878 would modernize terminology and support workforce-oriented programs at the Josie School; both were laid out and left pending. The committee reported several bills favorably after adopting committee substitutes. SB 605, concerning charter school expansion applications while under conservatorship or a management team, passed on a 9-0 vote. SB 1871, SB 1873, and SB 1874, all related to school discipline and teacher immunity/placement review provisions, were adopted and reported favorably, with members noting the need for further discussion on some language. SB 762, dealing with flag displays in public schools, passed on a 7-1 vote. SB 1962, relating to public school accountability and challenges to school system operations, passed 7-1 after a corrected vote. SB 1750, replacing a $60 million statewide charter facilities cap with an attendance-growth-based allotment, passed 7-1 with one member voting present not voting. SB 2252, supporting kindergarten readiness and early literacy/numeracy, SB 2253, concerning educator preparation and certification, SB 2365, on student use of wireless devices during instructional time, and SB 1924, restoring local peace officer citation authority for school offenses and adding reporting and parent-notification requirements, were also reported favorably. The committee additionally heard SB 37 on higher education governance and compliance oversight, which passed 7-1 after a substitute that refined curriculum review, governing board authority, faculty senate rules, and a new compliance office within the Higher Education Coordinating Board.

Transcript Highlights:

• Below are the changes to each section of the bill listed in sequential order.
• Section 2 makes no change.
• And clarifying change as well as the amount the legislature has appropriated to go to TRS Active Care
• This change serves to give the board of trustees the authority to adopt a resolution to change the length
• House Bill 824 builds on the Texas Education Code, which outlines curriculum requirements for public

Bills: HB178

Keywords: efficiency audit, political subdivision, tax rate, fiscal management, government accountability

Transcript Highlights:

• Our participants receive OSHA 10 safety training, foundational construction curriculum including math
• curriculum, and mentorship through our partner with Twin Cities Rise.
• <00:03:40.200> including<00:03:40.760> math construction curriculum including math
• construction curriculum including math curriculum<00:03:43.080> and<00:03:43.239> mentorship
• <00:03:43.799> through<00:03:43.959> our curriculum and mentorship through our curriculum

Keywords: 1183, house

Transcript Highlights:

• Changes to LCAP? Thank you Mr. Hoover.
• It's a very simple straightforward change.
• When change happens in the cafeteria change happens in the classroom.
• and curriculum curriculum related to adoption in the current standard of education, and so we believe
• These changes and the hardships created by the changes could have been better guided by having individuals

Keywords: 988, house, all

Transcript Highlights:

• that so madam chair this doesn't change any of the regulations So, Madam Chair, this doesn't change
• So it's a big responsibility to change that. I'm thrilled.
• Okay, we did not change the ombudsman. Well, thank you.
• So this is old language that just needed to be changed.
• Madam Chair, nothing changes for gifted students.

Keywords: 996, all

Transcript Highlights:

• I was a classroom teacher, a principal worked at the District Office supporting K 12 curriculum.
• We also want you to know that we're working very hard to ensure that all of the curriculum is aligned
• curriculum.
• They use their curriculum materials and they share data with us.
• You know, ask the maker for a change in. You never know. We make it take you anyway.

Transcript Highlights:

• That's why we developed a curriculum called the Ho'okele patient navigator curriculum back in 2009, 2010
• That's why we developed a curriculum That's why we developed a curriculum called<00:03:09.519>
• Now they're going to get change things changing because other people that come and dictate how we should
• Now they're going to get change things changing because other people that come and dictate how we should
• Now they're going to get change things changing because other people that come and dictate how we should

Keywords: 912, senate, all

Summary: The committee first heard SR 12/SCR 16, which asks the Department of Health to convene a task force to identify minimum professional standards for community health worker training programs. The Department of Health supported the measure and said it could take on the work with current resources. Testimony from Papa Ola Lokahi, the Hawaii Public Health Institute, the Hawaii Community Health Worker Association, and community health workers strongly supported the resolution but urged broader task force representation, including community health workers themselves, Papa Ola Lokahi, the Hawaii Primary Care Association, the Native Hawaiian Pacific Islander Community Health Worker Alliance, and community-based rural nonprofit organizations. Several testifiers also asked that community health workers make up at least half of the task force. The department indicated it had no objection to adding the requested groups, and members discussed those proposed amendments. The committee then took up SR 141/SCR 172, which requests a Department of Health working group on demolition waste reduction. Energy Justice Network and other supporters urged amendments, including use of the internationally recognized zero-waste definition and hierarchy. The committee also heard SR 165/SCR 205, which would direct the Department of Health to adopt rules setting maximum decibel levels for concerts or events at private venues in primarily residential areas. The department said it was already working on noise issues and wanted a community noise working group to address nuisances beyond current statutory categories, but members questioned the lack of specific standards, the absence of a defined working group membership, and whether the proposal would lead to broader restrictions on events. Testimony and discussion focused on concerns about noise impacts, enforcement, and the balance between community complaints and long-standing local events. No votes or final committee actions were taken in the portion provided. The hearing then moved on to SR 174/SCR 194, which would ask the Department of Health to reduce the use of disposable surgical equipment and adopt sustainable practices, but discussion of that measure was not included in the transcript excerpt.

Transcript Highlights:

• <00:08:08.280> that's uh what's changing that's uh what's changing that's important<00:08:
• <00:41:41.560> was<00:41:41.960> that change a current change that was that change
• It's changing to licensing the curriculum.
• <00:50:57.839> is changing to licensing the curriculum is changing to licensing the curriculum
• I'm looking at it: it's changing from criteria for licensing and approval of schools and their curriculum

Keywords: 928, house, all

Summary: The committee reviewed selected House Bill 2 provisions, focusing first on the group two pension reform language and whether it matched prior legislation and the fiscal note. Members discussed two main issues: the treatment of extra and special duty pay in the pension calculation for employees hired before 2011, and the annuity multiplier after 15 years of creditable service. Several members said the HB 2 language was intended to restore prior law and protect against pension “spiking,” while others worried the draft and fiscal note may not have fully reflected current law, potentially affecting the cost estimate. The discussion repeatedly emphasized the need to avoid underfunding or double counting and to make sure Finance had the correct actuarial assumptions. No vote was taken; the committee agreed to flag the issues for Finance and to clarify the fiscal note. Members also discussed the vested-rights language, which was described as an explicit definition of vesting and a restriction on future legislative changes to compensation calculations after three years of service. Some viewed it as a policy protection with no immediate fiscal impact, while others noted it had been included in prior legislation and should be clearly understood before the bill moved forward. The committee also briefly referenced prior pension legislation, including House Bill 436 and House Bill 727, and noted that HB 2 was being used to carry forward related pension repair provisions. The committee then turned to an OPLC-related section transferring building, plumbing, electrical, and fuel gas inspector positions from OPLC to the Department of Safety’s Fire Marshal’s office. Testimony explained that the nine inspector positions are funded from the licensing fund, and that the move was justified as a public-safety function better aligned with the Fire Marshal’s mission because the inspections are statewide code-enforcement work rather than facility-specific licensing work. The discussion ended with a note that the remaining HB 2 changes run through 2034 and a brief announcement about memorial arrangements for C.J. Gerard.

Transcript Highlights:

• Most EPPs already do this, but a couple of them that would be a change.
• It was reading across the curriculum. So Limited.
• What barriers are there that we Need to change and to fix.
• They provide science-based interventions They have their own curriculum that they use.
• I mean it's not going to change size.

Transcript Highlights:

• Our primary project that we started with was curriculum enhancements, and so in the first several years
• Most of these components are new additions to the pre-service curriculum.
• These changes were made following feedback and partnership from multiple stakeholders and have added
• One example of this is changing the public's perception of the work our teams do through a rebranding
• So our pre-service curriculum right now lasts approximately 10 weeks.

Summary: The committee heard three presentations focused on child welfare workforce development and the needs of children in Florida’s dependency system. First, the Florida Institute for Child Welfare described its Grow Center and related initiatives, including academic curriculum enhancements, simulations, virtual reality training, coaching, on-demand learning, advanced certifications, and the planned Tallahassee learning lab opening in January 2026. Members asked about conflict resolution, domestic violence, addiction, and microcredentials; the presenter said the institute is expanding training in those areas and is working with DCF to align advanced certifications with the department’s career ladder. The Department of Children and Families then presented on the Continue the Mission initiative, which recruits veterans, military spouses, and former law enforcement officers into CPI, API, and case management roles. DCF said it has held more than 240 hiring events and hired 372 such workers since launch, while also improving recruitment and retention through higher starting pay, streamlined hiring, rebranding, wellness supports, and enhanced pre-service training. Senators asked about PTSD concerns, staffing levels, caseloads, hotline vacancies, and salaries; DCF said it had not seen direct PTSD issues from the hiring effort and provided figures including a $50,000 starting salary for CPIs, $37,000 for APIs, and average caseloads of 12 to 15 investigations for CPIs and about 10 for APIs. Finally, DCF discussed the increased acuity of children in the dependency system, explaining that fewer children are entering care overall but those who do often have more complex behavioral, mental health, developmental, or medical needs. The department highlighted a new Behavioral Qualified Residential Treatment Program (BQRTP) designed for youth who need more intensive support than traditional foster or group home settings but do not require inpatient psychiatric treatment; one facility is licensed with 12 of 14 beds filled, and DCF said it is seeking funding for placement for 230 youth total. Members pressed for details on licensure timelines, standards, funding, and the handling of crossover youth and lockouts, and DCF said it uses braided funding and works with DJJ, APD, and lead agencies through local and state review teams. A representative of the Florida Coalition for Children also testified, saying the issue is complex and multi-year, and that the coalition is working on possible legislative and programmatic solutions. The committee took no formal votes and adjourned after the presentations and discussion.