Transcript Highlights:

• Communist countries like China use advanced technology to track every citizen for social and political
• Communist countries like China use advanced technology to track every citizen for social and political
• Computer technology has put the privacy of Americans increasingly at risk.
• Backgrounds in school leadership and classroom teaching are valuable in many contexts, and Oregon is
• She's participated in curriculum adoption... ...years of experience in our classrooms.

Keywords: 907, all

Transcript Highlights:

• Communist countries like China use advanced technology to track every citizen for social and political
• Communist countries like China use advanced technology to track every citizen for social and political
• Computer technology has put the privacy of Americans increasingly at risk.
• Backgrounds in school leadership and classroom teaching...
• She's participated in curriculum adoption... ...years of experience in our classrooms.

Summary: The Senate convened with the Pledge of Allegiance and an invocation by Senator Starr, followed by several courtesies recognizing Pride Month, a staff birthday, and later a retirement and a community celebration. Senator Robinson then used remonstrances to warn against expanding surveillance through school bus camera systems, arguing that leaked plans from a vendor could create commercial databases of drivers’ movements and erode privacy. The main business was confirmation of numerous gubernatorial appointments and reappointments to boards and commissions. Senators debated the process at length, with several minority members objecting that the volume of nominees, limited hearing time, and lack of transparency made meaningful advice-and-consent review difficult. Supporters responded that the nominees were qualified public servants and that the Senate should work with the Governor’s office on reforms. The Senate first confirmed a large block of appointments, then confirmed two Sustainability Board appointees, and later confirmed three Quality Education Commission appointees after extended debate. The Quality Education Commission nominations drew the most substantive policy discussion. Opponents argued the commission needs more technical research expertise and broader representation, while supporters emphasized the nominees’ education experience and direct knowledge of Oregon schools. Several senators described Oregon’s education system as in crisis, citing low reading and math proficiency, chronic absenteeism, and the need for urgent reform of the Quality Education Model and school funding. The Senate also received a proposed rule amendment creating an official Senate seal, which was distributed and held on the table, and the chamber adjourned without further action.

Transcript Highlights:

• our classrooms with struggling learners.
• Do you have that in any technology that is outside the classroom that has any of those features in any
• I mean, I can track it right to your house, right to your classroom.
• We've seen kids interacting with each other in classrooms.
• And, you know, technology is such an advantage that they have.

Summary: The Student Academic Success Subcommittee met to review Florida’s cell phone and social media literacy law, with Representative Brad Yeager describing the 2023 policy as aimed at removing classroom distractions and teaching students how to use social media responsibly. He said the law was intended to keep phones out of classrooms unless used for instruction, require social media literacy education, and limit access to certain sites on school Wi-Fi and government devices. Yeager said feedback since passage has been mixed: many teachers support it and some have adopted inexpensive shoe-organizer or pouch systems, but implementation varies by school and administrator enforcement. He said he is not currently pursuing a broader statewide mandate. Superintendent Dr. Maria Vazquez and Timber Creek High School Principal Mr. Wasco described Orange County’s approach as bell-to-bell phone restrictions, while Pasco County’s Dr. Zetchy described a similar policy with some flexibility during lunch or passing periods at the high school level. Both districts said the policy was implemented with parent communication, town halls, surveys, and transition periods, and that concerns about emergencies were addressed by allowing phones to be returned at the end of the day and by establishing procedures for parent contact. They reported few theft problems and said discipline issues related to phones have generally been manageable, though some teachers still struggle with enforcement or with students trying to evade the rules. A major portion of the discussion focused on social media literacy instruction. Orange County said it uses counselor-led programs, Canvas courses, resiliency days, and curriculum materials to teach students about cyberbullying, human trafficking, privacy, and the permanence of online posts, with progress tracked through the learning platform. Pasco said it has some resiliency modules but lacks a fully built-out, pre-made social media curriculum and would welcome more guidance from DOE, especially for high school classrooms where instructional time is limited. Members also asked about student anxiety, 504/IEP accommodations, caregiver students, and parent education; the districts said exceptions are handled through school committees and that parent academies and district resources are being used to help families set boundaries and understand the risks and benefits of phones and social media. No votes were taken.

Transcript Highlights:

• Senator Sullivan since February, and I did a lot of research in terms of AI and AI usage within classrooms
• I did a lot of research in terms of AI and AI usage within classrooms.
• Ken Warden, on AI perspectives within the classrooms, which would be elaborated more in this presentation
• If they are using it in their classrooms.
• Technology, but it's better for you to learn it now instead of letting it take you over.

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• would be in the classroom. would be in the classroom.
• >> It's a classroom.
• don't do it in every classroom. Okay. don't do it in every classroom. Okay.
• What’s the underlying technology? It’s that blockchain technology that we— Okay.
• What’s an underlying technology? It’s that blockchain technology that we use. Okay.

Keywords: 1136, house, all

Transcript Highlights:

• I am here as the state Project Citizen chair, but I’m also a classroom teacher.
• Technology. Sometimes it works, sometimes it doesn't. But we appreciate your patience.
• Technological issues. We'll watch this first video about who was Bernardo de Galvez.
• And teachers can even share this stuff, like if they use Google Classroom.
• Day, providing educators a way to celebrate the event in their classrooms.

Keywords: 974, senate, all

Summary: The Louisiana Commission on Civic Education met with quorum, approved the minutes from its previous meeting, and took several action items related to the Legislative Youth Advisory Council (LIAC). The commission unanimously approved the 2026-27 LIAC membership slate after reviewing recommendations from the selection committee, and it also approved the council’s budget and mileage reimbursement guidelines, noting the only change was an updated IRS mileage rate. Members thanked the legislature for continuing to fund LIAC after earlier years when it relied on outside donations. The meeting featured presentations on civic education resources and America 250 programming. Brandon Burris, representing the Lieutenant Governor’s office, highlighted Louisiana state parks, the Checkout Louisiana library backpack programs for parks and museums, Keep Louisiana Beautiful’s anti-litter campaign, and Homework Louisiana. Liam Julian of the Sandra Day O’Connor Institute discussed national civics education trends, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and LPB’s “Louisiana’s Hidden History” videos and teacher resources on Bernardo de Galvez and Spanish Louisiana. LIAC members then reported on their work, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment concerns, and local civic engagement projects. Peggy Cotonia of the Louisiana Center for Law and Civic Education reported 87 Law Day presentations and 287 total Law Day and Constitution Day presentations reaching about 9,400 students, along with updates on awards and a shortened but still free summer institute for teachers. Barry Irwin reported that legislation to clean up outdated commission membership and quorum language had passed the House and been heard in Senate Education, moving toward final passage. The commission adjourned after no further business.

Transcript Highlights:

• Six months later, we found the technology. Many of you know what that technology is.
• <00:33:50.799> 6 technology. I'll hire the teacher." 6 technology.
• months later, we found the technology. months later, we found the technology.
• Many of you know what that technology Many of you know what that technology is.<00:33:54.720>
• can't implement it in the classroom. can't implement it in the classroom.

Keywords: Appropriations - Room 216, 14 January, 2026; 1:00 PM, 925, all

Summary: The committee first heard a budget presentation from a charter-school authorizer agency. Witnesses explained that the agency no longer receives the federal CSP grant, that a one-time $499,000 equipment grant was not recurring, and that in FY25 they also had no general fund appropriation. They said their special-fund revenue has grown but is not enough to sustain operations alone, especially because the money arrives once a year and the agency needs a cash balance in advance. Their budget request sought a mix of general and special funds, but the legislative budget recommendation stayed near the FY26 appropriation level. Members asked about salary growth and contractual spending; the agency said higher salaries reflected doctorate-level staff and a planned sixth position, while contractual costs covered technical assistance, consultants, CPA reviews, and outside legal support. The agency also said a pending bill, identified as House Bill 2, could significantly affect its operations and revenue. Members asked about Republic, and the agency said a peer report had just been released, the school had made operational changes, and progress was being made though questions remained. The Library Commission then presented its budget request. The outgoing director announced retirement and introduced the incoming director, and praised the agency’s recent federal and state audits with no findings. The commission asked to restore two headcount reductions in the budget recommendation, saying the positions were hard to fill because they require specialized librarianship credentials and that losing them would cost about $130,000. It also asked to restore federal spending authority in case IMLS funding became uncertain, and requested about $173,000 for a 5% salary progression pool because turnover had reached 35% and many employees were near the start step. Senators asked about the open positions and turnover; the commission said one position had been open 10 months, another about eight months, and some turnover was due to retirements. Mississippi Public Broadcasting then presented its request for an $18.153 million appropriation. The agency said it wanted salary progressions to retain staff, four new vehicles for engineering and transmitter work, and $522,000 in reappropriated digitization funds to continue a project that has digitized more than half its library holdings for online access. The director also highlighted programming and outreach, including a new food-focused show, a music program, live coverage of the National Folk Festival, a Medgar Evers documentary now in national distribution, and expanded radio programming. He said MPB reaches nearly 1 million TV viewers annually, has strong radio and app usage, and continues to provide required weather, Silver Alert, and Amber Alert notifications. He also described a partnership with the Department of Education using e-glass technology to connect teachers to classrooms lacking instructors, saying the program is already serving multiple districts and drawing national interest.

Transcript Highlights:

• In the AS in engineering technology, we have short-term certifications.
• Eighty of those serve in the engineering technology one.
• And we need this type of technology to be made in our communities.
• Lecturing and classrooms.
• It's an... ...and the digital information technology course in middle school.

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• to comply with the census, including mainly the local updated census addresses, to upgrade their technology
• And in Kansas, all those things being equalized, they spend 181.5 days with students in the classroom
• They spend 181.5 days with students in the classroom.
• How can we reallocate those into the classroom?
• And so if we're starting to, if we're trending to allocating more resources outside of the classroom,

Bills: HB3622, HB3621, HB3151, HB3882, HB3661, HB4273, HB3644, HB3706, HB3708, HB2021, HB3986, HB3972

Keywords: HB3622, 2030 Census, Decennial Census, U.S. Decennial Census Revolving Fund, Oklahoma Department of Commerce, Commerce Department, census preparation, federal census, state treasury fund, revolving fund, continuing fund, deemed appropriated, technology upgrades, census outreach, redistricting, population count, Title 74, OMES, State Treasurer, budgeting

Transcript Highlights:

• HB 5176 by Erling, relating to the employment of classroom teachers in public schools and the waiver
• This is related to the use of grid enhancing technologies and high-performance conductors in the ERCOT
• HB 5176 by Erling, relating to the employment of classroom teachers in public schools and the waiver
• HB 5176 by Erling, relating to the employment of classroom teachers in public schools and the waiver
• HB5352 by BC addresses the establishment of a state blockchain technology pilot program.

Keywords: 1184, house, all

Transcript Highlights:

• Let's just say the classroom teachers, so 24.94. What does that mean?
• Percentage of the matrix funded spent for classroom teachers?
• And so the matrix is spending for 24.94 classroom teachers. For a whole district?
• So classroom teachers, special ed, library media specialists, all that.
• The largest decrease was in technology at 11%.

Summary: The joint education committee continued its adequacy study with a detailed Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school districts and charters spend foundation and other funds on matrix and non-matrix items. Staff explained the methodology for mapping expenditures, the district and school categories used in the analysis, and key findings showing that districts spend more per student from all fund sources than the foundation amount alone. The presentation highlighted that classroom teachers account for the largest share of matrix spending, while operations and maintenance, student support staff, nurses, and other lines also drew significant attention. Members asked for additional breakdowns by district type, size, rural/urban status, and trend data, and several questions focused on how waivers affect funding and spending, especially for library media specialists and other positions. The committee then discussed non-matrix spending, including instructional aids, non-technology-related facilities, school safety, mental health services, dyslexia support, food service, gifted and talented, career and technical education, and other items not explicitly defined in the matrix. Staff reported that non-matrix spending exceeded $2 billion in 2025, with most of it coming from other fund sources, and that the top superintendent-identified unmet needs over recent surveys were mental health services, school safety, and dyslexia support. Members raised concerns about dyslexia identification and funding, possible over-identification, and whether some support costs are being coded in ways that obscure the true spending picture. There was also discussion of facilities funding, the building fund, and the Department of Education’s partnership program for school construction and maintenance, with staff agreeing to provide more information and potentially bring department officials back for a future meeting. Throughout the meeting, members repeatedly requested more granular data and clarifications, including waiver counts and funding impacts, trend lines for superintendent-reported needs, district-by-district spending spreadsheets, and definitions for certain matrix and accounting terms such as salary enhancement, LEA indebtedness, and other employee health insurance. The chair noted that the committee would continue the adequacy process over the coming months and use the worksheet in the binder to develop recommendations for the next biennium. No votes were taken during this portion of the meeting; instead, the committee received the report, asked for follow-up data, and agreed to continue the discussion at future meetings.

Transcript Highlights:

• Let's just say the classroom teachers, so 24.94. What does that mean?
• Percentage of the matrix funded spent for classroom teachers?
• The largest decrease was in technology at 11%.
• We see that non-technology-related facilities... ...and other fund sources, we see that non-technology-related
• Technology-related facilities line.

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:

• schedule told to go to this classroom schedule told to go to this classroom this<01:23:13.080>
• > classroom<01:23:13.560> this<01:23:13.760> classroom<01:23:14.199> support
• this classroom this classroom support this classroom this classroom support this<01:23:14.840> student
• <01:40:01.800> and wasn't isolated in the classroom and wasn't isolated in the classroom and
• <01:46:45.199> and the kid comfortable in the classroom and the kid comfortable in the classroom

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• And those are dollars that are not going into the classroom.
• Our fellows strengthen classrooms through small-group instruction.
• So now that classroom has three adults in the classroom, or our Ed Fellows are serving classrooms where
• So it limits resources, which means less technology for our students, and we need to provide technology
• I see the impact of these programs in my classroom.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• <00:09:14.800> which the invention modern technology which the invention modern technology
• but modern tech modern technology but modern tech modern technology um<00:09:22.080> in<00
• And um um the rigors of the classroom.
• beyond the health classroom. beyond the health classroom.
• requires critical thinking and classroom requires critical thinking and classroom strategies to<

Keywords: 1187, senate, all

Transcript Highlights:

• > teacher<00:04:55.600> professional technology, teacher professional technology, teacher
• > there technology coordinators because there technology coordinators because there wasn't<00:
• to1 in the classroom." That's okay. to1 in the classroom." That's okay.
• . classrooms. classrooms.
• And a going on in that classroom.

Keywords: 1191, senate, all

Transcript Highlights:

• technology and the use of specific design procedures.
• I am the commissioner for the Department of Information Technology.
• Uh, specifically, the effort is to create a classroom using an existing... ...create a classroom using
• Uh, another project is to literally reclaim two existing classrooms and... ...reclaim two existing classrooms
• TI Technologies. It’s a three-screen decisionmaking simulator.

Keywords: 928, house, all

Transcript Highlights:

• also have to be trained in the classroom also have to be trained in the classroom and<00:38:43.720
• <00:39:06.520> um the car and 60 hours in the classroom um the car and 60 hours in the classroom
• the state to adapt to technology and allow citizens to benefit from it.
• It's similar technology to putting your credit card on your phone.
• <01:05:43.279> for for a living I've been in technology for for a living I've been in technology

Keywords: 1191, senate, all

Transcript Highlights:

• At the same time, bureaucratic bloat grows and more classrooms are empty.
• I do think that the Auditor General's report when it comes to dollars in the classroom is is so— I do
• So while the spending is up, the share reaching the classroom, especially teachers, is down.
• Classroom site funding is where it comes from, and this ensures real accountability.
• They want teachers who are actually compensated and given classroom supply budgets, right?

Bills: HB2035, HB2041, HB2611, HB2860, HB4004, HB4049, SCR1032

Keywords: kinship care, child welfare, foster care, relative placement, child protection, child neglect, financial resources, behavioral health, Christian Science treatment, parental rights, group homes, children's rights, safety protocols, employee training, mental health, child safety, oversight, independent committee, transparency, accountability

Summary: The Senate Committee on Government considered only SCR 1032, along with a strike-everything amendment. The amendment would require school districts, subject to voter approval, to dedicate at least 60% of operational spending to teacher pay, with a phased-in increase starting in FY 2028 for districts below that threshold. It also would penalize noncompliant districts by requiring unexpended Classroom Site Fund monies to revert, making districts ineligible for those funds until back in compliance, and directing JLBC to exclude those districts from per-pupil calculations. The Superintendent of Public Instruction could grant limited waivers of the forfeiture provisions for up to one year, not more than two consecutive years for the same district. Supporters, including representatives of Heritage Action, the Goldwater Institute, and the Center for Arizona Policy, argued that Arizona has increased school funding substantially while teacher pay has remained flat in real terms, and said the measure would improve accountability and ensure more money reaches teachers rather than district administration. They cited Auditor General findings and prior voter-approved efforts such as the Classroom Site Fund and teacher pay initiatives as evidence that districts have not prioritized classroom spending as intended. A rural school coalition testified in opposition, saying the proposal would be difficult for small districts to meet because it could force cuts to other essential costs such as fuel, insurance, facilities, and other operating needs, and that the Auditor General’s classroom-spending categories may not accurately reflect actual teacher pay. One committee member also raised concerns that the measure could harm special education and other legally required student services. During discussion, the sponsor said charter schools were excluded because they are private businesses under the state’s framework, despite receiving public funds. The committee adopted the strike-everything amendment and then voted 4-3 to give SCR 1032, as amended, a do pass recommendation.

Transcript Highlights:

• When a student struggles to succeed in a classroom, we immediately look to how we can support them.
• When a student struggles to succeed in a classroom, we immediately look to how we can support them.
• In the stream table project, ...extends beyond the classroom.
• Students' success depends on more than just what happens inside the classroom.
• So, technology. Tell us your name. Wait, tell us your name. Hi, I’m Reba Tierney. Oh, okay.

Keywords: 995, all

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