Transcript Highlights:

• House File 6 covers several of the education priorities of the House Republican caucus for education.
• House File 6 covers several of the education priorities of the House Republican caucus for education.
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• ><c> 2024</c><00:05:01.000><c> education</c><00:05:01.880><c> Finance</c> chapter 109 the 2024 education

Keywords: 1183, house

Transcript Highlights:

• We learned today in the education finance committee that federal funding on education is mainly through
• We learned today in the education finance committee that federal funding on education is mainly through
• </c> now we learned today in the education now we learned today in the education finance<00:03:46.519
• For education?
• Department of Education?

Keywords: 1187, senate, all

Transcript Highlights:

• House Bill 1662 requires the State Board of Education, the Washington Professional Educator Standards
• , the Professional Educator Standards Board, the Financial Education Public-Private Partnership, and
• services and to develop an individualized education program, or IEP, that describes the special education
• Department of Education, and it enumerates various requirements for the Secretary of Education, SEAs,
• It's time that our education system faces the reality of how youth homelessness impacts access to education

Summary: The committee first took executive action on House Bill 1662, which would require the State Board of Education, the Professional Educator Standards Board, the Financial Education Public-Private Partnership, and the Washington State Charter School Commission to make separate administrative arrangements and operate independently. Staff explained a proposed third substitute that delays implementation to July 1, 2027, clarifies independent agency status, and directs OFM and OSPI to support the transition. The prime sponsor and another member spoke in favor, emphasizing agency independence and better use of funds. The committee approved the bill 19-0 and reported the proposed third substitute out with a due pass recommendation. The committee then acted on House Bill 1683, which sets minimum numbers of school directors elected by director district for certain school districts. The substitute changed the enrollment thresholds, clarified the effective date, and removed intent language. Supporters argued it would improve parent and student representation; opponents said it would create an unfunded mandate and micromanage local districts. The committee passed the substitute 11-8 and reported it out with a due pass recommendation. In public hearing, House Bill 2534 was heard first. The bill would expand enrollment flexibility and record-transfer protections for military-connected students, including allowing enrollment before arrival, extending proof-of-residence timelines, and adding protections for students with IEPs or 504 plans. District, military, and advocacy witnesses generally supported the bill as promoting stability, though some asked for changes to a proposed 30-day reevaluation timeline and noted possible compact-related issues. The hearing then moved to House Bill 2557, which would require school districts to provide special education evaluation reports to parents at least five school days before eligibility meetings. Supporters said this would help families prepare and participate meaningfully; district and special education staff warned it could shorten already tight evaluation timelines and create implementation challenges. The committee suspended and later closed the hearing on that bill after time ran out, with the chair noting it could be eligible for executive action the following week. The final public hearing was on House Bill 2594, which would codify McKinney-Vento homeless student protections into state law, assign related duties to OSPI and school districts, and require periodic state reporting. The sponsor and numerous advocates, school district staff, PTA representatives, and individuals with lived experience testified in support, saying it would improve stability, accountability, and access to education for homeless students. One witness asked that grant funding explicitly include community-based organizations. The hearing closed after a large number of pro and some con sign-ins, and the chair also closed the hearing on House Bill 2557, noting amendment deadlines and that the bills could be eligible for executive action the next week.

Transcript Highlights:

• whose special education services are exceptionally high.
• I am representing the Idaho Education Association.
• I am the education director at Idaho Parents Unlimited.
• expenses will be approved by the State Board of Education.
• Can you speak to the education service providers?

Keywords: 989, all

Summary: The committee first heard House Bill 531, which updates Idaho law on epinephrine delivery systems in schools by changing language from a single auto-injector reference to broader “delivery system” terminology. Sponsor Camille Blaylock and supporting testimony from a school nurse and Idaho PTA said the change would allow schools to use newer FDA-approved options such as nasal spray without adding fiscal or training requirements. The committee asked whether the bill required schools to keep epinephrine on hand, and was told it did not; the bill was then sent to the floor with a due pass recommendation. The committee then took up Senate Bill 1288, creating the Idaho High Needs Student Fund to reimburse districts and charters for unusually high special education costs above a $30,000 threshold, with higher reimbursement levels above that amount and a cap per student. Testimony from school boards, district administrators, educators, and parent advocates described large costs for nursing care, interpreters, behavioral supports, Braille materials, and other federally required services, and argued the fund would help districts meet IDEA obligations without destabilizing local budgets. Members asked about the rural/non-rural funding split, the prior year’s version of the bill, and the current special education funding gap; Superintendent Critchfield said districts are currently covering these costs from operations and that the broader funding formula still needs adjustment. The committee approved the bill and sent it to the floor with a due pass recommendation. Finally, the committee considered House Bill 624, which revises rules for virtual education programs and virtual charter schools, especially Idaho Home Learning Academy. The bill requires board approval of contracts with education service providers, residency verification, curriculum aligned to state standards, conflict-of-interest safeguards, limits on direct payments to parents, and Idaho certification for teachers, while preserving local control over approved expenses and teacher oversight. Supporters from Idaho Home Learning Academy, Boundary County, Bonneville, and Idaho Parents Unlimited said the bill balances accountability with flexibility and helps preserve public school choice for families, especially in rural areas. The committee moved the bill to the floor with a due pass recommendation and then adjourned after recognizing a Senate page.

Transcript Highlights:

• Education and social services, or education and affordability for its senior citizens.
• I've been an educator in both K-12 and in higher education for over 15 years.
• My elementary education program alone has doubled in size since Mass Educate.
• My elementary education program alone has doubled in size since Mass Educate.
• As one in three special education educators are leaving every year, and the education pipeline is at

Summary: The hearing focused heavily on the FY27 state budget and related funding priorities across health care, housing, education, disability services, and public higher education. Multiple witnesses urged restoration or increases in funding for MassHealth Community Partners and complex care management for homeless and medically complex patients, the DMH rental subsidy program, the Massachusetts Rental Voucher Program, the DeafBlind Community Access Network, and the Commission for the Deaf and Hard of Hearing. Testimony also highlighted the need for fair pay and wage equity for community college faculty and staff, as well as support for early childhood vouchers, cash assistance, and nutrition education programs affected by federal cuts. Several witnesses described how funding gaps affect real people: nurses and care managers said patients with homelessness and severe medical needs lose coordinated care, leading to missed treatment and hospitalizations; early childhood educators said long voucher waitlists leave families without child care; community college staff said low salaries and increased workloads from MassEducate leave workers struggling to afford housing and basic expenses; and housing advocates said cuts to rental subsidies and vouchers push vulnerable people toward shelters or more expensive crisis systems. DeafBlind advocates asked for restored funding, more interpreter access, and better provider support, while a witness also supported hearing-aid coverage legislation. Education funding was another major theme. Boston, Framingham, Triton, and other districts described Chapter 70 and other formula-driven aid as failing to keep up with inflation and actual costs, forcing layoffs, program cuts, and local overrides. Speakers also called for fully funded charter reimbursements, special education circuit breaker funding, transportation aid, school building investments, and relief tied to enrollment declines driven by federal immigration enforcement. Committee members asked several clarifying questions about program status, funding mechanics, and the meaning of terms like “death by housing,” but no votes or formal actions were taken in the transcript.

Transcript Highlights:

• . education. education.
• </c> to grade 12 education. to grade 12 education.
• </c> education in our region. education in our region.
• . educators. educators.
• costs</c><04:48:11.120><c> are</c> education is special education costs are education is special education

Keywords: 926, house, all

Transcript Highlights:

• before, education budgets.
• My master's is in educational leadership and completing my doctor in educational leadership higher ed
• before, education budgets.
• But the State Board of Education, of course. Education local funds are very important to education.
• Department of Education.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• the educators.
• So, we would like to, you're looking for solutions here, educate the education.
• Now educating the educator—that needs to happen because... ...the educator, that needs to happen because
• Educate us. Help educate our tribal leaders.
• Educate us. Help educate our tribal leaders. seats. Educate us.

Summary: The Select Committee on Native American Affairs held a historic hearing at Table Mountain Rancheria focused on tribal education, culture, resilience, leadership, and trust. The opening prayer and remarks emphasized the significance of holding the first committee hearing on tribal land. Members said the hearing was intended both to hear testimony about ongoing problems in schools and to identify next steps for legislation and policy, especially as the session neared its end. The committee also referenced recent efforts supporting Native students’ right to wear regalia at graduation and broader concerns about representation in education and state institutions. The first panel centered on Native students’ experiences in public schools. Bella Garcia described a two-year fight with Clovis Unified over wearing tribal regalia at graduation, including a restrictive approval form and administrators who she said denied Native identity and made her feel invisible. Morningstar Ghali connected those experiences to the legacy of boarding schools, racial profiling, suspensions, and the “boarding school to prison pipeline,” and called for culturally responsive education, Native educators, counselors, Native studies, and restorative justice. Janet K. Bill, from the Attorney General’s Office of Native American Affairs, described her own path from tribal Head Start to Stanford, law school, tribal council, and state service, and said education, justice, and sovereignty are linked. Members asked about restorative justice, representation, and how to build pipelines into leadership and education roles. The second panel focused on solutions. Chairwoman Michelle Heredia Cordova urged a reimagined education system that is more personalized, experiential, culturally grounded, and balanced with land-based learning, while also recruiting Native teachers and creating stronger tribal partnerships. Chairman Leo Sisku said schools should educate educators, stop tokenizing Native students, and create accountability and consequences for discriminatory behavior; he also supported stronger tribal-school partnerships and more positive outreach. Chairman Fred Bean emphasized consistent engagement from tribal leaders at every level of schooling, stronger transitions from elementary to college, and programs that prepare Native youth for leadership, trades, and higher education. Chairman Shaineto of Tule River argued that schools and administrators should face consequences for violating Native students’ rights, and that Native people should not have to keep educating institutions about basic cultural respect. Committee members responded by discussing possible statewide solutions, including regional tribal boards, better enforcement of existing laws, stronger pipelines into teaching and leadership, and improved representation on boards and in state agencies. Several members raised the need to implement existing laws, fill vacant Native appointments, and consider broader protections for Native regalia and cultural expression. No formal vote was taken in the transcript, but the hearing concluded with a clear call for continued collaboration, accountability, and legislation driven by Native voices.

Transcript Highlights:

• to make the impossible choice between education and public safety, education and social services, or
• I've been an educator in both K-12 and in higher education... Community college.
• I've been an educator in both K-12 and in higher education for over 15 years.
• My elementary education program alone has doubled in size since Mass Educate.
• As one in three special education educators are leaving every year, and the education pipeline is at

Keywords: 1212, all

Transcript Highlights:

• whose special education services are exceptionally high.
• Whose special education services are exceptionally high.
• I am representing the Idaho Education Association.
• I am the education director at Idaho Parents Unlimited.
• Can you speak to the education service providers?

Summary: The committee first heard House Bill 531, which updates Idaho school code language on epinephrine delivery systems so schools are not limited to referencing only auto-injectors like EpiPens. The sponsor and school nurse testimony said the change would allow newer FDA-approved options, such as nasal spray, without creating new staffing, training, reporting, or fiscal requirements. Members confirmed the bill does not require schools or LEAs to keep epinephrine on hand. The committee voted to send the bill to the floor with a due pass recommendation. The committee then took up Senate Bill 1288, which creates the Idaho High Needs Student Fund to help reimburse districts and charter schools for unusually high special education costs tied to a student’s IEP. The bill sets a $30,000 threshold, reimburses 100% of costs from $30,000 to $80,000 and 80% above that up to $100,000 per student, and reserves funding between rural and non-rural districts with flexibility to use unused funds where needed. Testimony from school boards, districts, educators, and parent advocates described the bill as a way to stabilize budgets and protect services for students with complex medical, behavioral, and sensory needs. After questions about the funding split and current special education shortfall, the committee voted to send the bill to the floor with a due pass recommendation. Finally, the committee heard House Bill 624, which revises rules for virtual education programs and Idaho Home Learning Academy. The bill requires school board approval of contracts with education service providers, verification of Idaho residency, alignment of curricular materials with state standards, conflict-of-interest safeguards, limits on direct payments to parents, clearer rules for eligible supplemental learning expenses, and district/charter control over hiring and evaluation of teachers. Supporters from Idaho Home Learning Academy, school districts, and parents said the changes preserve virtual school choice while adding transparency and accountability. The committee voted to send House Bill 624 to the floor with a due pass recommendation.

Transcript Highlights:

• Let's see, it'll be from the—these are all education rules.
• I’m not referring to special education.
• And so that's when the State Board of Education adopted a special education manual for this current school
• Education Manual on August 20th, 2025.
• And so that's when the State Board of Education adopted a special education manual for this current school

Keywords: 989, all

Summary: The committee heard several State Board of Education rule dockets, with Nick Wagner and Greg Wilson explaining that most changes were cleanup, clarification, or removal of duplicative language. The first docket repealed an unused pay-for-success contracting rule because the language duplicated statute and had never been used. Another docket on career technical centers removed a federal definition from rule and made a minor terminology change. A uniformity rules docket made technical edits, including abbreviating the State Board’s name and adding “standard” to a career technical education certificate title. The most discussed docket was the Code of Ethics for Idaho Professional Educators. Wilson said the updates came from the Professional Standards Commission after complaints and public comment, and were intended to reduce unethical educator-student interactions by requiring digital communications to occur on district-approved devices and platforms, limiting use of personal accounts, and broadening language on misuse of devices and explicit content. Members asked about how the rule would work for coaches and school trips, whether school-based accounts were required, and whether the changes addressed inappropriate conduct with students; Wilson said the goal was to create clearer, monitorable records and better protect students and staff. The committee also discussed whether these issues were common and whether further policy or legislation might be needed. The committee then took up social studies standards and the special education manual. Wilson explained that the social studies revisions were a response to prior legislative concerns, with updated Grade 4 and U.S. History I standards and a new Idaho-specific Western Civilization section; members asked about the date references in different dockets and about how much instruction covers the founding era and communism. The special education items included a temporary rule and a final pending rule for the Idaho Special Education Manual, adopted after federal concerns about eligibility criteria and multiple rounds of public comment and advisory input. The committee voted to approve the dockets individually, including the repeal, cleanup rules, the ethics updates, the social studies standards, and the special education manual rules, and then adjourned.

Transcript Highlights:

• The Department of Education has played a crucial role in overseeing civil rights protections in educational
• through the Individuals with Disabilities Education.
• Our education system has already gone over the cliff.
• It is entirely inconvenient to educate students who need a special education because it's expensive.
• The reality of an education system without a Department of Education to disperse funds doesn't just look

Transcript Highlights:

• This includes providing higher education for our members who often return home with skills and education
• The primary reason: they want to become educators, because to be an educator, you have to have a master's
• The Bureau oversees private postsecondary education, making sure these programs meet minimum educational
• in the Education Code.
• Noncredit education is adult-serving, short-term education providing anyone with high-quality, cost-free

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• We've got the Division of Educator Support and Higher Education, so Steve Appelby is right behind me
• Support and Higher Education.
• State Board of Education.
• So those are the licensing fees that the educators pay. Educators pay? Yes, thank you.
• </c> Education the Department of Education Education the Department of Education calculates<02:39:26.080

Keywords: 928, house, all

Summary: The Finance Division II committee heard a Department of Education budget presentation from Commissioner Frank Edelblut and CFO Tammy Valen-cour. The department outlined its organizational structure and emphasized that it functions largely as a flow-through agency for school funding. The commissioner reviewed general fund and Education Trust Fund items, including state aid, dropout prevention, special education, building aid, lease aid, charter schools, Education Freedom Accounts, and the district adequacy calculation. He also highlighted the public school infrastructure fund, saying the state has invested well over $50 million in school safety since 2018 for measures such as access controls, locks, and window film, and argued that safety spending should be ongoing rather than reactive. Members asked about the variability in the school infrastructure line, special education aid, and the Discovery Education learning platform. Edelblut explained that some safety funding had come from one-time surplus appropriations rather than the agency line, and said special education aid was underappropriated because districts submitted more invoices than expected; he said the governor added $16 million to address the shortfall. He also described CTE renovation funding, noting four projects were initially proposed but only Jaffrey and Milford were still moving forward, with local votes required and the state covering 75% of costs. He said Milford’s project was omitted from the governor’s budget by oversight. The department also reviewed enrollment trends, noting public school enrollment has fallen from about 230,000 students in 2002 to about 185,000 today. Edelblut clarified that charter students are not eligible for Education Freedom Accounts, while EFA students attending non-public schools are counted as EFA students. He described several one-time surplus-funded initiatives, including Student Clearinghouse, MTSSB work, civics curriculum development, computer science education, and adult education. He also discussed a $4 million CTE tuition and transportation grant, saying it was kept as a competitive grant rather than a formula grant to avoid creating an ongoing maintenance-of-effort commitment that could jeopardize federal Perkins funding. In the final portion, Edelblut identified prioritized needs in the department’s budget, especially funding for a state administrator for assessment to support the legislatively required civics assessment, and additional support for the Discovery Education platform. He said every school in the state is using the platform and cited more than 1.5 million educator engagements, while a member raised concerns about mixed reviews and uneven district awareness of the program. No votes or formal actions were taken during the presentation and question period.

Transcript Highlights:

• Department of Education.
• Jacob Oliva, Department of Education. Stacey Smith, Deputy Commissioner, Department of Education.
• to receive an adequate education.
• Then we have educators.
• the components of an adequate education, and evaluating the costs of an adequate education.

Summary: The meeting began with approval of the prior minutes and then shifted to an update from Department of Education Secretary Jacob Oliva and Deputy Commissioner Stacey Smith on early childhood education, especially the state-funded Arkansas Better Chance (ABC) program. They said Arkansas had received a federal Preschool Development Grant and described ABC as a large state program with about 23,800 funded slots and roughly $114 million in annual appropriations. Department officials said they are reviewing slot allocations because about 1,000 seats are funded but unfilled, while more than 2,000 families are on waiting lists, and they plan to reduce or reallocate slots from providers that have not filled them over several years. They also said they are examining whether income thresholds, curriculum expectations, daily rates, and summer programming should be updated, and members raised concerns about access, local control, transportation, and whether the program should better align with K-12 choice and school readiness goals. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical data and other information for future discussion. The committee then received a legal presentation from BLR attorney Taylor Lloyd on the constitutional and statutory framework for education adequacy in Arkansas. She reviewed the Dupree and Lake View cases, explaining that the state must maintain a general, suitable, and efficient system of free public schools, and that adequacy and equity are distinct but related concepts. She emphasized that the General Assembly is responsible for defining adequacy, studying whether the system meets that standard, and reacting to the evidence, while the courts ultimately decide constitutional compliance. Lloyd also explained the current adequacy definition, the role of the matrix as a funding tool rather than a spending mandate, and the distinction between unrestricted foundation funding and restricted categorical funding. BLR’s Elizabeth Bynum followed with a historical overview of how Arkansas responded to the court cases and developed the current adequacy process. She traced major legislative actions from the 1980s through the Lake View litigation, including the creation of funding formulas, categorical aid, isolated funding, declining enrollment funding, and the 2003-2004 adequacy study that led to the Continuing Adequacy Evaluation Act and the matrix used to set foundation funding. She also described later changes to the adequacy statute, the financial reporting requirements for districts, and the ongoing use of surveys, stakeholder testimony, and consultant studies in the biennial adequacy process. Members asked questions about whether private or homeschool programs could use public funds for expenses like utilities, whether stakeholders should include those groups, the difference between average daily membership and attendance, and whether school board members are surveyed; staff said those issues would need further research or were outside the scope of the presenters’ role.

Transcript Highlights:

• Commissioner of the Higher Education, interim commissioner of higher education, Texas Higher Education
• I serve as a senior education advisor to the Fort Worth Mayor's Council on Workforce and Education and
• supervisor, led the district's career and education department, and ended my time in public education
• supervisor, led the district's career and education department, and ended my time in public education
• In Chapter 21 of the Education Code.

Summary: The Senate Education K-16 Committee heard Senate Bill 1961, which would expand reporting on post-secondary outcomes and workforce data, including employment, earnings, regional labor demand, and credentials of value. Senator Bettencourt said the bill is intended to close data gaps and improve alignment between education programs and workforce needs. Witnesses from Opportunity Austin, Texas 2036, Samsung Austin Semiconductor, and the Fort Worth workforce community testified in support, saying better data would help students, parents, schools, employers, and regional economic development efforts. After questions from members about regional workforce pipelines and semiconductor talent needs, public testimony closed and SB 1961 was left pending. The committee then took up several pending bills and reported them favorably, including SB 1325, SB 604, SB 1832, SB 747, SB 2185, and SB 2395, with committee substitutes adopted where needed. SB 1325 was amended to remove the DSHS commissioner’s authority to issue standing orders for respiratory distress medication in schools. SB 1832, relating to school transfer or private-school funding options for students victimized by a public school employee, and SB 747, relating to intimate visual material policies, were both advanced on recorded votes. SB 2185, on the bilingual education allotment, was initially moved to a local calendar but was later backed up and reported to the full Senate after a fiscal note was noted. SB 2395, on school district general obligation bonds, was also reported favorably and then moved to the local and uncontested calendar. The committee also heard SB 646, which would expand the Mental Health Professional Loan Repayment Program to additional professions, increase award amounts, and add stipends for rural and bilingual service. Senator West said the bill responds to mental health workforce shortages and inflation. The Texas Counseling Association supported the measure, and a Hogg Foundation representative said participation has grown sharply since prior changes. SB 646 was left pending. The committee also heard SB 2647, which would create a Texas state accrediting agency and interim oversight system for higher education accreditors; supporters from the Texas Public Policy Foundation and a massage school owner argued it would improve accountability and reduce accreditor overreach, while Senator Menendez raised concerns about effects on law and medical school accreditation and student opportunities. SB 2647 was left pending. Finally, the committee heard SB 2786, which would exempt first responders from the Texas Success Initiative entrance exam, and SB 2615, which would standardize remote-work policies across public higher education institutions. The Texas State Association of Firefighters supported SB 2786, saying it would remove an extra step for career advancement; the bill was left pending because the committee substitute had not yet been adopted. SB 2615 was presented as a way to ensure more consistent in-person staffing expectations while preserving exceptions for illness, disability, and some non-teaching roles; it too was left pending. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• It is an education without walls.
• You choose the time for your education.
• , so juvenile justice alternative education placement, or a disciplinary alternative education education
• It is an educational need.
• Education and workforce development.

Bills: HB117

Keywords: county regulation, impervious cover, land use, unincorporated areas, environmental management

Transcript Highlights:

• . education. education.
• > adequacy</c> education excuse me educational adequacy education excuse me educational adequacy system
• </c> of an educate education. of an educate education.
• . education. education.
• </c> public education? public education?

Keywords: 1189, house, all

Transcript Highlights:

• at the Public Education Department.
• This money, Indian education money, we have been fighting for.
• It is not to supplement public education.
• It could also be going through the Health Education Human Services Committee.
• It empowers local control to design and implement education programs.

Transcript Highlights:

• from the Public Education Reform Fund.
• I work for Dual Language Education of New Mexico. For 28 years, I've been an educator.
• The American dream is education.
• Education Act. We keep hearing that the Bilingual Education Act doesn't have funding.
• You just finished not long ago in the education program at UNM, specializing in special education, math