Transcript Highlights:

• The Office will prepare more energy.
• The clerk will prepare the machine. Is every member voting?
• The clerk will prepare the machine. Clerk, prepare the machine. Is every member voting?
• The clerk will prepare the machine.
• The clerk will prepare the machine.

Transcript Highlights:

• They are powerful opportunities that prepare our students for meaningful careers, lifelong learning,
• It includes teacher training, model car kits, new computer software, and other program expenses.
• These learning experiences prepare students for post-secondary education and careers.
• : aiding the teachers in the classroom with lessons, interacting with the children, and observing.
• I attribute a lot of that to my teachers, because I'm in Ms. Rowan here and Ms. Murphy upstairs.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held an informational hearing at Quincy Public Schools focused on career and technical education (CTE). Committee members said the visit was intended to gather input for statewide CTE legislation, including efforts to expand awareness and access, improve middle school exposure, invest in equipment and facilities, and strengthen ties to workforce boards and labor pathways. Quincy officials described their CTE system as integrated with academics and highlighted support from district, city, and state partners. School leaders outlined Quincy’s CTE offerings, including 15 Chapter 74 programs at Quincy High School and four at North Quincy High School, with about 1,360 students enrolled. Presenters emphasized curriculum aligned to DESE frameworks, work-based learning, industry-recognized credentials, safety training, business electives, dual enrollment and articulation with Quincy College, and grant funding such as Skills Capital and Perkins. They also discussed support liaisons for nontraditional careers and military pathways, advisory committees, and plans to seek Chapter 74 approval for an engineering program at North Quincy, along with new computer science and business offerings. Testimony from MassHire South Shore described workforce partnerships, YouthWorks, job fairs, resume workshops, and the Credit for Life Fair, while the assistant superintendent explained Quincy’s MyCAP planning grant and efforts to build a student-driven college and career readiness system. Three students testified about their pathways in welding, early education and care, and healthcare technology, describing hands-on learning, certifications, clinical or co-op experiences, and future plans for college and careers. Committee members praised Quincy as a model for combining CTE with general education, and the meeting ended with a motion to adjourn and unanimous adjournment.

Transcript Highlights:

• Whereas Lorelai Chavez, a Native American Studies teacher...
• Whereas Lorelai is the first Native American Teacher of the Year.
• American to be recognized as a New Mexico Teacher of the Year.
• the Year and Teacher of the Year.
• Force**, creating the wildfire... ...Prepared Program, creating the **Wildfire Prepared Fund**, reconciling

Transcript Highlights:

• </c><00:09:45.120><c> thoughtful</c> My team has prepared thoughtful My team has prepared thoughtful
• studying to be a teacher.
• </c> to be a teched teacher. to be a teched teacher.
• [applause] ask them who their favorite teacher was. ask them who their favorite teacher was.
• </c> Act 73 is not an attack on teachers. Act 73 is not an attack on teachers.

Transcript Highlights:

• </c><01:09:51.600><c> eligible</c> helping local producers prepare eligible helping local producers prepare
• </c> of both district and national teachers of both district and national teachers of<01:20:04.800><c
• </c><01:20:33.360><c> of</c> on and compete for national teacher of on and compete for national teacher
• We don't have enough teachers.
• Yes, sir. teachers in doing best practices is when teachers in doing best practices is when you<01:37

Summary: The task force met with a quorum, approved the minutes from the August 20 meeting, and then heard testimony from Representative Steven Doan on House Bill 439, a school nutrition bill aimed at restricting certain ultra-processed foods in schools. Doan said the bill was inspired by his own health journey and his work in agriculture, and he described the measure as targeting specific chemical additives in foods served during the school day, not concession sales or after-hours activities. He said the bill would phase in later to give schools time to adjust and noted that the list of restricted additives was drawn from efforts in other states and advocacy groups. Members asked about the chemical abstract numbers, fiscal impact, summer meal programs, fundraisers, and whether the bill would affect parent-provided items; Doan said he had not done a fiscal note and explained that the bill was intended to apply only during instructional time on school property. Committee members generally reacted favorably, with some raising practical concerns about cost and implementation. One member asked about high fructose corn syrup, which Doan said was not included because it is too pervasive in the food system. Another member noted that schools already limit some homemade items and asked about the line between school-provided and parent-provided food. Doan also said the list was based in part on Turning Point USA materials and similar laws in other states, and he referenced federal efforts to define ultra-processed foods. The committee then heard from Kentucky Department of Education officials Matt Ross, Lauren Moore, and Katie Embry on school meals and nutrition programs. They outlined Kentucky’s school lunch, breakfast, summer meals, and other USDA child nutrition programs, including participation and reimbursement figures, and explained how community eligibility provision schools, meal patterns, offer-versus-serve, smart snacks, and local wellness policies work. They said USDA and FDA are currently seeking public input on a uniform definition of ultra-processed foods, that there are no current USDA requirements specifically on ultra-processed foods, and that schools already operate under federal and state rules governing competitive foods, including a state time restriction on smart snacks. They also discussed local purchasing, noting its benefits but also the procurement and staffing challenges schools face. No votes or final actions on the bill were taken in the portion provided.

Transcript Highlights:

• So if we asked teachers, not special education teachers, but just elementary school teachers or secondary
• So if we asked teachers, not special education teachers, but just elementary school teachers or secondary
• Of those teachers, there was 112 K-12 sped teacher, 115.
• prepping for their class, they are preparing, should be preparing lessons, preparing individualized lessons
• But since they've already been a teacher, Just for new teachers, but since they've already been a teacher

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• The Sergeant at Arms will prepare the chamber and bring in the absent members.
• I've come to know that even if we have months to prepare for the loss of someone we love, when that time
• comes, deep in our hearts, we know there is no preparing for what we never wanted to come to pass.
• , their Head Start teacher, Thank you, Mr.
• , their head star teacher, Kids will run out and see their teacher, their Head Start teacher, and just

Summary: The Assembly met with a quorum present after a roll call and prayer, then proceeded through routine journal, procedural, and guest-introduction business. Members recognized several guests, including local district officials, Japanese business leaders, and students/interns, and the chamber also observed remarks about the Texas flooding tragedy during the prayer. The body then moved through the daily file, including second-reading items and concurrence votes on AB 390, which expands the slow-down/move-over law to stationary vehicles, and AB 1478, which allows retailers to absorb mattress recycling fees; both measures had Senate amendments concurred in by recorded vote. The Assembly adopted AJR 12, a bipartisan resolution recognizing Head Start Month and urging Congress and the President to protect and increase Head Start funding. Multiple members spoke in support, emphasizing the program’s role in early education, health, nutrition, and family support, especially in rural and low-income communities; the resolution received 70 ayes and no noes after 69 co-authors were added. The chamber also adopted ACR 96, designating a portion of Highway 101 in Humboldt County as the Patty Berg Memorial Highway, and SCR 50, which calls for state review of climate adaptation and maladaptation criteria to improve climate resilience planning; both measures passed without opposition. On the consent calendar, the Assembly added co-authors to ACR 81 and adopted the second-day consent calendar and remaining consent items, all by unanimous or near-unanimous votes. The body also approved a motion to return AB 529 from engrossing and enrolling to the Senate for further action. The session concluded with numerous adjournment-in-memory tributes, most notably for Rincon Tribal Council Chairman Bo Mazzetti and former legislative secretary George Steffes, followed by a moment of silence for each and adjournment until Monday, July 14 at 1 p.m.

Transcript Highlights:

• Unfortunately, many regular ed teachers and even some special education teachers are not familiar with
• DESE to amend their teacher licensure regulations as needed to make sure teachers know how to include
• go to get their teacher licensure, those teacher prep programs would know that they have to make sure
• This is for newly licensed teachers. This is for teachers who are getting their new license. Okay.
• will be adequately prepared.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• or CTE teachers.
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CT teachers were paid $467
• a CTE and non-CTE teacher.

Transcript Highlights:

• education teachers special education teachers<00:25:07.720><c> a</c><00:25:07.880><c> District</c><00
• </c> very informative I can see the teacher very informative I can see the teacher in<00:36:05.000><c
• ><c> shrug</c> special ed teachers just kind of shrug special ed teachers just kind of shrug their<00
• We're hearing the thousands of teachers, special ed teachers, that you're speaking on behalf of today
• has duties similar to a regular education teacher, including preparing lesson plans and teaching students

Committee: Senate Education Policy

Transcript Highlights:

• So I guess my question is, are we replacing the teacher?
• So I guess my question is, are we replacing the teacher?
• , better teachers at that school.
• For instance, I have legislation that is seeking to completely revamp the teacher preparation and teacher
• We have legislation that is seeking to completely revamp the teacher preparation and teacher certification

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum present and took up several education bills. SB 1150, which would remove an unrelated exam barrier for school social workers to help districts retain them, was briefly explained and reported favorably. The committee then heard SB 1514 on anaphylaxis in public schools, which would require emergency action plans and training for school personnel; amendments narrowed and clarified the bill, including applicability to K-8 schools and FDA-approved epinephrine devices. Orange County Public Schools waived in support, and CS/CS/SB 1514 was reported favorably. The committee spent the most time on SB 1708, which expands Schools of Hope and creates a co-location framework allowing high-performing charter operators to share space in underused public school facilities, with the sponsor explaining that agreements would address safety, supervision, grade levels, emergency protocols, and liability. Members raised concerns about who would be served, lottery access, accountability, and whether the bill would worsen inequities or strain public schools; many public speakers opposed the bill on similar grounds, arguing it would divert resources from already underfunded schools. The sponsor clarified that Schools of Hope recruitment is exempt from lottery, that the bill would not use classrooms already in use, and that districts would receive $600 per student plus associated funding for vacant space. Despite mixed debate, CS for SB 1708 was reported favorably. Finally, the committee considered CS/SB 822, which updates charter school governance by limiting sponsor-imposed deadlines, preventing enrollment caps below facility capacity, improving data sharing, and allowing high-performing charter schools to assume existing charters. A charter school advocate supported the bill as a fairness and efficiency measure, while senators pressed him on claims of district “harassment” and the basis for the bill’s deadline changes. After brief debate, CS/SB 822 was reported favorably. The meeting ended with members recording votes on prior tabs and adjournment.

Transcript Highlights:

• Teacher background, but why are teachers having to parent at school?
• So you're saying that a white teacher—if I'm a white teacher—I'm going to target a Hispanic or a Black
• Just special ed teachers, but all teachers and all administrators in our districts.
• credit courses and enough to prepare kids.
• That's rough for a teacher.

Bills: SB106 , SB171 , SB179

Committee: House House Education

Transcript Highlights:

• </c> shelves and the prepared meals program. shelves and the prepared meals program.
• </c> have trained and experienced teachers have trained and experienced teachers and<00:53:56.720><c>
• 57:01.680><c> the</c><00:57:01.920><c> exact</c> teachers less would have the exact teachers less would
• <c> supported,</c> need teachers to feel supported, need teachers to feel supported, emotionally,<00:
• </c><01:00:47.760><c> in</c> support and supervision of teachers in support and supervision of teachers

Bills: HF2436

Committee: House Children and Families Finance and Policy

Transcript Highlights:

• In other words, you're preparing ahead. Is that what you're saying? Yes, ma'am.
• Yeah, Jacob Newsom, public school teacher, Ascension Parish.
• Yeah, Jacob Newsom, public school teacher, Ascension Parish.
• My wife works, still works, but she was a teacher.
• Number two, my wife and her sister are both career special ed teachers.

Committee: House Education

Summary: The committee first heard HB 690 by Rep. Amedee, which would prohibit education agencies and vendors from contracting with foreign adversaries, foreign terrorist organizations, or their agents, and would apply to education service providers, vendors of educational products, and some schools. Supporters argued the bill would protect school tax dollars and prevent foreign influence, especially from the Chinese Communist Party, citing similar actions in Florida and Texas. Some members raised questions about due process, how ineligibility would be determined, and whether payments would stop before appeals were resolved. A technical amendment changing “terrorists” to “terrorist” was adopted, and HB 690 was reported as amended without objection. The committee then took up HB 1078 by Rep. Freiberg, which would allow higher education institutions to offer standalone online courses, not just online programs tied to a degree, and to offer online programs even when there is no equivalent on-campus program. LSU officials said the bill would give flexibility for professional and workforce-related courses and certificates. Members asked about tuition-setting, prerequisites, and whether non-degree students could enroll. The bill was reported favorably without objection. HB 113 by Rep. Phelps, which sought retroactive application of the uniform 10-point grading scale to students who were ninth graders in 2023-2024, drew significant concern. Members questioned fairness, inconsistency if only some districts could recalculate grades, and the fiscal impact of retroactivity. Phelps said he had intended to capture that cohort and was willing to work with the Department of Education, but after debate the committee voted 2-9 against reporting the bill, so the motion failed. The committee also heard HB 632 by Rep. Spell on LA FIRST data sharing. The bill would streamline how student data is shared for the state’s longitudinal data system, and amendments were adopted to remove a five-year look-back and clarify data matching and de-identification. Members debated privacy, opt-out rights, and whether the bill should require or merely allow districts to participate; concerns were raised about sharing personally identifying information and the lack of clear opt-out protections. Rep. Carlson offered an amendment to change “shall” to “may,” but later withdrew it so the bill could be deferred for further discussion. Finally, HB 1132 by Rep. Carver, carried by Rep. Carlson, was introduced to expand lab school authorization within the University of Louisiana system; an amendment was offered to limit the change to new schools established after August 1, and discussion began on that amendment as the transcript ended.

Transcript Highlights:

• salaries, increasing teacher experience, reducing teacher turnover, and improving class sizes.
• And finally, the proportion of teachers who are fully prepared and certified makes a big difference in
• For a while, I think The national pupil-teacher ratio was 16 to 1.
• Hello, Lori Easterling with the California Teachers Association.
• I have a rundown of about 1,700 teachers that have received their written notices.

Transcript Highlights:

• You know, there are great teachers. Not every teacher is great. Like, I mean, that's the case.
• actual people, actual teachers.
• I just, on that last point, we had the finance guy use the category of teachers—actual teachers—and that's
• They want better funded teachers.
• I want their teachers compensated well.

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

Committees: Senate Government , Senate Senate Government Committee of Reference

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

Transcript Highlights:

• And when we look at preparation gaps.
• They collaborate with teachers.
• They collaborate with teachers.
• </c><00:31:49.840><c> in</c> While we have exceptional teachers in While we have exceptional teachers
• </c> currently lack the very expert teacher currently lack the very expert teacher shown<00:32:33.200

Committee: Senate Education Finance

Transcript Highlights:

• The committee substitute narrows the teachers immunity provision to only apply to good faith actions
• Instructions that a teacher may not be required to teach an in-person class and a virtual discipline
• Yeah, we're keeping the language to match up with Chairman Creighton's teacher rights. consistent.
• And in 1871, specifically it relates to teacher immunity.
• We will have prepared, but it'll be at a later date to swap out for a legislative council draft.

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

Committee: Senate Education

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:

• You did recognize teachers or provider awards.
• So what's the basis for the award for a teacher? Years of service. And we have Teacher of the Year.
• And we use the criteria that the state puts out for their Teacher of the Year awards to run our Teacher
• We certainly want to appreciate our teachers.
• I don't have a prepared opening statement.

Committee: All LEGISLATIVE JOINT AUDITING-EDUCATIONAL INSTITUTIONS

Summary: The committee met to review education audit reports and heard responses from several school districts with findings. Camden Fairview School District was cited for using operating funds for an end-of-year employee awards banquet and for unauthorized credit card charges that caused a small loss; district officials said the current administration had strengthened controls, stopped the banquet practice, and improved monthly credit card reconciliation. Members questioned whether the prior officials were still employed, whether the credit card issue was an outside hack, and how teacher appreciation could continue without using district funds. Forest City School District was cited for spending about $33,000 on an off-campus staff celebration and entertainment event; district representatives said the money came from long-standing Pepsi-related donation funds, that the event was intended to recognize staff and growth, and that they would change practices and receive training going forward. Members discussed whether those funds were private donations or operational funds, and staff said the district’s accounting treatment made them subject to the constitutional restriction at issue. The committee also reviewed several other findings. Conway School District was referred for an ongoing investigative report involving misuse of district funds and resources by former maintenance employees. Magnolia School District had undeposited activity funds totaling more than $21,000, tied to a resigned high school secretary and sponsor receipts not deposited. Westside School District had about $30,000 in credit card charges lacking documentation or business purpose, including charges by the superintendent, personal purchases, and items shipped to personal addresses; the matter was referred to the prosecuting attorney. Boonville School District was cited for paying a board member’s son more than the statutory limit for seasonal groundskeeping without the required exemption, and DESE later denied the exemption request. After discussing those cases, the committee filed the remaining eight findings en masse and then filed the 89 reports with no findings. Members noted that most school districts audited had clean reports and encouraged districts to continue good practices while learning from the findings discussed.

Transcript Highlights:

• With our district partner residencies, we have prepared a total of 406 highly qualified Minnesota teachers
• sponsor for teacher apprenticeship.
• pipeline that will lead to teacher retention by building highly qualified, prepared teachers.
• qualified</c><01:46:03.760><c> prepared</c><01:46:04.199><c> teachers</c><01:46:05.000><c> we</c> highly
• qualified prepared teachers we highly qualified prepared teachers we support<01:46:05.520><c> replicating

Bills: HF1538 , HF1965 , HF2251 , HF2838

Committee: House Workforce, Labor, and Economic Development Finance and Policy