Transcript Highlights:

• Good morning, good morning, and welcome to the Higher Education Appropriations Committee.
• and your interest in higher education.
• In higher education, wonderful.
• I chair the Education Appropriations Committee, K-12. Education changed my life.
• You know, we are number one for higher education.

Summary: The Higher Education Appropriations Committee met for its first session of the year, took roll, welcomed new member Senator Bracey Davis, and had members briefly describe their backgrounds and interest in higher education. Chair Harrell framed the committee’s focus on maintaining Florida’s top national ranking in higher education and workforce development, with an emphasis on funding decisions tied to student success, workforce needs, and the state college system. Senior Chancellor Kevin O’Farrell presented the Department of Education’s workforce and Florida College System budget requests and data. He described requested increases for adult education, Florida College System program funding, workforce development, and several grant programs, including workforce capitalization, apprenticeship/teacher apprenticeship, Open Door, and CAPE industry certifications. He highlighted record enrollment and completion growth across Florida’s colleges and technical centers, major gains in career dual enrollment, and expansion in programs such as nursing, AI, cybersecurity, welding, HVAC, and manufacturing. Members asked about labor-market demand, the impact of artificial intelligence on future job training, teacher apprenticeship details, mission creep and duplication in CTE programs, student placement and wages after graduation, and articulation between technical college clock hours and college credit. South Florida State College President Fred Hawkins testified about challenges facing a rural college, including low local college-going rates, long travel distances, limited faculty recruitment due to salaries, and the need for more operational funding to expand capacity. He cited strong job placement and licensure outcomes in nursing, dental hygiene, EMT/paramedic, and radiography, and said the college is exploring AI tools to improve student services and reduce staffing pressure. Pinellas Technical College Executive Director Mark Hunter described strong dual enrollment, high job placement, employer partnerships, and a reported 400% return on investment, while also warning that many programs have waiting lists because of staffing and equipment constraints. He explained how technical college coursework is aligned with state college credit through content-based articulation agreements. The committee then opened the floor for public comment, but no additional business was taken up, and the meeting adjourned.

Transcript Highlights:

• Is that in the Education Code?
• designated special education dollars, ...for special education students coming not only from the designated
• Yeah, Department of Education.
• Patel brought up today repeatedly is special education and the need for more robust special education
• Our meeting of the Education Budget Subcommittee No. 3 on Education Finance is adjourned.

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• WE HAVE SOME PASCO EDUCATORS HERE.
• YOU ARE RECOGNIZED OF EXPLAIN THE BILL. >> THIS BILL IS SO DESIGNED TO TRAIN EDUCATION EDUCATORS.
• THE BILL CREATES A TASK FORCE FOR EDUCATOR OR BREACH OF THE McGREGOR MANAGEMENT REGARDING EDUCATOR TRAINING
• 2020 ACRE TO MODERNIZE THE REFORM AND TO PROPERLY PREPARE EDUCATORS TO MEET THE CHALLENGES OF EDUCATING
• OUR EDUCATORS AS WELL.

Keywords: 999, senate, all

Transcript Highlights:

• House File 5, an act relating to education, modifying provisions for pre-kindergarten through K-12 education
• House File 5, an act relating to education, modifying provisions for pre-kindergarten through K-12 education
• </c> the general education formula each year. the general education formula each year.
• The blue ribbon education costs.
• </c> will come from the special education will come from the special education cross<00:04:42.080><c>

Keywords: 1183, house

Transcript Highlights:

• In Washington State, we want our students to be educated about cultures, educated about history, and
• educated about the importance of all of us existing here together.
• And in Washington State, we want our students to be educated, educated about cultures, educated about
• history, and educated about the importance of all of us, exist educated about history and educated about
• The only thing you could blame here is the lack of education.

Summary: The committee first heard Senate Bill 5901, which would change the school construction assistance program so that instructional space on military bases is excluded from a district’s available space inventory when calculating state construction aid. Staff explained the bill would also require state assistance to equal approved project cost minus federal funding received. Senator Christian said the measure is intended to prevent military-base facilities from unfairly reducing districts’ ability to modernize or build schools. Testimony in support came from OSPI, Clover Park School District, and Medical Lake School District, which said the current formula penalizes districts serving military families and can leave them unable to secure needed renovation funding. No opposition was heard, and the bill was later described as having an indeterminate fiscal impact. The committee then took up Senate Bill 5860 on school board compensation. The bill would raise director pay from $50 to $100 per day, increase the annual cap, allow child care expenses to be reimbursed, require OFM to periodically adjust compensation, and direct WASDA to develop finance training for school directors. Senator Cortez said the changes are needed to broaden who can serve on school boards and to help working families participate. Supporters from OSPI, WASDA, and South Sound superintendents said compensation could improve diversity and help recruit and retain board members, though WASDA noted concerns about diverting district funds and said its members do not have consensus on mandatory training. Opponents argued the bill would misuse levy funds and that child care and other expenses should not be paid from local education levies. The committee also heard Senate Bill 5956 on artificial intelligence, student discipline, and surveillance in schools, which would bar automated systems from being the sole basis for discipline decisions, prohibit risk scores and biometric surveillance, require OSPI guidance updates, and direct WASDA to create model policy. Senator Nobles and supporters said the bill is needed to protect students from discriminatory and inaccurate AI-driven decisions; no vote was taken in the hearing. Finally, the committee heard a proposed substitute for Senate Bill 5574, which would require districts to include instruction on Asian American, Native Hawaiian and Pacific Islander, Latino American, and Black American history in required social studies courses during the regular curriculum review cycle, with reporting beginning in 2030. Senator Nobles said the bill is meant to address exclusion and bias in history education and to help students see themselves reflected in the curriculum. Testifiers from education, student, parent, and community groups overwhelmingly supported the measure, saying it would improve belonging, reduce bullying, and build on existing curriculum resources without creating a new course or major new cost. The hearing ended without a vote or other formal action on SB 5956 or SB 5574.

Transcript Highlights:

• Uh, for higher education in Texas.
• , professional education in West Texas, um.
• And there's more education, just not even with higher education.
• Human OK Higher education plan for human papilloma education and prevention.
• To truly ensure educational equity, I urge you to support House Bill 1784 to require higher education

Bills: HB232

Keywords: disaster recovery, natural disaster, weather disaster, emergency relief, flood relief, hurricane relief, storm damage, wildfire, tornado, hail, windstorm, extreme heat, ice storm, snowstorm, property damage, personal injury, temporary housing, relocation assistance, lost wages, state emergency management

Transcript Highlights:

• I know educators in the Prescott district.
• It's certainly not good for education. Thank you.
• , elementary and secondary education system.
• We know that historically education systems were not set up to educate each and every student.
• Do we have any questions for the education ombuds?

Summary: The House Education Committee heard public testimony on three bills focused on school district finances and education ombuds confidentiality. House Bill 2593, an OSPI request, would require school districts to maintain minimum general fund balances beginning in the 2031 school year, with OSPI calculating district-specific amounts and adopting rules. It would also require monthly financial reporting starting in 2028-29 and allow OSPI to withhold apportionment for late reporting or require repayment plans if districts fall below the minimum. Supporters, including OSPI and the prime sponsor, said the bill is intended to prevent districts from reaching binding financial conditions and to provide earlier intervention; opponents from WASDA, rural districts, and school boards argued it would reduce local control, create cash-flow problems, and impose rigid limits that do not fit different district circumstances. Several witnesses also raised concerns about the proposed maximum fund balance and the impact on districts with enrollment volatility, federal impact aid, or special project savings needs. The committee also heard House Bill 2551, which would let school districts with estimated ending fund balances at or below 3% of revenues seek OSPI approval to sell real property before entering binding financial conditions, with proceeds used to restore solvency rather than being deposited into capital or debt service funds. The prime sponsor and Tacoma School District testified that the bill would give districts flexibility to avoid deeper fiscal distress, while OSPI said it supported the concept but suggested a higher threshold and broader minimum fund balance policy. Testimony in opposition or concern focused on the risk of selling appreciating assets, the possibility of one-time sales being used to solve ongoing budget problems, and the need for stronger state funding rather than asset liquidation. The committee also heard House Bill 2440, which would make identifying information in Office of Education Ombuds complaint records confidential, allow limited disclosure by consent or under legislative or gubernatorial subpoena, and require release of a complainant’s own records with redactions; the bill was supported by the ombuds office and its sponsor as a way to protect complainants and encourage reporting. No votes or executive actions were taken. The committee closed the public hearings after hearing testimony and recorded sign-ins, and the chair noted that the bills could be eligible for executive action beginning the following Monday.

Transcript Highlights:

• educational</c> degree in educational degree in educational administration.<00:30:25.760><c> At</c><
• </c> Department of Education. Department of Education.
• If you were really educated educated educated properly,<08:11:37.600><c> you</c><08:11:37.840><c> would
• That's what education<08:20:04.958><c> is</c><08:20:05.200><c> all</c> education is all education is
• </c> education get the education they education get the education they deserve.<08:43:09.760><c> President

Keywords: U.S. House of Representatives Floor Proceedings on Monday, April 7, 2025, 1012, house, all

Transcript Highlights:

• Regarding special education funding and possible special education funding models, we're going to start
• ECSE special education, it's not the 4X threshold.
• Education for school districts.
• And we have the education association here as well.
• routes, and career and technical education routes.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• Education. SB 1695 expenditure limit school district repeal education. Education.
• education education education research report HS 17 17 13 13 access procurement contracting HHS 17 17
• SB 1754, ADD, special education parent complaints. Education.
• SB 1809, National Guard education reimbursement. Education.
• Education. SCR 1045, permanent funds; land trust distributions. Education.

Keywords: 1182, all

Transcript Highlights:

• </c> education is different. education is different.
• </c> inadequate education. inadequate education.
• </c> funding of public education. funding of public education.
• is spent on special education. education is spent on special education.
• </c> education funding. education funding.

Keywords: 928, house, all

Summary: The Education Funding Committee Subcommittee on Adequacy and Funding Sources opened its second meeting by reviewing four retained bills assigned to it: HB 651, HB 772, HB 491, and HB 734. The chair said the goal was to compare the bills across the board, consider whether any one of them should be the committee’s recommended vehicle, and then vote on a recommendation to the full committee. He noted the bills would move out before November 21 and be taken up on the House floor in January, while related LSRs were also being developed for the coming session. Representative Ames argued that HB 651 should be the main vehicle because it would substantially raise the adequacy base and adjust differential aid categories to better reflect real school costs, including poverty, special education, and English learner needs. He described the bill as building on court guidance and said the current funding formula is far below actual district needs. He also supported HB 491 as a study vehicle to examine revenue options, saying the legislature needs informed choices about how to pay for the changes. Representative Damon strongly backed HB 651 and HB 491, citing constitutional obligations, the Conval and Rand rulings, and large projected funding increases for districts such as Claremont, Windham, and communities in the chair’s district if HB 651 had passed earlier. Representative Fellows said he has an LSR similar to HB 491 that would study existing and new revenue options using criteria such as revenue potential, administrative cost, affected groups, implementation timeline, and implementation cost, with input from revenue administration and outside agencies. Representative Papich Muller emphasized constitutional separation-of-powers concerns, reading Article 83 and saying he was not comfortable with the broad claim that “cherish” clearly mandates a specific spending level, though he said he intends to follow Supreme Court guidance. Representative Ricky read testimony from a local school board member arguing that the state already imposes many mandates on schools while providing the least funding in the country, and that HB 651 would help restore meaningful local control. No final vote or action was taken in the portion provided, though the chair had indicated the subcommittee would vote before adjournment.

Transcript Highlights:

• This bill isn't just about virtual. education.
• Virtual education, when done well, can be a powerful tool to expand educational opportunities for students
• I've worked in education for 21 years and had the last five have been in virtual education.
• education.
• And that's not what our education system is about. It is about educating our kids.

Bills: SB 10, SB 11

Keywords: human trafficking, trafficking victim, compelling prostitution, affirmative defense, criminal defense, coercion, force fraud or coercion, sexual exploitation, victim protection, Penal Code, Texas criminal law, prosecution, party liability, affirmative defense statute, survivor rights, 1185, senate, all

Transcript Highlights:

• I'm a supporter of education.
• education, elementary education, and educational assistance.
• I also just want to remind all of us that educators are at the heart of the education system. system,
• Special education teacher stipends.
• In education in New Mexico.

Transcript Highlights:

• Education.
• Education.
• Education.
• Education.
• Education.

Summary: The House convened with a quorum, received and accepted multiple resignation notices from members representing Districts 37, 39, 60, 69, 97, and 100, and then recognized the election and qualification of the members-elect who filled those vacancies: Doyle Boudreau, Reese Broussard, Chasity Verrett-Martinez, and Edwin Murray. Each member-elect was sworn in, and the House also appointed committees to notify the Senate and the governor that it was ready to conduct business for the 2026 regular session. The chamber then handled a large number of procedural actions related to prefiled legislation. By motion and without objection, the House suspended rules to refer prefile bills to committee and introduced a broad slate of House bills and resolutions. Topics included the state budget and appropriations, retirement system changes, carbon capture and sequestration, criminal justice and bail, public safety, education, health care, local government matters, transportation, and several memorial or commemorative resolutions. Several resolutions and bills were noted as lying over, and some prefiled bills were withdrawn from the files. The House also received a Senate message that SCR 1 had been adopted, and the resolution was taken up without objection. The chamber then recessed for a joint session with the Senate to hear the governor’s address and a presentation honoring Technical Sergeant Adam W. Brister with the Distinguished Flying Cross. In his remarks, Governor Jeff Landry highlighted his administration’s priorities, including education, tax reform, workforce development, health and nutrition, insurance reform, transportation infrastructure, fiscal discipline, and criminal justice reform, while urging support for his agenda and several related bills and constitutional amendments.

Transcript Highlights:

• education.
• </c> are special education. are special education.
• education ADM.
• </c> technical education including tuition. technical education including tuition.
• :31.760><c> education</c> as special education as special education supported<02:31:34.080><c> kids.

Keywords: 1189, house, all

Transcript Highlights:

• Do you feel that Missouri needs less early childhood educators, general educators, elementary educators
• Do you feel that Missouri needs less early childhood educators, general educators, elementary educators
• So I don't agree in the form of education. The market hasn't met the needs of an educator.
• And to me, higher education, all education helps lead to that.
• willing to fund their educators.

Keywords: 959, house, all

Transcript Highlights:

• >> Right. >> And then under special education, >> And then under special education, special education
• education, special<00:17:03.600><c> education,</c><00:17:04.079><c> the</c><00:17:04.319><c> word</c
• </c> &gt;&gt; inclusions of the special education &gt;&gt; inclusions of the special education study<
• </c> education. I'm not sure where that is. education. I'm not sure where that is.
• of &gt;&gt; um where is this one educ structure of education<00:24:18.960><c> funding</c> education

Keywords: 928, house, all

Summary: The committee first reviewed and approved the prior day’s minutes after making several corrections, including changing references to the “majority report,” fixing wording and spelling in the special education section, clarifying language about NAPE scores, and correcting a funding figure from 2,000 to 20,000. Members also agreed to add a sentence noting that the conclusions of the special education study commission should be considered in any consolidation plan. The minutes were then adopted unanimously. The committee then worked through the minority report, making edits to soften or clarify language. Changes included replacing “partisan” with “participation,” revising a statement about test scores so it reflected that “the minority believes” some committee members lacked a complete understanding, and adding “the minority believes” before a statement that the structure of education funding is inequitable because of its reliance on local property taxes. Members also discussed whether some wording was factual or opinion-based, and agreed to leave some comments in place or make minor wording adjustments. After discussion, the committee voted on the final report of the majority of the committee, with edits and appendices, and approved it by a 5-2 vote. Representatives Damon and Bricky voted no. Members noted that a minority report would also be included in the final materials. Finally, the committee authorized the committee assistant to make technical corrections, fix remaining typos, and include the minutes of the meeting, and then adjourned.

Transcript Highlights:

• Kevin O’Farrell, who’s the Chancellor for Career and Adult Education with the Department of Education
• Chancellor for Career and Adult Education with the Department of Education.
• Our state colleges presenting, dealing with career education.
• And in particular, the career and technical education.
• I'm an educator. I follow instructions. I'll be done.

Summary: The Appropriations Committee on Higher Education received an overview of Florida’s career and technical education (CTE) system from Chancellor Kevin O’Farrell, who described the state’s CTE pathways, program types, enrollment and completion growth, quality audit metrics, and the Master Credentials List used to identify credentials of value. He highlighted record postsecondary CTE enrollment and completions, strong statewide performance in talent attraction, and several funding tools supporting expansion, including Open Door, the Florida First Responder Scholarship, Workforce Development Capitalization grants, Perkins funding, CAPE performance incentives, and apprenticeship grants. Senators asked about eligibility for Open Door and first responder aid, top industry certifications, and the teacher apprenticeship initiative. A panel of college and technical school leaders then described how state and federal funding has supported local program growth and facility expansion. Santa Fe College, Palm Beach State College, North Florida Technical College, Lake Technical College, Florida Gateway College, and Manatee Technical College each cited increases in enrollment, high placement or licensure pass rates, and new or expanded programs in nursing, welding, CDL, automotive, manufacturing, public safety, and apprenticeship. Several speakers emphasized partnerships with hospitals, employers, school districts, and local governments, and noted that grants helped fund equipment, renovations, and new training hubs. Palm Beach State also raised a request to broaden line funding beyond nursing to other health science fields, and multiple presenters asked for more flexibility, multi-year support, and continued or increased funding to sustain growth. Members discussed broader challenges, including the difficulty of sustaining grant-funded growth after initial awards, the lag between enrollment growth and funding formulas, and alignment problems for dual enrollment and technical programs with high school schedules. Senators also noted the need to balance support for high-demand core programs like nursing and welding with the ability to respond quickly to emerging industries such as AI and space. The meeting ended with no formal action beyond adjournment after Senator Davis moved to adjourn.

Transcript Highlights:

• About everybody on this committee is an educator or a former educator, and so very much engaged.
• It's unusual in the country to have so many educators sitting on the education committees making education
• This is my 30th year in education.
• I became an educator because of an educator. My goodness.
• I said my calling was education.

Transcript Highlights:

• to public education.
• As a former educator of 21 years before joining this body, I was an educator.
• As a former educator of 21 years before joining this body, I was an educator.
• That's not education. And I thank Mr.
• As a former educator of 21 years before joining this body, I was an educator.

Summary: The Assembly convened after a quorum call, prayer, and Pledge of Allegiance, then moved through a long floor file of bills. Early measures passed with little or no debate, including AB 698 on local transfer taxes and affordable housing analysis, AB 456 on mobile home sales, AB 1129 on reportable infant health conditions, AB 69 on Fair Plan insurance notices and voluntary market searches, AB 357 on expedited student and faculty housing permits, AB 383 on firearms code cleanups, AB 426 on drones interfering with emergency response, AB 825 on energy affordability and transmission financing, and AB 699 on ballot transparency for local tax and bond measures. Most of these bills passed unanimously or with strong bipartisan margins, while AB 825 drew the most extended debate over whether it would lower costs or expand state control of energy infrastructure; it ultimately passed 45-5. The most contentious item was AB 84, which would strengthen oversight of non-classroom-based charter schools and tighten accountability for charter spending and operations. Supporters argued it was needed to stop fraud and misuse of public education dollars, citing major scandals and audit findings, while opponents warned it would harm legitimate charter schools, reduce educational options, and disproportionately affect rural and special-needs students. Several members said they supported the bill only to keep negotiations going, and others urged more targeted or delayed action. After extensive debate and multiple amendments, the Assembly passed AB 84 on a 41-22 vote. The chamber also took up AB 610, a housing bill that would require cities and counties to disclose planned housing restrictions and limit new constraints for three years after housing element approval. The author framed it as a certainty and transparency measure to help address the state’s housing shortage, while noting continued discussions with local governments and housing advocates. The transcript ends with the bill’s presentation and request for an aye vote, with no final vote shown in the excerpt.