Transcript Highlights:

• It is a tax credit, and I know you know that. So it is a tax credit.
• for this tax credit?
• And that was just over 39,000 tax credits, families that had received the tax credit.
• My kids are public educated. My grandkids are public educated.
• into common education.

Bills: SB1177 , HB3705 , SB1942 , SB2026 , SB1533 , SB1327 , SB2065 , SB2155 , SB2159

Summary: The House convened, completed the roll call, received an invocation focused on grief and remembrance, and heard several special presentations recognizing a brave child, visiting groups, and multiple student-athlete teams and school groups in the galleries. The chamber also introduced the Doctor of the Day and Nurse of the Day. The main business was consideration of the Joint Committee report on Senate Bill 1177, the general appropriations bill, presented by Chairman Caldwell-Trey. Most of the floor time was spent on extended questions about the budget’s major features. Caldwell-Trey explained the bill as a largely flat or modestly increased budget that includes a $200 million transfer to a new sovereign wealth fund, $225 million in set-asides, a $12.5 million “dream accounts” program for newborns, and funding tied to teacher pay, education, workforce, public safety, agriculture, and health agencies. Members questioned the use of one-time funds for recurring expenses, the reduction in state contributions to the OPRS pension system, Medicaid assumptions, emergency management funding, veterans’ services, child care, school counselors, and the lack of funding for some requested items such as National Board Certified Teacher stipends and veterans’ facility maintenance. Caldwell-Trey defended the budget as transparent, early, and designed to preserve cash reserves while supporting core services. No final vote on the appropriations report is reflected in the transcript excerpt. The House also heard explanations that the limits bills would be run later in committee, and that the budget negotiations were still ongoing with the Senate and governor on some related items. The session ended with the queue closed after the budget questioning, and the transcript cuts off during additional remarks from Representative Timmons.

Transcript Highlights:

• education.
• Similar credit options are available in other areas of CTE education.
• So a student could exchange one of their credits for this health credit in science.
• The suggestion that a health science career technical education credit really should be an elective;
• And one of the credits.

Committee: House Education Policy

Transcript Highlights:

• Farm Credit Mid-America is a customer owned, lending cooperative, and a proud part of the Farm Credit
• Our farm credit system, all farm credit associations have a young beginning small farmer program.
• provide that educational programming to them.
• Farmers rely on USDA, commercial banks, our farm credit system.
• One of those barriers of course is access to credit.

Committee: Senate Agriculture, Nutrition, and Forestry Committee

Keywords: farm bill, rural economy, crop insurance, access to credit, young farmers, USDA funding freeze, agricultural policy, risk management

Summary: The meeting of the agricultural committee focused on significant concerns regarding the current state of America's rural economy, highlighting the need for a strong five-year farm bill to address the challenges faced by farmers, particularly young and beginning farmers. Key testimony was given by multiple stakeholders including agricultural leaders and young farmers, emphasizing issues related to crop insurance, access to credit, and the adverse impact of recent USDA funding freezes. Various members discussed the necessity of risk management tools that farmers rely on to secure financing, which is crucial for sustaining agricultural operations and supporting rural communities. The importance of timely legislative action was underscored, as many farmers reported struggles in the current economic climate, raising urgency for reforms within the Farm Bill framework.

Transcript Highlights:

• We get full credit for the advanced kids. We get full credit for the proficient kids.
• And educators, we will do that.
• I've been in education for 26 years. I've only worked in education.
• That's what we hold, because you're an educator, and that's how educators are.
• A lot of that involves connections to post-secondary education, early credit opportunities, and dual

Transcript Highlights:

• Tony Monfalez from Future Focused Education.
• So, Future Focused Education facilitation.
• Across New Mexico, 471 credits were earned through this program, with each student averaging 1.6 credits
• Educators, 77% of educators say this was enough to get kids back on track.
• We talk about dual credit; we're behind there.

Transcript Highlights:

• Over 90% of Arizona families choose public education.
• Members, this federal tax credit for education, such as the one we’re talking about, is actually called
• But if we just fund education properly...” “...then we wouldn't have to have tax credits to fund education
• This is a federal tax credit. This has...” “This is a federal tax credit.
• The tax credit at the federal level has already been enacted. We are not enacting a new tax credit.

Transcript Highlights:

• tax credit.
• of education and preparedness?
• What does the early education?
• But that is a statutory tax credit of $4,800 per apprentice, which is a nice tax credit.
• It's a refundable tax credit.

Summary: The subcommittee met to approve the January minutes and then heard an update from Undersecretary of Labor and Workforce Development Josh Cutler on apprenticeship expansion in the Healey-Driscoll administration. Cutler described apprenticeship as a key workforce tool, especially for sectors with labor shortages, and highlighted growth in early education, health care, banking, bio, and human services. He noted the administration’s milestones and supports, including reaching 10,000 registered apprenticeships, expanding the registered apprenticeship tax credit (RATSY), lowering program fees, adding apprenticeship liaisons, and issuing Grow grants to help employers start programs. Members focused on how apprenticeship could better serve people with disabilities and human services employers. They raised examples such as sterile processing, radiology, PCA services, developmental disability supports, and community college partnerships, and asked how smaller or lower-paid providers could afford to participate. Cutler explained that apprentices are W-2 employees, programs must include on-the-job learning, related instruction, mentorship, and progressive wages, and employers largely design their own programs. He said the state can support through tax credits, grants, and intermediaries such as trade associations or disability organizations that help employers navigate the process. The discussion also covered employer outreach, the role of intermediaries, and possible collaboration with community colleges and organizations like Commonwealth Corporation. Cutler said Eastern Bank did not currently have a program but could be a potential partner, and he confirmed that the RATSY credit is $4,800 per apprentice, with a cap and online application process, and that it can be stacked with the disability employment tax credit. The subcommittee agreed to follow up with Cutler’s team, identify a few priority occupations, and consider a targeted panel or information session to help expand apprenticeship opportunities for people with disabilities and in human services.

Transcript Highlights:

• Okay, we'll come to order on the Senate Committee on Education K-16.
• SB 1322 supports Texas's higher education institutions by establishing a Texas Higher Education Accreditation
• Higher education institutions found noncompliant with accreditation would Higher education institutions
• The bill amends the Texas Education Code by establishing the Texas Higher Education Accrediting Commission
• courses, especially for dual credit in the Texas Success Initiative.

Bills: SB1998 , SB646 , SB2786 , SB2076 , SB2615 , SB1961 , SB1418 , SB2647 , SB1322 , SB2788

Committees: Senate Education , Senate Education K-16

Summary: The Senate Committee on Education K-16 heard several bills and took no final votes, leaving each measure pending. The first major item, SB 1322 by Senator Hagenbuch, would create a Texas Higher Education Accrediting Commission to evaluate and approve accrediting agencies for public colleges and universities using outcome-based metrics such as retention, graduation, employment, debt, and repayment. Supporters, including Kate Byerley of the Texas Public Policy Foundation, argued the bill would add competition and align accreditation with Texas workforce needs; Senator Menendez questioned the need for a new bureaucracy and noted the $3.6 million fiscal note, suggesting existing reporting and oversight structures could serve the same purpose. The committee then heard SB 1998, which would establish a pediatric subspecialty preceptorship program to encourage medical students to enter pediatric subspecialties. Dr. Lauren Gamble testified in strong support, saying the program would help address shortages and improve access for children, especially in rural and underserved areas. SB 2788, authored by Senator Menendez, would add the PSAT as an accepted assessment for dual credit and Texas Success Initiative purposes; Priscilla Camacho of Alamo Colleges supported the bill, citing strong student outcomes and widespread use of the PSAT as a readiness indicator. Senator Creighton laid out SB 2076, which would remove or modify certain Capitol view corridor restrictions affecting the UT Austin Academic Medical Center project, including the planned specialty hospital and MD Anderson Cancer Center expansion. He said the existing corridors are outdated and limit development. The committee also heard SB 1418, a cleanup bill replacing outdated references to ACT Plan with Pre-ACT and removing obsolete SAT subject test language. After brief testimony and no opposition on the later bills, the committee closed public testimony and left SB 1322, SB 1998, SB 2788, SB 2076, and SB 1418 pending before recessing for the floor session.

Transcript Highlights:

• Because if there’s more dual credit, any other question regarding dual credit?
• Regarding dual credit.
• Like I said, I just don't want people to take credits to take credits. Take credits that matter.
• Like I said, I just don't want people to take credits to take credits. Take credits that matter.
• Our first one took credits just to take credits.

Committee: Joint Higher Education Institutions Committee

Transcript Highlights:

• </c><00:03:34.680><c> training</c> dyslexia through education training dyslexia through education training
• When educators are not provided the tools to understand dyslexia and its educational barriers, despite
• </c> the learning environment when educators the learning environment when educators are<00:04:58.160
• </c><00:05:02.680><c> barriers</c> dyslexia and its educational barriers dyslexia and its educational
• </c><00:08:02.639><c> finance</c> re-refer to the education finance re-refer to the education finance

Committee: Senate State and Local Government

Transcript Highlights:

• The next one is repealing that K-12 education credit assignment.
• The next one is repealing that K-12 education credit assignment.
• </c> through2 education through2 education credit<00:51:19.839><c> uh</c><00:51:20.240><c> then</c><00
• > master's</c> credit for special education master's credit for special education master's degree<00:
• The definition of special education here would only be for the purposes of this credit.

Committee: Senate Taxes

Transcript Highlights:

• Is there engagement with educational programs that are really lifting up our population in terms of education
• What does the early education model look like?
• But that is a statutory tax credit of $4,800 per apprentice, which is, you know, a nice tax credit.
• It's a refundable tax credit.
• And how do I apply for that credit? Right?

Summary: The subcommittee met to approve the January minutes and then heard an update from Undersecretary of Labor and Workforce Development Josh Cutler on apprenticeship expansion in Massachusetts. Cutler described the Healey-Driscoll administration’s efforts to grow apprenticeships beyond the building trades into sectors such as banking, bio, early education, health care, and human services, emphasizing that apprenticeship is an earn-while-you-learn model with strong retention and career advancement. He noted recent milestones and supports, including the 10,000th registered apprenticeship, expanded tax credits, reduced program fees, added apprenticeship liaisons, and Grow grants to help employers launch programs. He also said the administration is open to using grants, incentives, and convening power to encourage more human services and disability-focused apprenticeships. Members focused on how these models could work for disability and human services providers, especially in lower-wage fields like early education and direct care. They raised examples such as sterile processing, PCA services, mental health, brain injury, independent living centers, and programs involving community colleges, Bridgewater State, and vocational schools. Cutler explained that apprentices are W-2 employees, programs must include at least 2,000 hours of on-the-job learning, 150 hours of related instruction, a mentor relationship, and progressive wages, but employers largely design the program themselves. He said intermediaries such as the Massachusetts Bankers Association or disability organizations can help employers navigate the process and that the state can support these efforts through grants and tax credits. The discussion also covered employer outreach, the role of community colleges, and how to make careers in disability services more visible and valued. Cutler said the registered apprenticeship tax credit is $4,800 per apprentice, can be claimed twice for longer apprenticeships, and is stackable with the disability employment tax credit. Members suggested hosting a targeted virtual panel with apprenticeship liaisons, employers, and intermediaries to identify a few priority occupations and develop concrete next steps. The meeting ended with agreement to follow up offline on specific opportunities and potential partners, including Eastern Bank and existing apprenticeship programs in health care and related fields.

Transcript Highlights:

• It is critically important and part of education.
• for the preparation and certification of educators, including periodically reviewing approved educator
• Educational quality and equity demand investment. ...the most on public education.
• Education is a proven way to interrupt this cycle.
• a better education throughout high school.

Bills: SB6130 , SB6247 , SB6260 , SB6268 , SB6278

Committee: Senate Early Learning & K-12 Education

Keywords: voter registration, elections, national holiday, civic engagement, government initiative, school funding, financial management, budgeting, transparency, district governance, SB 6260, public education, K-12, Washington State, OSPI, Office of Superintendent of Public Instruction, education finance, school transportation, school buses, zero-emission bus

Transcript Highlights:

• This is if any tax credits are received for early childhood education, all of them would go into the
• Sponsor: No, this won't create a new tax credit. Only if they vote for it.
• So when you were explaining this, you kept talking about tax credits.
• But this is how we fund our education system, through sales tax.
• facilities that give early childhood education.

Committee: House Ways and Means

Transcript Highlights:

• . education. education.
• </c> education was not in the topics. education was not in the topics.
• Department of Education. We We do The Department of Education.
• </c> the Department of Education. the Department of Education.
• </c> Education and not by the DOE. Education and not by the DOE.

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• This is if any tax credits are received for early childhood education, all of them would go into the
• So when you were explaining this, you kept talking about tax credits.
• Are tax credits involved in this in any way, shape, or form? I don’t know.
• But this is how we fund our education system is through sales tax.
• facilities that give early childhood education.

Committee: House Ways and Means

Summary: The House Ways and Means Committee met in executive session to consider House Bill 2379, which had a pre-distributed House Committee Substitute. The bill sponsor, Rep. Cecily Williams, explained that the substitute was revised to align with a Senate version and to clarify definitions, limit applicability to certain counties, rename the fund the Early Childhood Education Fund, expand eligible uses to include child care services, move fund custody to the county treasurer, broaden the types of eligible providers, and prioritize children with the greatest financial need. Members discussed how the measure would work in practice, with repeated clarification that it does not create a new tax but instead governs how locally approved early childhood sales tax revenue would be collected and distributed. Several members focused on whether the bill involved tax credits or a sales tax, whether any tax was already in place, and whether the money would otherwise go to general revenue. The sponsor and other members clarified that local governments already have authority to place an early childhood sales tax on the ballot, and the bill would require any revenue approved for that purpose to be deposited into a dedicated children’s service fund rather than diverted to general funds. Supporters, including Rep. Taylor and Rep. Wright, said the bill would improve transparency and ensure funds are used for the intended early childhood purpose, while Rep. Davis questioned the fairness of a sales tax that would be paid broadly but benefit only families with young children. Rep. Coleman also raised questions about the funding mechanism and remained uncertain during the discussion. The committee first adopted the House Committee Substitute by voice vote. It then voted on the substitute version of House Bill 2379 and passed it do pass by a roll call vote of 7 ayes and 2 noes. The committee then adjourned.

Transcript Highlights:

• , the high school dual credits, and move those into the same statute as the general education dual credit
• </c><00:31:44.240><c> dual</c><00:31:44.600><c> credits</c><00:31:45.600><c> as</c> and Technical education
• dual credits as and Technical education dual credits as well<00:31:46.080><c> as</c><00:31:46.279><c
• ><c> uh</c> education dual credit scholarships uh education dual credit scholarships uh the<00:32:05.960
• On page three, it states that you can have two general education dual credit courses over junior and

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• </c> the Department of Education. the Department of Education. &gt;&gt; Thank<00:02:12.080><c> you.
• </c> because it's for education, right? because it's for education, right?
• You cannot file this tax credit for a credit that incurred in, say, 2025.
• You cannot file this tax credit for a credit that incurred in, say, 2025.
• You cannot file this tax credit for a credit that incurred in, say, 2025.

Summary: The joint House committees on Housing and Education heard HB 1713, HD1, which would repeal school impact fees and transfer remaining balances in the school impact fee and certain fair share accounts to the school facilities special fund. The Department of Education testified in opposition, while the Hawaii Housing Finance and Development Corporation, the Attorney General’s office (with comments and suggested constitutional amendments), the Department of Hawaiian Home Lands, the School Facilities Authority, Grassroot Institute of Hawaii, NAP Hawaii, Avalon Development Company, Mark Development, Maui Chamber of Commerce, Housing Hawaii’s Future, Landis Research Foundation, BIA Hawaii, and others testified in support. The Tax Foundation of Hawaii offered comments. The DOE said the bill would weaken a key tool for matching school facilities to residential growth, while supporters said the current program leaves funds unused or restricted in ways that limit their effectiveness. A lengthy discussion followed about the difference between the older school impact fee program and the separate fair share agreements tied to land use entitlements and change-of-zone approvals. DOE Deputy Superintendent Jesse Suki explained that fair share funds are tied to the district where they were collected, may be too small to build a full school on their own, and are held until needed for projects such as Core Ridge, Central and West Maui, and other planned schools. Committee members pressed DOE on why funds had remained unspent for years, how much money was in the accounts, and whether the department had reviewed audit findings about the program. Members also questioned whether homeowners ultimately bear these costs through developers passing them along. The committee did not take a vote during the portion of the meeting provided. The discussion ended with members and DOE debating whether the current statute should remain in place, whether past entitlements should be affected, and whether the bill should be amended to better address remaining construction-related obligations and the use of collected funds.

Transcript Highlights:

• That's the education part, that same thing.
• It is based on ability to repay and credit score to manage the credit risk.
• And that is, number one, education for our community banks and credit unions on this threat so that they
• So the banks are right in the middle and credit unions.
• We normally have 12 credit analysts underwriting deals.

Summary: The committee took roll, approved the March 18 minutes, and then received a compliance-report update on the Industrial Commission and related funds and programs. Staff reviewed the status of one-time appropriations and grant programs, including electric grid resiliency, lignite research, enhanced oil recovery, the Clean Sustainable Energy Authority, the salt cavern business-case study, and the new NDSU research and technology park grant. Members asked about funding balances, reimbursement timing, matching requirements, and how some commitments would affect the State Investment Fund and future biennia. Industrial Commission staff then gave a broader update on the agency’s administrative office, grant management system, leadership transitions at several commission agencies, and active grant rounds. They reported that the grant management system is nearing completion, that several agency leadership searches have concluded, and that the commission’s grant programs currently have 108 active grants totaling more than $165 million. They also described the Clean Sustainable Energy Authority round, the oil and gas research program’s enhanced oil recovery awards, the grid resiliency grants, the salt cavern study, and the research technology park program, noting that some projects are awaiting federal funds or additional matching cash. Ron Ness, speaking for the Oil and Gas Research Council, focused on the state of the oil industry and the enhanced oil recovery “Bakken 2.0” effort. He said production remains steady, but future growth depends on better infrastructure, longer laterals, and new EOR methods such as CO2, natural gas, and surfactants. He emphasized the importance of the Bakkeneast pipeline and related gas-utilization projects, the recent DOE funding that will return some money to the research council, and the need to modernize tax and incentive rules for CO2-based recovery. Members discussed the potential economic benefits for oil, agriculture, and manufacturing. The Bank of North Dakota then presented its compliance report and a broader strategic update. Bank leadership reviewed the bank’s mission, governance, participation lending, student lending, disaster programs, and legislatively directed programs, and said the bank is managing for a flatter deposit base and stronger liquidity because of fintech competition and changing market conditions. They reported improved earnings, with net income rising to about $231 million, and described Rough Rider Coin as a new internal payment rail for North Dakota banks and credit unions, not a public cryptocurrency. Members asked about student loan eligibility, disaster lending, and the bank’s capacity to support state programs while maintaining its balance-sheet and liquidity requirements.

Transcript Highlights:

• Credit scholarship program, which represents a significant step forward in expanding educational opportunity
• to fund public education.
• You can get a tax credit. donate this. You can get a tax credit.
• </c> share of special education costs. share of special education costs.
• funding</c> educational bill um educational funding educational bill um educational funding hostage.<

Bills: HF3490 , HF4040

Committee: House Education Finance