Transcript Highlights:

• So I ask you to support this bill and help other young learners like me connect to their school community
• So I ask you to support this bill and help other young learners like me connect to their school community
• Our young learners need more time in a classroom, not less, to catch up and get back on track, and that
• They are ways that we can reimagine how we nurture, protect, and educate our youngest learners.
• They are ways that we can reimagine how we nurture, protect, and educate our youngest learners.

Keywords: 995, all

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• grown kids, said, "When I was approved for MinnesotaCare, I've been wanting this more than a work permit
• grown kids, said, "When I was approved for MinnesotaCare, I've been wanting this more than a work permit
• She said, "When I was approved for MinnesotaCare, I've been wanting this more than a work permit."
• Uh, we extend the valid length of time for a commercial driver's license learner permit, um, initiative
• permit um uh uh driver's license learner permit um initiative<03:59:08.560> of<03:59:08.880><

Keywords: 1187, senate, all

Transcript Highlights:

• across the entirety of the learner lifespan.
• And part of the learner lifespan. Our focus is on learner lifespan.
• at each age and stage of the learner lifespan.
• A place where no single agency owns the transitions, but every learner feels them.
• <00:21:25.760> feels transitions, but every learner feels transitions, but every learner feels

Keywords: 1187, senate, all

Transcript Highlights:

• English learners.
• English learners definitely have support within the department to be able to access what they need to
• So we had transitioned down there now, so that that permit component is closed, but it is open.

Keywords: 995, all

Summary: The commission met with a new member from Prisoners’ Legal Services and approved the July 11 minutes. The main presentation came from Department of Correction Commissioner Sean Jenkins and Deputy Commissioner Mitzie Peterson, who gave an overview of DOC facilities, population trends, and the department’s broad mission, including sentenced prisoners, pretrial detainees, civil commitments, Bridgewater State Hospital, and the Section 35 program. They noted the custody population has fallen from about 10,000 in 2016 to roughly 6,000–6,600, while the share serving first- or second-degree sentences has increased. They also reviewed the department’s facility footprint, including Souza-Baranowski, MCI Norfolk, MCI Framingham, Bridgewater, and the planned transfer of the Section 35 program to Health and Human Services by the end of 2026. A large portion of the discussion focused on programming, education, health care, and reentry. DOC described tablet access for all incarcerated people, free phone calls, email, and more than 330,000 hours of educational, vocational, and reentry use. They highlighted partnerships with colleges and universities such as Tufts, Boston College, Emerson, and others, along with HiSET completion, vocational training, and programs like The Last Mile and Persevere. Health care spending was discussed in detail, including a total annual health-related contract cost of about $300 million, with separate contracts for prison health care, Bridgewater State Hospital, MassAQC, and MAT services. DOC said it has nearly eradicated Hep C and MRSA and now offers all three FDA-approved MAT medications, including long-acting injectables when clinically indicated. Commissioners also asked about specialized programming, language and disability access on tablets, and how programming is distributed across facilities. DOC explained that nothing is mandatory, but program participation is encouraged and can affect parole consideration. Staff described assessments using COMPAS, criminal thinking interventions, trauma-related treatment, and specialized units for emerging adults, mental health, and substance use. The department said programming costs were about $101 million in fiscal year 2025, or roughly 12% of the operating budget, excluding health care. Members praised the elimination of restrictive housing and the rollout of body-worn cameras, while DOC said the cameras required new policy and union negotiations but are now used for training, accountability, and de-escalation. The meeting ended with a plan for DOC to return in September with more detailed information on SAUs, programming statistics, and facility structure, and the commission voted to adjourn.

Transcript Highlights:

• So you're seeing more English learners. You're seeing more students with disabilities.
• In those places like California and New Mexico, where we have high proportions of English learners, we
• In those places like California and New Mexico, where we have high proportions of English learners, we
• And a department-designated school with a significant English language learner enrollment, training and
• And for a student who has an English language learner, the importance of developing the student's home

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• So if an adult learner enrolls in a math course, the provider does not have access as outlined by the
• They do not have access to the amount tied to that until that adult learner passes and completes that
• So if an adult learner enrolls in a math course, the provider does not have access as outlined by the
• They do not have access to the amount tied to that until that adult learner passes and completes that
• school districts to implement to permit school districts to implement a<01:03:24.480> new<01:

Keywords: 958, all

Summary: The committee heard presentations from the Family, Career and Community Leaders of America and the Governor Scholars Program. The FCCLA student speaker described how career and technical education helped her gain certifications, work in early childhood settings, and recognize a child who needed speech help, emphasizing support for CTE, FCCLA, and related student organizations. The Governor Scholars Program presentation, led by Dr. Jennifer Price with student speakers Max Corbett and Abigail Ziggler, focused on the program’s role in serving about 1,500 rising seniors each summer, its history since 1983, its statewide reach, and its impact on leadership development, college readiness, and keeping students connected to Kentucky. Members praised the students and program, and several shared personal stories about the program’s long-term benefits. Representative Camuel asked about funding, and Dr. Price said the program’s request was $2.1 million to maintain current enrollment levels of about 1,020 scholars for 2026; no vote was taken on that request during this segment. The committee then took up House Bill 498, sponsored by Representative Duvall, with Aaron Looper of Graduation Alliance testifying in support. A committee substitute was adopted after explanation. The substitute broadened eligibility for accredited providers to include public and nonprofit entities, allowed each county an opportunity to provide services with a $200,000 aggregate maximum per county, reduced the dollars per credit to serve more students, and made date corrections. Representative Duvall said the bill was a workforce measure developed from the Workforce Attraction and Retention Task Force and aimed at adults who lack a high school diploma but have two years or less remaining to graduate. Looper said the bill would create a pathway for adults to earn a regionally accredited high school diploma, paired with workforce and industry-recognized credentials, and stressed that it would not compete with GED programs, which are better suited for adults farther from graduation. He said the model is pay-for-performance, with providers paid only after milestones are completed, and that it would be available online, in person, or in hybrid form to improve rural access. In response to questions, he said students would not be charged fees, providers would handle transcript retrieval and remediation, and the program would include built-in accountability measures. He also said the budget request is $2 million per year, with the goal of maintaining the current level of service and eventually expanding if successful. Members asked about how the program differs from existing adult education options, access in all counties, and whether there are deserts in service availability; Looper said the online model and provider outreach are intended to address those gaps.

Transcript Highlights:

• Libraries receive multi-user licenses from publishers that permit them to make ebooks available to their
• Libraries receive multi-user licenses from publishers that permit them to make ebooks available to their
• Libraries receive multi-user licenses from publishers that permit them to make ebooks available to their
• frequency of each drill type and permits frequency of each drill type and permits districts<01:20
• However, of all of the languages spoken by Minnesota's multilingual learners, only 10% have national

Bills: HF3698, HF3067, HF3730

Keywords: libraries, electronic books, digital audiobooks, licensing agreements, public access, paraprofessional, paraprofessional qualifications, education support staff, teacher aide, teacher assistant, special education, Title I, federal personnel qualifications, Minnesota Department of Education, school district, charter school, cooperative unit, Read Act, reading instruction, math instruction

Transcript Highlights:

• using AI, not just on learning, but also on things like mental health, how we see ourselves as a learner
• For example, how do I see myself as a learner if I automatically go to AI for solutions all the time?
• using AI, not just on learning, but also on things like mental health, how we see ourselves as a learner
• For example, how do I see myself as a learner if I automatically go to AI for solutions all the time?
• And then how they see themselves as a learner: if I constantly have to go to an AI for an answer, then

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• So those are English language learners.
• I think we could maybe come up with a better way to serve learners.
• I think we could maybe come up with the better way to serve learners.
• So that 80% of these learners are in their classroom, but still getting their support.
• Like hopefully we can with a language learner.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Bills: SJR 59, SCR 30, SCR 46, SB 31, SB 127, SB 324, SB 401, SB 407, SB 467, SB 482, SB 506, SB 529, SB 584, SB 619, SB 636, SB 646, SB 647, SB 659, SB 715, SB 732, SB 735, SB 771, SB 784, SB 800, SB 801, SB 816, SB 1013, SB 1026, SB 1049, SB 1055, SB 1065, SB 1137, SB 1169, SB 1181, SB 1383, SB 1395, SB 1410, SB 1433, SB 1524, SB 1531, SB 1568, SB 1640, SB 1666, SB 1681, SB 1718, SB 1754, SB 1757, SB 1972, SB 1980, SB 2004, SB 2007, SB 2041, SB 2046, SB 2050, SB 2075, SB 2076, SB 2154, SB 2173, SB 2206, SB 2225, SB 2253, SB 2268, SB 2306, SB 2308, SB 2314, SB 2322, SB 2330, SB 2351, SB 2366, SB 2371, SB 2392, SB 2398, SB 2476, SB 2533, SB 2540, SB 2544, SB 2589, SB 2610, SB 2623, SB 2660, SB 2662, SB 2693, SB 2707, SB 2717, SB 2722, SB 2742, SB 2753, SB 2779, SB 2807, SB 2843, SB 2844, SB 2858, SB 2877, SB 2880, SB 2885, SB 2920, SB 2938, SB 2986, HJR 4, HCR 35, SJR 3, SJR 18, SB 5, SB 260, SB 1786, SB 914, SB 963, SB 1197, SB 1415, SB 1437, SJR 36, SJR 50, SJR 63, SJR 84, SJR 59, SCR 12, SCR 39, SCR 46, SCR 48, SCR 19, SCR 30, SCR 3, SB 2023, SB 1433, SB 2322, SB 2877, SB 407, SB 1718, SB 1395, SB 62, SB 666, SB 847, SB 284, SB 854, SB 1073, SB 810, SB 1505, SB 583, SB 1502, SB 507, SB 1026, SB 1434, SB 1376, SB 1585, SB 1772, SB 2016, SB 1163, SB 619, SB 1122, SB 732, SB 731, SB 397, SB 508, SB 1436, SB 287, SB 261, SB 1882, SB 393, SB 1791, SB 529, SB 209, SB 2429, SB 1999, SB 511, SB 2309, SB 510, SB 2253, SB 584, SB 1085, SB 2314, SB 2046, SB 1975, SB 2717, SB 1262, SB 1524, SB 1137, SB 636, SB 2056, SB 884, SB 517, SB 1200, SB 1410, SB 1845, SB 1863, SB 2681, SB 2200, SB 2199, SB 1757, SB 2050, SB 2458, SB 2201, SB 1055, SB 2660, SB 2662, SB 1065, SB 801, SB 2533, SB 3014, SB 3013, SB 758, SB 647, SB 1721, SB 2268, SB 2366, SB 1013, SB 2797, SB 2371, SB 2383, SB 646, SB 1169, SB 1754, SB 2779, SB 2004, SB 2119, SB 2448, SB 1777, SB 1283, SB 2392, SB 2076, SB 2786, SB 2876, SB 2284, SB 2225, SB 1540, SB 2920, SB 2929, SB 1972, SB 2540, SB 2742, SB 2595, SB 2217, SB 715, SB 2330, SB 1383, SB 500, SB 1640, SB 2001, SB 2080, SB 2722, SB 506, SB 2514, SB 2623, SB 2753, SB 2398, SB 1241, SB 2927, SB 2173, SB 2538, SB 898, SB 467, SB 1449, SB 2529, SB 1531, SB 2846, SB 2476, SB 986, SB 1181, SB 2075, SB 2154, SB 2864, SB 31, SB 2880, SB 1359, SB 2386, SB 771, SB 2844, SB 2550, SB 1351, SB 1423, SB 1931, SB 2245, SB 2589, SB 2707, SB 2807, SB 2351, SB 410, SB 659, SB 816, SB 2776, SB 2693, SB 2580, SB 1980, SB 1886, SB 1234, SB 739, SB 482, SB 456, SB 127, SB 1666, SB 2843, SB 2801, SB 800, SB 2055, SB 784, SB 2986, SB 735, SB 1012, SB 324, SB 2926, SB 2938, SB 2007, SB 2138, SB 1242, SB 2615, SB 1049, SB 2310, SB 1224, SB 2972, SB 1568, SB 2841, SB 2885, SB 3016, SB 2858, SB 2610, SB 2139, SB 1856, SB 2035, SB 2308, SB 2306, SB 2041, SB 1528, SB 1681, SB 1141, SB 2401, SB 2530, SB 2375, SB 547, SB 1266, SB 1373, SB 1467, SB 2069, SB 2269, SB 2480, SB 2544, SB 672, SB 904, SB 2695, SB 2891, SB 2422, SB 2543, SB 1854, SB 317, SB 2539, SB 2532, SB 2925, SB 1250, SB 2082, SB 2203, SB 457, SB 2357, HJR 4, HB 135, HB 1109, HCR 35, HCR 64, SB 2721, SB 243, SB 1285, SB 2568, SB 1959, SB 1442, SB 1454, SB 2520, SB 2541, SB 1708, SB 1237, SB 1844, SB 1586, SB 1, SB 260, SB 31, SB 467, SB 482, SB 647, SB 732, SB 816, SB 1055, SB 1137, SB 1169, SB 2004, SB 2253, SB 2268, SB 2314, SB 2351, SB 2371, SB 2623, SB 2722, SB 2779, SB 2920, HJR 4, SB 407, SB 1395, SB 1433, SB 1718, SB 2322, SB 2877, SB 619, SB 646, SB 1026, SB 2742, SB 2880, SR 443, SR 449, SR 456, SR 460, SR 465, SCR 46, SB 260, SB 3062, HJR 8, HJR 31, HJR 72, HJR 99, HJR 133, HB 29, HB 33, HB 50, HB 107, HB 116, HB 125, HB 140, HB 141, HB 155, HB 171, HB 227, HB 255, HB 363, HB 368, HB 491, HB 609, HB 630, HB 745, HB 767, HB 913, HB 917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB 1318, HB 1404, HB 1495, HB 1507, HB 1606, HB 1708, HB 1748, HB 1851, HB 1922, HB 2002, HB 2003, HB 2198, HB 2355, HB 2358, HB 2415, HB 2457, HB 2495, HB 2546, HB 2637, HB 2763, HB 2765, HB 2798, HB 2818, HB 3228, HB 3307, HB 4116, HCR 29, SB 1410, SB 3062, HJR 8, HJR 31, HJR 72, HJR 99, HJR 133, HB 29, HB 33, HB 50, HB 107, HB 116, HB 125, HB 140, HB 141, HB 155, HB 171, HB 227, HB 255, HB 363, HB 368, HB 491, HB 609, HB 630, HB 745, HB 767, HB 913, HB 917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB 1318, HB 1404, HB 1495, HB 1507, HB 1606, HB 1708, HB 1748, HB 1851, HB 1922, HB 2002, HB 2003, HB 2198, HB 2355, HB 2358, HB 2415, HB 2457, HB 2495, HB 2546, HB 2637, HB 2763, HB 2765, HB 2798, HB 2818, HB 3228, HB 3307, HB 4116, HCR 29, SB 1410

Keywords: education funding, Texas State Technical College System, capital projects, infrastructure, higher education, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature, Texas beef, cattle industry, agricultural heritage, Texas strip steak, economic growth, SB 31, Life of the Mother Act, Texas abortion law, medical emergency, reasonable medical judgment

Bills: SJR 59, SCR 30, SCR 46, SB 31, SB 127, SB 324, SB 401, SB 407, SB 467, SB 482, SB 506, SB 529, SB 584, SB 619, SB 636, SB 646, SB 647, SB 659, SB 715, SB 732, SB 735, SB 771, SB 784, SB 800, SB 801, SB 816, SB 1013, SB 1026, SB 1049, SB 1055, SB 1065, SB 1137, SB 1169, SB 1181, SB 1383, SB 1395, SB 1410, SB 1433, SB 1524, SB 1531, SB 1568, SB 1640, SB 1666, SB 1681, SB 1718, SB 1754, SB 1757, SB 1972, SB 1980, SB 2004, SB 2007, SB 2041, SB 2046, SB 2050, SB 2075, SB 2076, SB 2154, SB 2173, SB 2206, SB 2225, SB 2253, SB 2268, SB 2306, SB 2308, SB 2314, SB 2322, SB 2330, SB 2351, SB 2366, SB 2371, SB 2392, SB 2398, SB 2476, SB 2533, SB 2540, SB 2544, SB 2589, SB 2610, SB 2623, SB 2660, SB 2662, SB 2693, SB 2707, SB 2717, SB 2722, SB 2742, SB 2753, SB 2779, SB 2807, SB 2843, SB 2844, SB 2858, SB 2877, SB 2880, SB 2885, SB 2920, SB 2938, SB 2986, HJR 4, HCR 35, SJR 3, SJR 18, SB 5, SB 260, SB 1786, SB 914, SB 963, SB 1197, SB 1415, SB 1437, SJR 36, SJR 50, SJR 63, SJR 84, SJR 59, SCR 12, SCR 39, SCR 46, SCR 48, SCR 19, SCR 30, SCR 3, SB 2023, SB 1433, SB 2322, SB 2877, SB 407, SB 1718, SB 1395, SB 62, SB 666, SB 847, SB 284, SB 854, SB 1073, SB 810, SB 1505, SB 583, SB 1502, SB 507, SB 1026, SB 1434, SB 1376, SB 1585, SB 1772, SB 2016, SB 1163, SB 619, SB 1122, SB 732, SB 731, SB 397, SB 508, SB 1436, SB 287, SB 261, SB 1882, SB 393, SB 1791, SB 529, SB 209, SB 2429, SB 1999, SB 511, SB 2309, SB 510, SB 2253, SB 584, SB 1085, SB 2314, SB 2046, SB 1975, SB 2717, SB 1262, SB 1524, SB 1137, SB 636, SB 2056, SB 884, SB 517, SB 1200, SB 1410, SB 1845, SB 1863, SB 2681, SB 2200, SB 2199, SB 1757, SB 2050, SB 2458, SB 2201, SB 1055, SB 2660, SB 2662, SB 1065, SB 801, SB 2533, SB 3014, SB 3013, SB 758, SB 647, SB 1721, SB 2268, SB 2366, SB 1013, SB 2797, SB 2371, SB 2383, SB 646, SB 1169, SB 1754, SB 2779, SB 2004, SB 2119, SB 2448, SB 1777, SB 1283, SB 2392, SB 2076, SB 2786, SB 2876, SB 2284, SB 2225, SB 1540, SB 2920, SB 2929, SB 1972, SB 2540, SB 2742, SB 2595, SB 2217, SB 715, SB 2330, SB 1383, SB 500, SB 1640, SB 2001, SB 2080, SB 2722, SB 506, SB 2514, SB 2623, SB 2753, SB 2398, SB 1241, SB 2927, SB 2173, SB 2538, SB 898, SB 467, SB 1449, SB 2529, SB 1531, SB 2846, SB 2476, SB 986, SB 1181, SB 2075, SB 2154, SB 2864, SB 31, SB 2880, SB 1359, SB 2386, SB 771, SB 2844, SB 2550, SB 1351, SB 1423, SB 1931, SB 2245, SB 2589, SB 2707, SB 2807, SB 2351, SB 410, SB 659, SB 816, SB 2776, SB 2693, SB 2580, SB 1980, SB 1886, SB 1234, SB 739, SB 482, SB 456, SB 127, SB 1666, SB 2843, SB 2801, SB 800, SB 2055, SB 784, SB 2986, SB 735, SB 1012, SB 324, SB 2926, SB 2938, SB 2007, SB 2138, SB 1242, SB 2615, SB 1049, SB 2310, SB 1224, SB 2972, SB 1568, SB 2841, SB 2885, SB 3016, SB 2858, SB 2610, SB 2139, SB 1856, SB 2035, SB 2308, SB 2306, SB 2041, SB 1528, SB 1681, SB 1141, SB 2401, SB 2530, SB 2375, SB 547, SB 1266, SB 1373, SB 1467, SB 2069, SB 2269, SB 2480, SB 2544, SB 672, SB 904, SB 2695, SB 2891, SB 2422, SB 2543, SB 1854, SB 317, SB 2539, SB 2532, SB 2925, SB 1250, SB 2082, SB 2203, SB 457, SB 2357, HJR 4, HB 135, HB 1109, HCR 35, HCR 64, SB 2721, SB 243, SB 1285, SB 2568, SB 1959, SB 1442, SB 1454, SB 2520, SB 2541, SB 1708, SB 1237, SB 1844, SB 1586, SB 1, SB 260, SB 31, SB 467, SB 482, SB 647, SB 732, SB 816, SB 1055, SB 1137, SB 1169, SB 2004, SB 2253, SB 2268, SB 2314, SB 2351, SB 2371, SB 2623, SB 2722, SB 2779, SB 2920, HJR 4, SB 407, SB 1395, SB 1433, SB 1718, SB 2322, SB 2877, SB 619, SB 646, SB 1026, SB 2742, SB 2880, SR 443, SR 449, SR 456, SR 460, SR 465, SCR 46, SB 260, SB 3062, HJR 8, HJR 31, HJR 72, HJR 99, HJR 133, HB 29, HB 33, HB 50, HB 107, HB 116, HB 125, HB 140, HB 141, HB 155, HB 171, HB 227, HB 255, HB 363, HB 368, HB 491, HB 609, HB 630, HB 745, HB 767, HB 913, HB 917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB 1318, HB 1404, HB 1495, HB 1507, HB 1606, HB 1708, HB 1748, HB 1851, HB 1922, HB 2002, HB 2003, HB 2198, HB 2355, HB 2358, HB 2415, HB 2457, HB 2495, HB 2546, HB 2637, HB 2763, HB 2765, HB 2798, HB 2818, HB 3228, HB 3307, HB 4116, HCR 29, SB 1410, SB 3062, HJR 8, HJR 31, HJR 72, HJR 99, HJR 133, HB 29, HB 33, HB 50, HB 107, HB 116, HB 125, HB 140, HB 141, HB 155, HB 171, HB 227, HB 255, HB 363, HB 368, HB 491, HB 609, HB 630, HB 745, HB 767, HB 913, HB 917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB 1318, HB 1404, HB 1495, HB 1507, HB 1606, HB 1708, HB 1748, HB 1851, HB 1922, HB 2002, HB 2003, HB 2198, HB 2355, HB 2358, HB 2415, HB 2457, HB 2495, HB 2546, HB 2637, HB 2763, HB 2765, HB 2798, HB 2818, HB 3228, HB 3307, HB 4116, HCR 29, SB 1410

Keywords: education funding, Texas State Technical College System, capital projects, infrastructure, higher education, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature, Texas beef, cattle industry, agricultural heritage, Texas strip steak, economic growth, SB 31, Life of the Mother Act, Texas abortion law, medical emergency, reasonable medical judgment

Transcript Highlights:

• Are you aware that the State of Florida has an extensive permitting process?
• If that cell was under the initial permit, then no.
• This bill would allow valid parimutuel permit holders to lease their facilities to Jai Alai permit holders
• All classes of permit holders to lease their facilities to other permit holders, and that is the bill
• Just for the sake of argument, there are 12 active permits currently.

Bills: SJR59, SCR30, SCR46, SB31, SB127, SB324, SB401, SB407, SB467, SB482, SB506, SB529, SB584, SB619, SB636, SB646, SB647, SB659, SB715, SB732, SB735, SB771, SB784, SB800, SB801, SB816, SB1013, SB1026, SB1049, SB1055, SB1065, SB1137, SB1169, SB1181, SB1383, SB1395, SB1410, SB1433, SB1524, SB1531, SB1568, SB1640, SB1666, SB1681, SB1718, SB1754, SB1757, SB1972, SB1980, SB2004, SB2007, SB2041, SB2046, SB2050, SB2075, SB2076, SB2154, SB2173, SB2206, SB2225, SB2253, SB2268, SB2306, SB2308, SB2314, SB2322, SB2330, SB2351, SB2366, SB2371, SB2392, SB2398, SB2476, SB2533, SB2540, SB2544, SB2589, SB2610, SB2623, SB2660, SB2662, SB2693, SB2707, SB2717, SB2722, SB2742, SB2753, SB2779, SB2807, SB2843, SB2844, SB2858, SB2877, SB2880, SB2885, SB2920, SB2938, SB2986, HJR4, HCR35, SJR3, SJR18, SB5, SB260, SB1786, SB914, SB963, SB1197, SB1415, SB1437, SJR36, SJR50, SJR63, SJR84, SJR59, SCR12, SCR39, SCR46, SCR48, SCR19, SCR30, SCR3, SB2023, SB1433, SB2322, SB2877, SB407, SB1718, SB1395, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB1502, SB507, SB1026, SB1434, SB1376, SB1585, SB1772, SB2016, SB1163, SB619, SB1122, SB732, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB529, SB209, SB2429, SB1999, SB511, SB2309, SB510, SB2253, SB584, SB1085, SB2314, SB2046, SB1975, SB2717, SB1262, SB1524, SB1137, SB636, SB2056, SB884, SB517, SB1200, SB1410, SB1845, SB1863, SB2681, SB2200, SB2199, SB1757, SB2050, SB2458, SB2201, SB1055, SB2660, SB2662, SB1065, SB801, SB2533, SB3014, SB3013, SB758, SB647, SB1721, SB2268, SB2366, SB1013, SB2797, SB2371, SB2383, SB646, SB1169, SB1754, SB2779, SB2004, SB2119, SB2448, SB1777, SB1283, SB2392, SB2076, SB2786, SB2876, SB2284, SB2225, SB1540, SB2920, SB2929, SB1972, SB2540, SB2742, SB2595, SB2217, SB715, SB2330, SB1383, SB500, SB1640, SB2001, SB2080, SB2722, SB506, SB2514, SB2623, SB2753, SB2398, SB1241, SB2927, SB2173, SB2538, SB898, SB467, SB1449, SB2529, SB1531, SB2846, SB2476, SB986, SB1181, SB2075, SB2154, SB2864, SB31, SB2880, SB1359, SB2386, SB771, SB2844, SB2550, SB1351, SB1423, SB1931, SB2245, SB2589, SB2707, SB2807, SB2351, SB410, SB659, SB816, SB2776, SB2693, SB2580, SB1980, SB1886, SB1234, SB739, SB482, SB456, SB127, SB1666, SB2843, SB2801, SB800, SB2055, SB784, SB2986, SB735, SB1012, SB324, SB2926, SB2938, SB2007, SB2138, SB1242, SB2615, SB1049, SB2310, SB1224, SB2972, SB1568, SB2841, SB2885, SB3016, SB2858, SB2610, SB2139, SB1856, SB2035, SB2308, SB2306, SB2041, SB1528, SB1681, SB1141, SB2401, SB2530, SB2375, SB547, SB1266, SB1373, SB1467, SB2069, SB2269, SB2480, SB2544, SB672, SB904, SB2695, SB2891, SB2422, SB2543, SB1854, SB317, SB2539, SB2532, SB2925, SB1250, SB2082, SB2203, SB457, SB2357, HJR4, HB135, HB 1109, HCR35, HCR64, SB2721, SB243, SB1285, SB2568, SB1959, SB1442, SB1454, SB2520, SB2541, SB1708, SB1237, SB1844, SB1586, SB1, SB260, SB31, SB467, SB482, SB647, SB732, SB816, SB1055, SB1137, SB1169, SB2004, SB2253, SB2268, SB2314, SB2351, SB2371, SB2623, SB2722, SB2779, SB2920, HJR4, SB407, SB1395, SB1433, SB1718, SB2322, SB2877, SB619, SB646, SB1026, SB2742, SB2880, SR443, SR449, SR456, SR460, SR465, SCR46, SB260, SB3062, HJR8, HJR31, HJR72, HJR99, HJR133, HB29, HB33, HB50, HB 107, HB 116, HB 125, HB140, HB141, HB155, HB171, HB227, HB255, HB363, HB368, HB491, HB609, HB630, HB745, HB767, HB913, HB917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB1318, HB1404, HB1495, HB1507, HB1606, HB1708, HB1748, HB1851, HB1922, HB2002, HB2003, HB2198, HB2355, HB2358, HB2415, HB2457, HB2495, HB2546, HB2637, HB2763, HB2765, HB2798, HB2818, HB3228, HB3307, HB4116, HCR29, SB1410, SB3062, HJR8, HJR31, HJR72, HJR99, HJR133, HB29, HB33, HB50, HB 107, HB 116, HB 125, HB140, HB141, HB155, HB171, HB227, HB255, HB363, HB368, HB491, HB609, HB630, HB745, HB767, HB913, HB917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB1318, HB1404, HB1495, HB1507, HB1606, HB1708, HB1748, HB1851, HB1922, HB2002, HB2003, HB2198, HB2355, HB2358, HB2415, HB2457, HB2495, HB2546, HB2637, HB2763, HB2765, HB2798, HB2818, HB3228, HB3307, HB4116, HCR29, SB1410

Keywords: education funding, Texas State Technical College System, capital projects, infrastructure, higher education, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature, Texas beef, cattle industry, agricultural heritage, Texas strip steak, economic growth, SB 31, Life of the Mother Act, Texas abortion law, medical emergency, reasonable medical judgment

Transcript Highlights:

• Obviously, the LCFF is a little bit more weighted towards low-income students and English learners.
• Let me ask about the Adult Learner Demonstration Project. The Adult Learner Demonstration Project.
• And then secondly, on the Adult Learner Demonstration Project, I know you mentioned 1,100 students are
• That means students who are adult learners and who are in short-term programs...
• , as well as our English learners.

Keywords: 988, house, all

Summary: The committee first took up the May Revision update on Proposition 98 and the school rainy-day fund. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with lower average daily attendance projections offsetting some of the revenue gains. Finance also described a reduced $3.9 billion settle-up proposal, increased deposits into the Public School System Stabilization Account, and an ending reserve balance of about $10.3 billion. The LAO said the revenue and LCFF adjustments were reasonable, but urged the Legislature to be cautious about delaying settle-up payments and to consider more budget resiliency, including larger cushions or other tools to protect ongoing programs. Members then questioned the administration and LAO about the size of the settle-up, the rationale for the reserve deposit, declining enrollment, and how lower attendance is creating savings that can be redirected to other school priorities. The LAO said the May Revision’s mix of one-time and ongoing spending was generally reasonable but recommended keeping a strong cushion and considering alternatives such as advance payments or pension-related savings. Questions also focused on how the May Revision’s funding mix affects districts if revenues weaken, and on the treatment of special education, discretionary block grants, and paid family leave costs for LEAs and community colleges. The committee next heard the community colleges portion of the budget. Finance described a higher SCFF COLA, increased apportionment costs, a student support block grant, deferred maintenance, Common Cloud, Calbright, credit for prior learning, and a one-time adult learner demonstration project. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the SCFF growth formula, and a COLA for Student Equity and Achievement. The LAO recommended funding the statutory COLA increase, noted a $52 million current-year apportionment shortfall not yet included in the May Revision, and suggested the Legislature could instead direct some funds to enrollment growth, categorical COLAs, or one-time uses. Members also clarified how COLA and hold-harmless rules apply to different community college districts. Finally, the committee reviewed the proposed state implementation of the federal Workforce Pell program. Finance proposed one-time funding for the Student Aid Commission and Cradle to Career data work, plus trailer bill changes to set up state approval of eligible programs. CSAC said the program is promising but highly complex, with new federal rules just released and significant data, regulatory, and systems work still needed; it said the state will not be ready by July 1 and that ongoing funding will likely be necessary. The LAO agreed that implementation will require careful trailer bill language and noted that ongoing administrative costs remain unresolved. Members asked about other states’ approaches and the practical effect on short-term workforce programs in California.

Transcript Highlights:

• Obviously, the LCFF is a little bit more weighted towards low-income students and English learners.
• Let me ask about the Adult Learner Demonstration Project.
• The Adult Learner Demonstration Project sounds a lot like what I thought was a previous pilot program
• That means students who are adult learners who are in short-term programs. What do I mean by that?
• as well as our English learners.

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• 01:29:38.360> and<01:29:38.520> online<01:29:38.880> adult<01:29:39.199> Learners
• <01:29:40.119> in Through 12 and online adult learners.
• chair then asked whether the Department wanted to speak, and Melissa White, division director for learner
• ahead Melissa white division director ahead Melissa white division director for<01:45:40.199> learner
• support at New Hampshire for learner support at New Hampshire Department<01:45:41.920> of<01:

Keywords: 1191, senate, all

Transcript Highlights:

• So what does that exemption actually permit?
• Exemption actually permit?
• So, but does the recoil operational,... exemption actually permit?
• We changed the permit for licensing for alcohol stores just recently.
• I don't see that that's explicitly permitted under the bill.

Bills: SB48, HB250, SB17

Keywords: State Fairgrounds District, fairgrounds bonds, public financing, bond authorization, gross receipts tax, gaming tax, tax-backed bonds, infrastructure funding, Albuquerque fairgrounds, State Fair Tid, economic development, municipal bonds, revenue pledge, capital projects, New Mexico finance, technology, innovation, advisory board, entrepreneurial support, stakeholder representation

Transcript Highlights:

• weights um uh free and reduced learner weights um uh free and reduced price<00:10:12.160> lunch
• In existing law, we have an English language learner weight, but that's been built out.
• weight, but that's been language learner weight, but that's been built<00:15:38.240> out.
• You now have that built-out English language learners weight, and then some decisions remain to be made
• You now have that built-out English language learners weight, and then some decisions remain to be made

Keywords: 926, house, all

Summary: The meeting was a high-level walkthrough of Act 73, with staff from Legislative Council and the Joint Fiscal Office summarizing major education policy, governance, tax, and fiscal changes. The presentation covered class-size minimums and related enforcement, creation of a state aid for school construction program, narrowed tuition eligibility for approved independent schools, changes to State Board of Education appointments, special education reporting and staffing, and a new report on standards for schools deemed small or sparse by necessity. It also noted that some provisions take effect immediately or in 2025, while the major funding and tax changes are contingent on new school districts being operational and a foundation formula report being received, with most of those changes targeted for July 1, 2028. The central fiscal change described was a move from the current locally voted budget and varying homestead tax system to a foundation formula. Under that model, districts would receive an educational opportunity payment based on a base amount per pupil, adjusted by student weights for factors such as pre-K, economic disadvantage, English learner status, and special education, with small-school and sparsity weights replaced by support grants. Districts could still seek limited supplemental district spending above the foundation amount, subject to a cap and a uniform method for raising the funds, with excess collections recaptured at the state level. The presenters also described transition mechanisms to phase in the new system over several years. The tax section explained that Act 73 would replace the current property tax credit with a homestead exemption and create a new non-homestead residential classification intended for second homes and short-term rentals, though further statutory or regulatory work would still be needed to implement it. The JFO presentation emphasized that the act also creates regional assessment districts for reappraisals and includes a transition to smooth changes in education tax rates. No committee vote or formal action was taken during the presentation; it was informational only.

Transcript Highlights:

• across sectors putting the whole learner across sectors putting the whole learner at<00:46:54.640
• <00:49:35.520> outcomes on the pulse of those learner outcomes on the pulse of those learner
• Again, centering the learner in that work.
• We centering the learner in that work.
• So, please Minnesota's learners.

Keywords: 1187, senate, all

Transcript Highlights:

• We focused on English language learners, homeless students, and special education students.
• The first table lists the requirements related to English language learners.
• populations in terms of the targeted student populations that we were looking at: English language learners
• On last year's SBAC, we saw multilingual learners outperform their statewide peers by 20% in ELA and
• Multilingual learners outperformed their statewide peers by 20% in ELA and 13% in math.

Summary: The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings. The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints. Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.

Transcript Highlights:

• Over recent years, Leominster has seen an increase in our population of English language learners, and
• Worcester has a higher percentage of special education students, multilingual learners, and low-income
• Our English learner population has doubled in the last five years.
• teachers for the 380 English learners at our early learning center, high school class sizes exceeding
• students, and diverse learners.

Keywords: 995, all

Summary: The Joint Committee on Education opened a hybrid public hearing on a large slate of bills related to school buildings, school finance, technology, data privacy, safety, and related education issues. Chairs Jason Lewis and Ken Gordon outlined procedures for the hearing, including two-minute testimony limits and the plan to group similar bills together. Several bills drew no testimony and were closed without further discussion, while others drew extensive testimony from legislators, school officials, parents, advocates, and educators. A major theme was school safety and student well-being. Lori Al-Hadeth testified in support of bills on alert systems in public schools, describing the loss of her daughter in the Parkland shooting and urging adoption of Alyssa’s Law-style panic alert technology. Representative Gallagher and disability advocates also supported a bill authorizing, but not requiring, airway clearance devices in schools, arguing they could save lives in choking emergencies and provide an option for people who cannot use the Heimlich maneuver. Another bill on reducing cafeteria waste drew support from a legislator and a Lexington sustainability official, who said installing dishwashers during construction would reduce waste and long-term costs. Much of the hearing focused on Chapter 70 school funding and the inflation cap. Senator Pavel Payano, Senator Sal DiDomenico, Representative Senna, and multiple local officials and school committee members from Bridgewater, Chelsea, Groton-Dunstable, and other districts argued that the 4.5% cap on inflation adjustments has left schools underfunded during years of high inflation, forcing layoffs, larger class sizes, and cuts to programs and student supports. They urged bills to eliminate the cap, restore lost funding, increase the Commonwealth’s share of the foundation budget, or create commissions to study reforms. Testimony also highlighted the impact on special education, English learners, and low-income students, with Chelsea witnesses saying the cap has cost their district about $7 million annually. School construction and MSBA reform were the other major topic. AIA Massachusetts, Boston Public Schools, Lynn officials, and AFT Massachusetts described aging facilities, overcrowding, deferred maintenance, and the difficulty of financing new schools under current reimbursement rules. Boston officials said the district has many pre-World War II buildings and has only built a handful of new schools in decades, while Lynn leaders said reimbursement rates have fallen well below the statutory 80% because of caps and ineligible costs. Witnesses urged modernization of the MSBA program, higher reimbursement rates, and more resources for school construction. The committee also heard support for a bill to study the adequacy and equity of the school building program, and chairs indicated some bills would be closed after no one signed up to testify.