Transcript Highlights:

• , GED Option Pilot Program, and Maryland Diploma Works Pathway.
• creates a competency-based pathway to earn the high school diploma.
• , GED Option Pilot Program, and Maryland Diploma Works Pathway.
• creates a competency-based pathway to earn the high school diploma.
• creates a competency-based pathway to earn the high school diploma.

Keywords: Senate streaming session for Tuesday, February 10, 2026, 960, senate, all

Summary: The Senate convened with an invocation, confirmed a quorum, and welcomed several guests and groups, including Maryland Library Association members, Stephen Decatur High School’s boys soccer team, Clarksburg High School’s girls flag football team, NAMI representatives, Baltimore Promise, local soil conservation district representatives, and a 911 center leader. The chamber also journalized the invocation and prepared for the Governor’s upcoming State of the State address by exchanging messages with the House and appointing Senate members to escort the Governor and Lieutenant Governor. The body then took up a series of Finance Committee bills, most of them receiving favorable reports and being ordered to third reading without objection. Measures discussed included SB 14 on small business health insurance SHOP enrollment effective dates; SB 22 on Department of Disabilities housing programs and affiliated foundations; SB 134 on Medicare supplement policy enrollment periods; SB 139 on third-party administrator enforcement; SB 199 on the Individuals with Disabilities and Service-Disabled Veterans Voting Fund; SB 205 codifying federal mental health parity requirements; SB 216 on unemployment insurance confidentiality; SB 43 on the Maryland Community Investment Venture Fund; SB 46 on state veterans cemeteries interment provisions; and SB 226 on the Maryland Heritage Area Authority. Several bills had brief amendments or procedural issues. SB 22 received a technical amendment changing “Attorney General” to “Office of the Attorney General.” SB 199 received an amendment adding a co-sponsor, and SB 46 was briefly set to lie over under the rule after a senator requested time to review a technical clarification. The chamber also received House Bill 1, which was referred to committee, and SB 624 was reassigned to the Education, Energy, and the Environment Committee. Most committee reports were adopted unanimously or without objection, and the Senate repeatedly congratulated the honored school teams and library advocates.

Transcript Highlights:

• The second major area of focus is pathway development through work-based learning and the establishment
• The registered apprenticeship pathway is a standout.
• The registered apprenticeship pathway is a standout.
• The registered apprenticeship pathway is a standout.
• This work is essential to building sustainable, equitable career pathways into the creative sector.

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• We would also be able to offer opportunities outside of a student's traditional high school pathway.
• This is a Pathways to Bilingual Teaching Act.
• AB 2325 is a clear pathway to do just that. It is not just about filling positions.
• AB 2325 is a clear pathway to do just that. It is not just about filling positions.
• The funding provided by AB 2325 would allow us and others throughout the state to streamline pathways

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• that we can make something happen and hopefully with that context, we can then begin to talk about pathways
• So I, I appreciate that the pathway forward.
• however, I do have the confidence in the staff, uh, who have already started to look at multiple pathways
• And if we don't, then at this point in time, then we can say, OK, well, then, the pathway is a little
• Work with Senate Finance as well as House Appropriations staff to see if there's any pathway forward,

Transcript Highlights:

• The second major area of focus is pathway development through work-based learning and the establishment
• The second major area of focus is pathway development through work-based learning and the establishment
• The registered apprenticeship pathway is a standout.
• As a career pathways program with the California Film Commission, we've placed apprentices directly on
• This work is essential to building sustainable, equitable career pathways into the creative sector.

Keywords: 987, senate, all

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future: Creative Strategies for Cultural Resilience, Economic Growth, and Global Leadership.” Chair Allen opened by framing the creative economy as a major state asset and urged support for arts funding in the May Revision, including California Humanities, museums, public media, cultural districts, LA28 arts programming, and AB 2319, which would create a $100 million post-production incentive. He also emphasized the need for next-step funding to implement the strategic plan and noted concerns about federal headwinds and declining creative-sector jobs. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and Workforce Development Board representative Michael Weoff described how the plan was developed through AB 127 and related legislation, a 30-plus-member work group, and an interagency process. They outlined the plan’s phased approach and six priority areas, including preparing the workforce, stabilizing businesses, increasing revenue through cultural tourism, leveraging state incentives, defining and tracking ROI, and building state capacity. Testimony highlighted workforce pipelines, apprenticeship and pre-apprenticeship programs, digital badging, and cross-agency coordination, with speakers stressing that the sector is shaped by AI, climate change, affordability, capital access, and social cohesion. A second panel of artists and advocates described on-the-ground implementation and the need for better data and support. Ricarlo Handy discussed the Handy Foundation’s apprenticeship pipeline into film and TV jobs and the difficulty of capturing freelance and 1099 creative work in state data. Joanna Reynolds described Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030. Alejandro Gutierrez Chavez urged the state to embed artists in health, aging, behavioral health, and climate resilience systems, and Roxanne Messina Kaptur spoke about the need to treat arts careers as viable professions and expand residency and school-based artist programs. Senator Rubio, who joined the hearing later, shared her own background in teaching and the arts, supported arts education and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 town halls across eight regions, where more than 1,100 people attended and generally affirmed the plan while asking for better access to information, new financial models, clearer definitions and data, and stronger networks. Julie Baker of California for the Arts and California Arts Advocates argued the plan is an urgent blueprint for a sector that generates $288 billion and more than 820,000 jobs, but remains below pre-pandemic employment levels and is losing market share. She and others called for funding, statewide definitions, better data collection, and cross-agency implementation, while committee members and witnesses repeatedly emphasized that the plan will require political will and resources to move from strategy to action.

Transcript Highlights:

• to opportunity for working pathways to opportunity for working adult<00:15:04.560> learners.
• And so this exclusion creates an equitable barrier for students who are in need of these pathways the
• And because they cannot access a Tier 2 license, their pathway to the classroom is less accessible than
• Um, and I would just teacher pathways.
• to tier three a bit uh, those pathways to tier three a bit more<00:25:02.480> easy.

Keywords: 1183, house

Summary: The committee took up House File 3635, the Interstate Teacher Mobility Compact, and House File 3638, which would make several changes to teacher licensing and related agency operations. Dr. Yolena Bailey walked through the compact, explaining that it would let teachers move more easily among member states while preserving Minnesota’s authority over licensing, data, discipline, and rulemaking. She emphasized that the compact must be adopted without changes to be effective and that it would still require eligible teachers to hold a qualifying license, pass a state background check, and meet any compensation-related documentation requirements. Testifiers from school administrator groups and Western Governors University supported both bills. They said Minnesota’s teacher shortages, especially in special education, make it difficult to fill classrooms and often force districts to rely on substitutes or leave positions vacant. Supporters said the compact would speed licensing for qualified out-of-state teachers without lowering standards, and that the Tier 2 change in HF 3638 would help candidates enrolled in out-of-state teacher prep programs, including working adults and rural students, access Minnesota licensure pathways. WGU said the Tier 2 barrier affects its students and partnerships, including special education pipeline efforts and Teach For America collaborations. For HF 3638, Bailey described operational changes that would move the voluntary pair professional credential to MDE, allow a data-sharing agreement with the Board of School Administrators, let the agency use forfeiture fees for IT needs, update mental health training language and rulemaking, expand Tier 2 eligibility to some out-of-state teacher prep students, and extend the timeline for an online licensing system project by two years. Members asked whether the compact would add requirements for Minnesota educators or reduce licensure quality; Bailey and Representative Hill said it would not add classroom requirements and would mainly reduce paperwork while maintaining standards. The bills were laid over for further consideration, with no vote taken in the excerpt.

Transcript Highlights:

• At both high schools, community schools were integrated with college- and career-connected pathways,
• Students completed A-to-G coursework aligned to real-world pathways, earned college credit during the
• It's allowed us to use the Golden State Pathway funding.
• And so for us, it's the intersection of those two and bringing my Golden State Pathways coordinator in
• , not one single pathway.

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• c><00:16:13.600> creating<00:16:13.959> a<00:16:14.120> new<00:16:14.440> pathway
• <00:16:14.959> for Care by creating a new pathway for Care by creating a new pathway for Midwifery
• debate the qualifications or scope of practice for midwives in Minnesota, but rather allows a new pathway
• debate the qualifications or scope of practice for midwives in Minnesota, but rather allows a new pathway
• debate the qualifications or scope of practice for midwives in Minnesota, but rather allows a new pathway

Keywords: 1187, senate, all

Transcript Highlights:

• pathways when your brain is not young. pathways when your brain is not young.
• <01:03:30.160> to because we want to focus on pathways to because we want to focus on pathways
• terms of education or career pathways terms of education or career pathways removed<01:03:39.200
• /c><01:04:48.079> civic expanded career pathways and civic expanded career pathways and civic
• <01:04:54.960> to comes here is put on these pathways to comes here is put on these pathways

Keywords: 958, all

Summary: The Commission on Race and Access to Opportunity met in September 2025, established a quorum, introduced new member Larry Forester, and approved the minutes from the August 26 meeting. The main presentation came from Warren County Public Schools Superintendent Rob Clayton and Assistant Superintendent Sarah Johnson, who discussed the district’s work serving English language learners and multilingual students, including immigrant and refugee families. They said Warren County now serves roughly 5,500 multilingual students out of about 19,000 total, representing about 92 languages and 90 countries, with 57 certified multilingual teachers, a GO Center, migrant and refugee advocates, and the state’s first international high school. The presenters emphasized that the district welcomes immigrant families and that students and parents generally value public education, but they described major challenges tied to accountability and funding. They explained that multilingual students are tested after one year in the system, even though many need more time to become proficient in English and grade-level standards, and they argued that current graduation-rate rules can unfairly penalize schools when transient students enroll briefly and then leave. They also said the cost of serving this population has risen sharply, with special revenue and especially general-fund spending increasing substantially over the past decade, prompting the district to reallocate resources from EL teacher assistants toward translation technology and additional certified staff. Committee members asked questions about how long-term multilingual students compare with the general student body and whether the district’s data show similar graduation outcomes. Clayton said he did not have the specific comparison data at hand but believed students who stay K-12 generally reach proficiency. He and Johnson asked legislators to consider giving students more time before accountability measures apply and to shift some graduation accountability from individual schools to the district level for highly transient populations, while still maintaining accountability. No formal votes or legislative actions were taken beyond approval of the minutes.

Transcript Highlights:

• So we're looking at pathways. This is how people get.
• We're looking at clear and efficient and affordable pathways for people to get the credentials that they
• The first priority, the pathways, I just wanted to give you.
• A sense on slide 7, 8, and 9, I just give you the sense of, it's not just, we said pathways.
• In dealing with the different areas of pathways that we might look at from really pre-kindergarten all

Keywords: administrative matters, public testimony, committee schedules, legislation, collaboration

Summary: The committee meeting focused on several administrative matters, alongside public comments and expert testimonies regarding the proposed legislation. Representative Shaheen highlighted concerns regarding the parameters for public comment, ensuring that only embodied testimonies would be allowed during this session. The meeting was well-attended, and members frequently moved in and out due to overlapping committee schedules. The atmosphere was one of collaboration, underscored by a strong presence of both committee members and the public.

Transcript Highlights:

• <00:25:52.520> from missing is a structured pathway from missing is a structured pathway from
• protective placement pathway. protective placement pathway.
• So, we are creating a new pathway,<00:59:07.800> a<00:59:07.840> new<00:59:08.000> pathway
• <00:59:08.400> to<00:59:08.560> treatment<00:59:09.080> for pathway, a new pathway
• to treatment for pathway, a new pathway to treatment for individuals<00:59:09.920> who<00:59:

Keywords: 981, all

Summary: The House first took a call of the House, locked the doors, and then raised the call after members were counted. The chamber then considered Senate Bill 149, concerning pathways for individuals with mental health disorders and an appropriation, along with House Bill 1307 being set as a special order. A recorded vote adopted the motion to make SB 149 and HB 1307 special orders, 50 ayes, 5 noes, and 10 excused. The House adopted the Appropriations and Judiciary committee reports on SB 149. Appropriations explained that its amendment corrected earlier deficiencies and left the fiscal note at roughly $30 million. Judiciary described an amendment resolving overlap with HB 1343 by moving a cash fund and electronic reporting provisions into SB 149. Members then debated the bill’s fiscal note and capacity estimates, with one member questioning whether the projected beds and costs would meet the need; sponsors responded that the bill is based on fiscal analysis, that capacity will be built over time through hardened facilities, new beds, and contracted beds, and that the issue should be monitored in future budgets. On the floor, the bill’s sponsors and supporters described SB 149 as a major reform to create a constitutional pathway for civil commitment and treatment of defendants found incompetent to stand trial and unlikely to be restored, especially in serious violent or sexual offense cases. They emphasized due process protections, counsel, hearings, judicial oversight, least restrictive placement, and treatment rather than punishment, while citing public safety concerns and victim cases. The House then adopted a series of mostly technical and conforming amendments, including changes to definitions, agency references, reporting and placement language, HIPAA-related disclosure language, and terminology such as replacing treatment references with restoration services. After the amendments, one member raised concerns about stakeholder positions, noting many groups were listed as “amend” rather than “support,” and the sponsor replied that the bill had broad stakeholder involvement and that amend positions reflected the complexity of the measure rather than opposition.

Transcript Highlights:

• This bill formally establishes pathways to public service program in the Department of Personnel and
• This bill formally establishes pathways to public service program in the Department of Personnel and
• This is a pipeline bill, an easier pathway for those trying to enter in public service.
• for those trying to enter in pathway for those trying to enter in public<00:59:07.839> service.
• , but right now this is these pathways, but right now this is working<00:59:58.799> and<00:59:

Keywords: 981, all

Summary: The House convened, established a quorum, approved the corrected journal, and heard several announcements recognizing visiting groups and advocacy days, including the Colorado Association of Gifted and Talented Students, Colorado Mad Moms, and a hidden-figure tribute to Reverend Jesse Jackson. Members also announced upcoming committee meetings and special orders, and the majority leader moved several bills to special order, which was adopted without objection. The chamber then sat as the Committee of the Whole and considered four bills. House Bill 1071, concerning local governments locating automated vehicle identification systems on interstate highways, was adopted after a technical amendment removing counties from the bill language; supporters framed it as a local-control and safety measure, while opponents argued it functioned as a revenue-generating camera program. House Bill 1034, a technical fix to irrigation equipment standards, was adopted after committee amendments requested by CDPHE to clarify the bill and avoid unintended regulatory consequences; supporters said it corrected unintended effects from prior legislation while preserving water-efficiency goals. House Bill 1070, dealing with third-party network lease agreements for dental services, was adopted after testimony emphasizing transparency, provider consent, and consumer choice; supporters said it would protect small dental practices and require explicit opt-in for network leasing. House Bill 1136, creating a pathways to public service program in the Department of Personnel and Administration, was also adopted after an education committee amendment clarifying data and reporting requirements; supporters described it as a skills-based hiring and workforce pipeline bill, while an opponent argued the program was already functioning and did not need to be codified. The Committee of the Whole report was then adopted 41-20, with the four bills advanced on second reading and ordered engrossed, and the House laid over the remainder of the calendar until the next day before recessing.

Transcript Highlights:

• We should have that pathway for education, and that should lead to a pathway for a career job.
• And to me we should have that pathway for education, and that should lead to a pathway for a career job
• and then we should have a pathway to home ownership. teachers and paras, etc. teachers and paras, etc
• <00:21:14.159> uh And to me we should have that pathway uh And to me we should have that pathway
• for a career job and then we pathway for a career job and then we should<00:21:20.240> have<00

Keywords: 1187, senate, all

Transcript Highlights:

• He did provide a report called the expedited pathway to medical licensure.
• I just want to speak a little bit about additional pathways to licensure.
• It was about creating a pathway to get them into New Mexico.
• When it comes to the compacts, though, we want to create better pathways.
• figure out what that pathway is.

Transcript Highlights:

• the minimum qualification the leveling, the minimum qualification requirements, Just how we, the pathways
• um either the community colleges or Department of Education to try to flesh out those different pathways
• um either the community colleges or Department of Education to try to flesh out those different pathways
• Halau it's<01:20:37.680> a<01:20:37.800> pathway<01:20:38.840> to<01:20:38.960><
• c> individuals<01:20:39.800> who<01:20:39.960> wanted It's a pathway to individuals

Keywords: 912, senate, all

Transcript Highlights:

• Building those pathways, experiential hands-on learning pathways is critical.
• Building those pathways, experiential hands-on learning pathways is critical.
• It needs a clear pathway.
• These ships create cultural pathways.
• To help strengthen these pathway.

Keywords: 1183, house

Transcript Highlights:

• will help the adult education departments reach out to the students and put them in an educational pathway
• We want to reduce that age from 19 to 18 in hopes that we can put them in this pathway and make them
• How is it that they're going to receive a diploma through this pathway, and that diploma is going to
• So, what’s being done to ensure that this pathway is used appropriately?
• It's kind of an easy pathway to obtain their diploma, am I correct in what you're thinking?

Bills: HB266, SB85, SB166, HB266, SB85, SB166

Keywords: education, diploma, adult education, dropout prevention, nontraditional high school program, driver's license eligibility, vaccination exemption, religious exemption, medical exemption, vaccine mandate, testing requirement, public schools, K-12, students, parents, guardians, higher education, college enrollment, university attendance, public institutions of higher education

Transcript Highlights:

• I support Minnesota House File 296 because it creates a safe and regulated pathway for psilocybin therapy
• Minnesotans deserve safe, regulated pathways to healing, not silence or stigma or unsafe alternatives
• Minnesotans deserve safe, regulated pathways to healing, not silence or stigma or unsafe alternatives
• Please support these policies that open these healing pathways.
• Please support these policies that open these healing pathways.

Keywords: 1183, house

Transcript Highlights:

• And, also, like our previous testifier mentioned, we believe that it’s a new career pathway for people
• Rodeos, you know, getting into this type of work would create programs and pathways for mentorship, you
• And, also, like our previous testifier mentioned, we believe that it’s a new career pathway for people
• And, also, like our previous testifier mentioned, we believe that it’s a new career pathway for people
• Create programs and pathways for mentorship, you know, to allow kids and families to be together and

Bills: HB2045, HB1703, HB2461

Keywords: La Hoihoi Ea, Sovereignty Restoration Day, state holiday, King Kamehameha III, Hawaiian history, self-determination, land use, rodeo, agricultural activities, ranching, paniolo culture, public art, cultural preservation, community identity, funding, art management, 910, house, all

Summary: The Committee on Culture and the Arts met on February 13 and heard testimony on HB 2045, which would designate La Hoʻihoʻi Ea Sovereignty Restoration Day as a state holiday in place of Statehood Day. Testimony was overwhelmingly in support, including from the Hawaii Civil Rights Commission, the Office of Hawaiian Affairs, the Naviʻoliʻoli Newi Foundation, and many individuals and students. Supporters said the bill would better reflect Hawaiian history, sovereignty, and self-determination, while a few agencies submitted comments. The committee recessed to allow more students to arrive and testify. After reconvening, additional student testimony continued in strong support of HB 2045. Students said the change would honor Native Hawaiian history and culture, recognize Hawaii as a sovereign nation, and provide a more historically grounded observance. Members thanked the students for traveling to testify and for sharing their perspectives. The committee then voted to pass HB 2045 with one amendment to defect the date; the motion passed unanimously with the chair, vice chair, and members voting aye, and one member excused. The committee also heard HB 1703 HD1, which authorizes rodeos and rodeo activities on lands zoned for agriculture or pastoral use. Testimony in support came from the Department of Land and Natural Resources, the Agribusiness Development Corporation, and the Iron Workers Stabilization Fund, with comments from the Hawaii Food and Policy group. Supporters described rodeos as cultural and social events that could boost local economies, create jobs, and provide youth and community engagement. The committee passed HB 1703 HD1 with technical amendments. Finally, the committee considered HB 2461, which would increase the ceiling for the works of art special fund and appropriate funds for preservation of the state’s public art collection and a collections manager position. After discussion, the chair said the measure would not move forward this year and recommended deferral; the committee deferred the bill and adjourned.

Transcript Highlights:

• However, these prospective students can only access college through this pathway before their 25th birthday
• House Bill 20 creates the Applied Sciences Pathway Program, which will provide an efficient pathway for
• House Bill 20 creates the Applied Sciences Pathway Program, which will provide an efficient pathway for
• House Bill 20 creates the Applied Sciences Pathway Program, which will provide an efficient pathway for
• going to highlight and accentuate a lot of existing career tech programs and add an applied science pathway

Bills: HB4, HB20

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The Senate Committee on Education K-16 heard a series of higher education and K-12 bills, initially without a quorum and with several measures left pending subject to the call of the chair. Early bills included HB 1868, which would direct a study on lowering the dual-credit funding threshold for public junior colleges from 15 to 9 semester credit hours; HB 2598, which would replace statutory references to “licensed specialist in school psychology” with “school psychologist”; HB 3629, which would bar registered sex offenders from serving on independent school district boards of trustees; and HB 4361, which would require the Higher Education Coordinating Board to adopt rules for timely emergency notifications at public institutions of higher education. Each received brief sponsor explanations, no opposition testimony, and was left pending. The committee also heard HB 4848, requiring public higher education systems to ensure at least one institution offers affordable competency-based bachelor’s degree programs in high-demand fields, and HB 1211, which would remove the age 25 deadline for former foster youth to use public college tuition waivers. HB 1211 drew extensive supportive testimony from Texas CASA, a former foster youth who benefited from the waiver, and a current student headed to medical school, all arguing the change would better match the realities faced by youth aging out of care. Members discussed the bill’s fiscal uncertainty and the argument that the waiver is an investment in workforce participation; the bill was left pending. Later, the committee heard HB 20, creating an Applied Sciences Pathway Program to let high school students earn certificates in targeted industries such as welding, plumbing, electrical work, manufacturing, and oil and gas while in school. Industry and workforce groups strongly supported the bill as a way to address labor shortages, while Texas 2036 raised concerns about allowing applied versions of core academic courses to substitute for traditional instruction. HB 4687, which would extend governmental immunity protections to certain campus/district charter schools and adult charter high schools, also received support from a charter-school attorney who said it would align statutes with existing case law and not expand charter rights. HB 4236, as substituted, would create a study group to examine the property value study’s effect on school finance and alternative valuation methods; it was adopted as a committee substitute and left pending. The committee also heard HB 824 on civics instruction in high school government courses and HB 2243, which would create a commission on teacher job satisfaction and retention; the latter prompted debate over removing “ethnic diversity” language from the commission’s makeup. After adopting the substitute for HB 2243 by roll call, the committee recessed subject to the call of the chair.