Video & Transcript : 'student mobility' :
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CA
California 2025-2026 Regular Session
Assembly Budget Subcommittee No. 3 on Education Finance May 5th, 2026
Transcript Highlights:
- What does this change do for, Duly enrolled students.
- What does this change do for, duly enrolled students.
- And then, of course, you know, on that student focus, it's student course load and capacity.
- student needs and provide targeted supports and interventions to help these students gain English language
- to help inform instruction and support students.
NH
New Hampshire 2026 Regular Session
Commission to Study Costs of Special Education (05/18/2026)
Transcript Highlights:
- </c><00:27:00.240><c> in</c> students that were resident students in students that were resident students
- </c> just foster students. just foster students.
- </c> are foster students. are foster students.
- I'll take the question back and So, when students they when students are So, when students they when
- </c> Yes, with the student. Yes, with the student.
Summary:
The commission on the costing of special education met to review several documents and updates, including draft materials on residential placements, an LBA dispute resolution report, prior minutes, rate-setting rules, and a letter involving Senator Hassan. The minutes from March 16 were approved by motion, second, and one abstention. Members also received an update that the LBA special education performance audit is still pending; the report is expected to be very large, NHED and the Board of Education must review and comment before release, and it likely will not be available until late summer or early fall. The separate EFA audit was also noted as still unreleased, and members said they may return later to issues involving EFA costing and differentiated aid.
A major focus was HB 1099, which would create a committee to study the cost and liability of providing educational services to students placed in residential facilities. The chair explained that the House version had passed unanimously and the bill was headed to a committee of conference. Members discussed a proposed amendment to add the phrase “including but not limited to” so the study would cover not only court-ordered or treatment-related placements but also other residential placements, including those tied to school district decisions. Some members said this was a substantial expansion, while others said it would simply give the committee broader latitude.
Jason Stock of the Winnisquam Regional School Board described how the issue arose during budget work at Winnisquam, where the district was trying to determine who should pay for educational services for students living at Spaulding Youth Center in Northfield. He said the district had 10 students attending Winnisquam, including three foster students and seven students connected to Spaulding, and that Spaulding-specific invoicing for 2024-2025 totaled $141,417.05 for eight students. Members also discussed rising private placement tuition costs and the difficulty of determining residency and fiscal responsibility for students placed in residential settings. Department counsel explained that under RSA 193:27 and 193:28, children placed in a home for children may attend the local district school, and that special education cost responsibility depends on whether the student is identified as disabled and on the nature of the placement. Spaulding representatives had not yet presented by the end of the excerpt, and the committee was still working through the residency and funding questions.
FL
Florida 2026 4th Special Session
January 28, 2026 - 01:00 PM
Transcript Highlights:
- And we need to open up as many seats for our students as possible. Again, Florida students first.
- students.
- And I'm thinking of students with jobs, students who have full-time jobs, or students who are parenting
- or, because it's first-time students, right, that can be non-traditional first-time students, so it
- Degree-seeking students includes all first-time-in-college as well as graduate students.
Summary:
The committee first took up PCS for HB 1503, which would require general education courses that use technology to provide students opportunities to build digital literacy, including instruction on applications of artificial intelligence and related topics such as software engineering, computer networks, database systems, and cybersecurity as applicable to the course. It would also require high school computer science courses offered by school districts to include instruction on AI. There was no public testimony or debate, and the bill was reported favorably on a unanimous roll call vote.
The committee then considered PCS for HB 1279, an education bill that the sponsor said was intended to improve consistency, oversight, and transparency while putting Florida students first. The bill drew extensive questioning and opposition over provisions affecting university admissions and funding, including a 95% Florida-resident first-time-in-college enrollment target tied to preeminent funding, a cap on nonresident students from any one country, standardized GPA weighting, limits on institution-wide graduation requirements, and changes related to accreditation references and other education programs. The sponsor argued these changes would open more seats for Florida students, preserve academic rigor, and align statutes with existing regulations and court action, while opponents said the bill would harm university competitiveness, research, revenue, faculty recruitment, and access for international and nontraditional students.
Public testimony on HB 1279 was largely opposed. Speakers included a student advocate, a dental hygiene representative concerned about dual regulation of expanded-function dental programs, and faculty representatives from FSU and FAMU who warned the bill would politicize admissions and curriculum, reduce competitiveness, and create negative fiscal impacts. During debate, supporters emphasized taxpayer investment in Florida students and the need to prioritize in-state applicants, while opponents argued the bill would weaken the state university system and undermine its national standing. The committee reported PCS for HB 1279 favorably by a 12-5 vote.
NM
New Mexico 2025 Regular Session
IC - Legislative Education Study Oct 15th, 2025
Transcript Highlights:
- of our student population.
- You can see that our students made steady gains, with elementary students moving.
- We have members of those groups here today, our students, and we're student-focused.
- It's my student leadership team.
- Students are rising.
AZ
Transcript Highlights:
- So when he extended this beyond just student achievement, he looked at the economic impacts of students
- know is a challenge, produce meaningful student learning, motivate students, ...disciplinary issues,
- which we know is a challenge, produce meaningful student learning, motivate students, and get through
- know whether a student is trans.
- Socially, other students won't necessarily know that one of their fellow students is trans.
Committee:
House Education
CA
California 2025-2026 Regular Session
Assembly Budget Subcommittee No. 3 on Education Finance Apr 14th, 2026
Transcript Highlights:
- learning for all students.
- students don't have that.
- I'm a student consultant serving on a statewide student advisory board with a bunch of students behind
- students don't have that.
- of color and low-income students, especially Black students and English learners.
Summary:
The Assembly Budget Subcommittee on Education Finance held a hearing on the Governor’s proposal to convert the California Community Schools Partnership Program from a one-time grant model into an ongoing $1 billion Proposition 98 program. Finance and CDE described the expansion as a way to sustain existing community schools and add thousands more, with county offices, regional/state technical assistance centers, annual self-certification, and a future accreditation process intended to support fidelity to the state framework. The LAO opposed shifting to an ongoing categorical program and recommended continuing one-time grants, while suggesting longer-term funding for technical assistance and, if ongoing funding is adopted, stronger planning, reporting, phased expansion, and clearer accreditation timelines. Committee members pressed the administration on how the new proposal could fund far more schools with less money than the original $4.1 billion program, how much of the funding would go to existing cohorts versus new schools, and whether the proposal sufficiently requires planning and implementation before funds are received.
Testimony from practitioners and advocates largely supported ongoing funding but emphasized that money alone is not enough. Speakers from LPI, CTA, San Diego Unified, Fresno County, the Partnership for the Future of Learning, and Sacramento County urged stronger requirements for shared governance, explicit commitment to the community schools framework, annual reporting beginning in year one, and continued or expanded support for coordinators and technical assistance. Several witnesses said the proposal should better protect county office coordination roles, maintain preferences for partnerships in the technical assistance structure, and ensure the system can support more than 6,000 schools. Others highlighted the need for specialized supports for middle and high schools, better integration with other state programs such as ELOP, universal meals, TK, and the LCFF equity multiplier, and more detailed accountability and accreditation processes.
No formal vote was taken during the portion of the hearing reflected in the transcript. The chair indicated that the committee wanted additional information on the funding breakdown, the use of reverted funds, and the proposed support structure before taking action, and administration witnesses said a more detailed proposal would be brought forward in the May Revise.
CA
Transcript Highlights:
- If our state is serious about improving student outcomes and closing the student achievement gap, then
- The state's Black students and Latino students far underperform their White and Asian peers.
- The state's black students and Latino students far underperform their white and Asian peers.
- With students with autism, some who are nonverbal, students with significant emotional disabilities,
- And while schools and districts are working hard every day to support students, student progress has
Committee:
House Education
LA
Louisiana 2026 Regular Session
Caleb Wilson Hazing Prevention T.F. Jan 8th, 2026
Transcript Highlights:
- This is a student conduct case.
- It's a student-focused issue.
- That matters to students.
- That matters to students.
- hire undergraduate students, but would only normally hire graduate students, for whatever. students but
Summary:
The task force met with a quorum to continue work on Caleb Wilson hazing-prevention recommendations, with the Wilson family present and repeatedly acknowledged. Members discussed Southern University’s expulsion of Omega Psi Phi and the family pressed for clarity on whether the fraternity could return; counsel said the expulsion appears permanent on its face but there is legal ambiguity, prompting legislators to say a statutory fix is needed to define suspension versus expulsion more clearly. The group also reviewed data on hazing-related suspensions since 2018 and hearing-panel practices across the public postsecondary systems, including panel composition, annual training, and appeals processes.
The task force adopted several recommendations focused on prevention and accountability. These included annual hazing-prevention training for students, advisors, and faculty/staff; a state-provided training framework with campus-specific flexibility; stronger attention to mandatory reporting; an amnesty policy to encourage reporting and help-seeking; reverting hazing proceedings back to a preponderance-of-the-evidence standard; adding hazing to the annual power-based violence report; tying noncompliance penalties to loss of State Bond Commission borrowing authority; and identifying sustainable funding for training and reporting. Members debated scope and implementation, especially whether training should cover all employees or only those who interact with students, whether external advisors and graduate advisors should be included, and how to avoid unintended consequences for advisor recruitment. Several amendments were made, including narrowing one recommendation from “all” to “appropriate,” and the amnesty discussion was clarified to avoid creating a loophole for misconduct.
The task force also discussed K-12 considerations, including applying bullying and hazing materials to nonpublic schools, updating prevention materials, and improving data collection. In closing remarks, student members and family representatives emphasized that hazing is about power, not tradition, and called for culture change, accountability, and earlier education. University leaders from the University of Louisiana System, Southern University System, and LSU said they support the effort and will implement the recommendations if enacted, while also urging stronger individual and organizational accountability beyond training alone. A public commenter from Nicholls State’s SGA praised the task force’s work before the meeting moved into public comment.
OK
Transcript Highlights:
- So what happens to those students that come to you, because what we're looking for is those students
- So what happens to those students that come to you, because what we're looking for is those students
- The number of students that you have as members of the student body on average daily over the course
- or elementary school student.
- I have a student that... Oh, does that make sense? Yeah, I have a student this year.
Committee:
House Common Education
Summary:
The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff.
Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing.
Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.
MN
Transcript Highlights:
- </c> program based that allows for students program based that allows for students like<00:04:11.840>
- And our last student Thank you. And our last student testifier. testifier. testifier.
- </c> students, please? students, please?
- </c> committee, for bringing in students. committee, for bringing in students.
- </c> have the best of our students in mind. have the best of our students in mind.
Committee:
Senate Education Policy
MN
Minnesota 2025-2026 Regular Session
The Cost of Special Education – Senator Mary Kunesh Feb 17th, 2025
Minnesota Senate Floor Meeting
Transcript Highlights:
- Experts have testified that the number of students in Minnesota is going down, but the number of students
- Experts have testified that the number of students in Minnesota is going down, but the number of students
- That the number of students in Minnesota is going down, but the number of students needing special education
- And along with that act is, again, evaluating students a little more often and catching those students
- And along with that act is, again, evaluating students a little more often and catching those students
MA
Massachusetts 2025-2026 Regular Session
Joint Committee on Education Jun 21st, 2026 at 01:00 pm
Joint Committee on Education
Transcript Highlights:
- Our clients are primarily students of color and students with disabilities.
- Students with disabilities.
- Immigrant students, students with disabilities, and English learner students do still, at least right
- students.
- So students have no idea.
Committee:
Joint Joint Committee on Education
Summary:
The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level.
The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.
AZ
Transcript Highlights:
- So when he extended this beyond just student achievement, he looked at the economic impacts of students
- know is a challenge, produce meaningful student learning, motivate students, ...disciplinary issues,
- which we know is a challenge, produce meaningful student learning, motivate students, and get through
- know whether a student is trans.
- Socially, other students won't necessarily know that one of their fellow students is trans.
Committee:
House House Education Committee of Reference
Summary:
The Committee on Education first heard a presentation from Dr. Victoria Dyson Homer on the Arizona Teacher Residency Program. She argued that Arizona faces a teacher retention and certification crisis, with high attrition and many uncertified or underprepared teachers, and said research shows practice-based residencies improve retention, teacher confidence, and student outcomes. She described the Arizona Teacher Residency as a year-long, cohort-based, district-partnered program with mentoring, coursework, and induction support, and said its early data show very high retention and positive student and teacher feedback. Committee members asked about how the program differs from traditional student teaching, salary schedules, and whether residency graduates outperform traditional preparation pathways; the presentation was generally well received.
The committee then took up SCR 1006, a ballot referral dealing with school restroom and locker room accommodations and pronoun/name use for students. The sponsor framed it as a parental rights and student safety measure, while opponents from education, legal, and advocacy backgrounds argued it was discriminatory, unnecessary, and harmful to transgender and non-binary students. After public testimony and member debate, the committee approved SCR 1006 on a 7-5 vote. Members then considered SB 1126, which would require schools to provide certain student records and information to Department of Child Safety caseworkers and prohibit schools from blocking staff from speaking with DCS during abuse or neglect investigations. DCS testified neutral, saying the bill would help clarify information sharing and support child safety; the committee passed the bill 10-0 with two members present.
Finally, the committee heard SB 1210, which would require certain out-of-state private postsecondary institutions offering fully online programs to Arizona residents to register with the state board unless they participate in a reciprocity agreement, and to comply with student tuition recovery fund requirements if they collect prepaid tuition. Supporters said the bill closes a regulatory loophole and protects students and the state’s oversight of online providers. The committee approved SB 1210 on an 11-1 vote. The meeting then adjourned.
TX
Transcript Highlights:
- to $35 a student.
- Because our students.
- Is that commensurate with the student size of the student population? that you're serving?
- Needs of students, many.
- Students are staying in the program. Students want to do advanced coursework.
Committee:
House Public Education
Keywords:
public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace
LA
Louisiana 2026 Regular Session
Caleb Wilson Hazing Prevention T.F. Jan 8th, 2026
Transcript Highlights:
- It's a student-focused issue.
- That matters to students.
- That matters to students.
- Students watch the training, and then some of those students...
- Students watch the training, and then some of those students just do what they want to do.
Summary:
The task force met with a quorum to review and adopt final recommendations responding to the death of Caleb Wilson and broader hazing prevention concerns in Louisiana higher education. Members and the Wilson family discussed the need for clearer legal definitions and stronger accountability, including whether Southern University’s expulsion of the Omega Psi Phi chapter was permanent; leaders said the current law leaves ambiguity and a legislative fix is needed to define suspension and expulsion. The committee also approved the November 3 minutes and received updates on hazing sanctions and hearing panel processes across the public postsecondary systems.
A major portion of the meeting focused on recommendations for annual hazing-prevention training for students, advisors, faculty, and staff, plus training for conduct panel members. Witnesses from LSU and other systems described current practices, including online modules and in-person training, while members raised concerns about scope, mandatory reporter obligations, and whether all employees should be covered. Several recommendations were adopted, including annual student training, annual advisor training, annual faculty and staff training with an amendment to apply to “appropriate” personnel, and a sustainable funding mechanism to support training and reporting. The task force also adopted an amnesty policy recommendation to encourage reporting and help-seeking, clarified that it would be left to legislation whether organizational amnesty is included, and supported reverting the evidentiary standard in institutional hazing proceedings from clear and convincing evidence back to preponderance of the evidence.
The committee further approved recommendations to add hazing incidents, prevention efforts, and compliance data to the annual power-based violence report, to impose clear penalties for noncompliance tied to bond commission consequences, and to align hazing reporting penalties with existing power-based violence reporting rules. For K-12 schools, the task force discussed expanding bullying and hazing materials to nonpublic schools, updating educational materials, and improving data collection. Closing remarks from student members, university leaders, and the Wilson family emphasized that hazing is a culture problem requiring education, accountability, and sustained leadership, and several system presidents and LSU representatives pledged to implement the recommendations and continue working with the legislature.
AR
Transcript Highlights:
- We also cover all of our students.
- So at any time, a student can exit because we don't believe that a student needs to stay four years if
- So at any time, a student can exit because we don't believe that a student needs to stay four years.
- Our students go grocery shopping.
- And so our students are working.
Committee:
All TASK FORCE ON AUTISM
Summary:
The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives.
Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff.
The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.
NH
Transcript Highlights:
- ><c> is</c> that student is So now that student is that student is So now that student is getting<00:
- ><01:58:46.800><c> students</c><01:58:47.040><c> with</c> students with IEPs, not students with students
- And for a student with a student.
- ELELLL students in the ELLL students.
- </c> 343 students and possibly the student 343 students and possibly the student that<02:32:46.319><c
Committee:
Senate Education Finance
AZ
Transcript Highlights:
- And with the low counselor-to-student ratio, there are many students that we're missing in the cracks
- When we talk about removing students and expelling students, can you speak to the fact what students
- white students?
- 28 or 29 students?
- Shouldn't the student know that?
Committee:
House Education
TX
Transcript Highlights:
- For college students and special education students, why not for K-12 students?
- Students who enroll their students in an accredited private school would receive $10,000 per year.
- and become vulnerable students.
- What does that student need?
- They can deny that student. even though a public institution could not deny that student.
Keywords:
Maverick County, recognition, economic development, Texas Senate, community celebration, 1185, senate, all
MN
Minnesota 2025-2026 Regular Session
House Higher Education Finance and Policy Committee 2/19/26
Higher Education Finance and Policy
Transcript Highlights:
- </c> students and to Minnesota's taxpayers. students and to Minnesota's taxpayers.
- </c><00:12:55.600><c> student</c> the bargaining units and student student the bargaining units and student
- . students. students.
- as well as our incoming students as well as our transfer<01:12:58.719><c> students.
- > non-deree</c> non-deree students, our non-deree non-deree students, our non-deree students<01:13:46.800
Committee:
House Higher Education Finance and Policy