Transcript Highlights:

• These students stay in Oklahoma.
• instruction, support innovation in the classroom, and strengthen student support systems so more students
• The programs are, and the students are to drive the economy.
• And we're trying to tie more of the funding to where the students Are to make the money follow the students
• We know that those students have better GPAs.

Committee: House Appropriations and Budget

Keywords: 914, all

Transcript Highlights:

• </c><01:11:50.560><c> to</c><01:11:50.760><c> student</c> can vary widely from student to student can
• vary widely from student to student students<01:11:52.040><c> do</c><01:11:52.199><c> not</c><01:11:
• </c> that um student count of 400 students that um student count of 400 students receiving<01:20:59.880
• c> complex</c> every student even students with complex every student even students with complex needs
• Public schools work with every student, even students with complex needs.

Keywords: 928, house, all

Summary: The hearing focused on HB 563, which would revise the education funding formula for pupils receiving special education services by replacing the current single special education amount with three differentiated categories. Representative Rick Ladd, the prime sponsor, said the bill largely tracks a House-passed version from the prior session with minor figure adjustments, and explained that the proposal uses projected FY26 amounts for three categories based on time in general education versus more intensive placements. He also noted that the bill does not address catastrophic aid directly, but that special education aid, CAT aid, and proration all remain issues for later work sessions. Ladd and supporters argued that weighted categories better reflect actual costs and are more sustainable than treating all IEPs the same. Representative Margaret Drye said the approach was one of the best ideas from the education funding subcommittee and urged the committee to support differentiated aid. Representative Ames asked how the category amounts were derived, and Ladd said Category A follows the FY26 base, Category B is a higher weight, and Category C is a still higher weight for more intensive services, though he acknowledged the exact multipliers were developed earlier and could be revisited. He also said the committee would continue discussing whether the weights are appropriate and how they interact with CAT aid. Testimony from Bonnie Dunham strongly opposed the bill. She argued that funding based on placement rather than actual service need would create incentives to move students into more restrictive settings, could stigmatize children with labels such as "Category C," and would undermine the least restrictive environment requirements under federal special education law. She described her son’s experience in inclusive settings as beneficial and said the bill would have penalized the district for serving him there. In response to questions, she said schools and parents should base funding on the child’s actual needs and costs, not on placement, and urged the committee to recommend the bill inexpedient to legislate.

Transcript Highlights:

• Indeed, we have more students of color than the University of Minnesota has students.
• Indeed, we have more students of color than the University of Minnesota has students.
• Indeed, we have more students of color than the University of Minnesota has students.
• The bad guy killed 2 students.
• That students are protected. Students have enough on their plates to worry about.

Keywords: 1183, house

Transcript Highlights:

• For for our student testifiers.
• I see students who are active in student council, citywide student government, uh, gathering, research
• ><c> in</c><00:43:00.560><c> student</c> students who are active in student students who are active in
• </c> if they're not notified of the students. if they're not notified of the students.
• Around a student.

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• That's a high school student versus a college student. The rules should be the same for everybody.
• He then said that many students who lose TOPS are good students. Dr.
• We cannot dictate to students.”
• These students are not weak students.
• decide when a student should leave or when a student should stay.

Committee: House Education

Summary: The committee heard several higher education and K-12 bills centered on TOPS, school accountability, and curriculum alignment. It first welcomed University of Louisiana at Lafayette’s new president, Ramesh Kuluru, who spoke about student success, workforce alignment, and the university’s financial recovery. The committee then adopted amendments and reported HR 17 favorably, directing a study of TOPS return on investment with the Board of Regents, Louisiana Works, LED, and the Blanco Public Policy Center. Testimony from business and policy groups supported the study as a way to assess whether state financial aid is producing workforce and retention outcomes. Members then considered HB 385 by Rep. Bamberg, which would require repayment of TOPS awards under certain circumstances when students lose eligibility, with exemptions for hardship and a pathway into LCTCS or career-technical programs. The bill drew strong debate over whether merit scholarships should ever be repaid; opponents argued TOPS is earned for the semester and should only be lost going forward, while supporters emphasized taxpayer accountability. After amendments, the committee narrowly approved the bill by roll call vote, with Chair Schlegel casting the deciding yes to report it favorably as amended. The committee also unanimously reported HB 1058 favorably, which requires the Board of Regents to maintain a uniform data system for state financial assistance; independent colleges and business groups supported the measure as a way to improve accountability and analysis. The committee next heard HB 406 by Speaker Pro Tem Johnson, which asks the Department of Education to study the feasibility of moving oversight of interscholastic athletics to a more accountable model after a legislative study found widespread complaints about the private LHSAA’s transparency and consistency. Supporters said the bill is a cautious step toward reform and a possible 2028–2029 transition, while an LHSAA representative defended current audits and governance and opposed the premise of the bill. Despite objections, the committee reported HB 406 favorably. It then heard HB 787 by Rep. McMakin, as substituted, which would exempt non-public high school students from the TOPS computer science requirement; BESE and the Department of Education opposed the bill, saying it would separate diploma and TOPS requirements and create scheduling confusion, while Catholic school representatives said the requirement conflicts with their theology curriculum. McMakin asked to defer the bill for two weeks. Finally, the committee unanimously reported HB 1059 favorably, which aligns TOPS math requirements with BESE’s integrated math pathways, and began hearing HB 1021 by Rep. Egan on repayment of certain TOPS awards, though the transcript cuts off before that bill was completed.

Transcript Highlights:

• students in my district.
• We know that Black students are the least resourced students and they are the lowest-performing students
• by students.
• ACA 18 is about the students.
• It's time to put students first. Thank you. It's time to put students first. Thank you.

Summary: The Senate Committee on Elections and Constitutional Amendments heard several measures, beginning with SCA 5, which would create an Equalization Reserve Account to help reduce long-standing per-pupil funding disparities between basic aid and non-basic aid school districts. The author and supporters argued the measure would create a stable, endowment-style funding source using only interest earnings, while charter school advocates opposed it, saying the bill would exclude charters and could raise equal protection concerns. After the quorum was established, SCA 5 was approved and sent to Appropriations. The committee then heard SJR 18, a resolution condemning Citizens United and urging limits on corporate money in politics. The author argued that unlimited independent expenditures have increased corporate influence and dark money in elections, while there was little testimony in opposition. The resolution was approved and referred onward. The committee also considered two consent items, AB 1736 and AB 2421, which were approved together without debate. ACA 7 generated the most extensive discussion. The measure would revise the state constitution’s application of Proposition 209 in education, with supporters saying it would allow race-conscious tools to address persistent racial inequities in student outcomes and resource allocation, especially for Black students. Opponents argued it would weaken Proposition 209, invite discrimination, and likely fail politically and in court. After lengthy debate, the measure was approved and sent to Appropriations. The committee also approved ACA 18, which would add a second student voting seat on the UC Board of Regents, with supporters emphasizing student representation and opponents absent. Finally, AJR 29, opposing a federal executive order affecting vote-by-mail administration, was approved and sent onward. All measures on the agenda were ultimately advanced.

Transcript Highlights:

• students and Hochul home-schooled students.
• Rule students, students who need acceleration home education, students and children of active duty military
• Neither parents nor districts can evaluate how well the student the school is serving students at the
• and what I mean by all students, all students have access. >> To these courses.
• they're they're student.

Transcript Highlights:

• </c> in front of students. Thank you. in front of students. Thank you.
• , totaling $12.2 million for 45 students at a cost of $27,000 per student.
• Our students are diverse. Roughly 66% are students of color or American Indian students.
• </c> students on their case load safely. students on their case load safely.
• my students.

Bills: HF3790 , HF3654 , HF3371 , HF3470 , HF1099

Committee: House Education Finance

Keywords: education finance, lease levy authority, graduation ceremonies, school districts, Minnesota Statutes, local revenue, funding increase, education, state appropriation, local control, HF3371, local optional revenue, school finance, general education aid, school district funding, referendum revenue, referendum market value, equalization aid, state aid, property tax levy

Transcript Highlights:

• A significant disproportion element of that was our students of color, our students that have IEPs and
• , low-income students.
• You can, you know, bring a student.
• I work with students... I work with students who are often larger than me.
• another student.

Summary: The committee opened by explaining that several bills had been removed from the agenda because the Senate must physically possess a bill before holding a public hearing. The chair said the missing bills would be rescheduled for Tuesday. The committee then waived the five-day notice rule for considering substitute House Bills 1705 and 32010, and proceeded to hear substitute House Bill 2219 and substitute House Bill 1795. House Bill 2219, on child care operational efficiency, would allow longer mixed-age ratio periods in child care centers, waive repeat DCYF orientation requirements in certain cases when staff have recently completed the same training, and require licensing standards to include a zero-tolerance policy for imminent physical harm involving high-potency synthetic opioids and related drug residue or paraphernalia. The prime sponsor and supporters said the bill would help child care providers manage staffing shortages, take breaks, and reduce duplicative licensing burdens. Testimony was strongly supportive, with advocates and providers describing the bill as a low-cost way to improve retention and flexibility. Questions focused on how the fentanyl language would apply to prescribed medications. House Bill 1795 would narrow and update state law on restraint and isolation in public schools and other public educational programs. The bill prohibits mechanical and chemical restraints and restraints that restrict breathing or blood flow, bars planned isolation in IEPs and 504 plans, limits planned restraint to cases with parent request and medical necessity, and prohibits new construction or remodeling of spaces intended primarily for student isolation. Supporters, including disability advocates, educators, school psychologists, principals, and state education groups, said the bill is a needed step toward reducing trauma and disproportionality and cited demonstration sites showing reductions in restraint and isolation. Some educators and paraeducators raised concerns about staffing, training, and what tools remain available in crisis situations, while others asked for future work on professional development and resources. No vote was taken on either bill during the hearing.

Transcript Highlights:

• We know our students by name.
• Students in eighth grade from taking Algebra 1.
• I believe you never want to hold students back, and I believe that if a student is ready to take algebra
• are successful, and our students are failing.
• on their When you look at the students, sometimes you think about the students' progress depends on

Summary: The committee first approved several governor’s appointments not required to appear, including Arthur Krantz to the Public Employment Relations Board and Christopher Ferguson, Brian Haynes, Anna Marie de Mars, and Ronald Fiore to the Student Aid or Student Athletic commissions, all by unanimous 5-0 votes. It also approved references of bills to committees by a 5-0 vote. The committee then heard from Julia Montgomery, nominated for a third term as General Counsel of the Agricultural Labor Relations Board, who described her work on farmworker rights, outreach, and enforcement of labor protections. Members questioned Montgomery closely about card-check unionization procedures, signature authenticity, outreach to Spanish-speaking and indigenous-language farmworkers, make-whole enforcement delays, and a long-running Tri-Fanucchi farm case. Montgomery said objections and unfair labor practice charges can be investigated, that signature verification is handled by board staff rather than her office, and that delays often stem from appeals, difficulty locating workers, employer obstruction, and court backlogs. Vice Chair Grove voted no, while Senators Laird and Reyes supported the nomination; the committee advanced Montgomery to the full Senate on a 3-2 vote. The committee then considered three State Board of Education appointments: Cynthia Glover Woods, Brenda Lewis, and Gabriela Orozco Gonzalez. In opening statements, all three emphasized long careers in public education and support for students, teachers, and families. Questions focused on math achievement, the 2023 math framework and access to Algebra I in middle school, transitional kindergarten, community schools, and the effectiveness of education spending. The nominees said the framework still allows ready eighth graders to take Algebra I, pointed to new instructional materials, professional learning, TK expansion, and community schools as key improvements, and said they had not been involved in the governor’s proposed education governance changes. Public witnesses and education groups testified in strong support. The committee advanced Glover Woods 3-1, Lewis 4-1, and Gonzalez 3-1 to the full Senate.

Transcript Highlights:

• The The goal has been to increase student service and technology centers to 40,000 students.
• What percentage or what amount of Those students would really be high school students, 9% yes.
• If you look at this bar graph, the dark green again is adult students, and those are primarily students
• Well, this way we can send students from Morrison there, and we can Send students from Glencoe there,
• And we moved forward with 143,000 students to 151,000 students Any questions there?

Keywords: 914, all

Transcript Highlights:

• are low-income students.
• Parents are happy, students are happy, the students are learning.
• Ullman: allocated for those students can be freed up for other students.
• I'm going to ask you: if you give $10,000 and $11,000 to a student, low income student, any student—everybody
• student.

Bills: HB 3

Committee: House Public Education

Keywords: emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, 911, emergency management, Texas Division of Emergency Management, public safety infrastructure, Project 25, P25, broadband emergency alerting, outdoor warning sirens, homeland security, disaster response

Transcript Highlights:

• Over 2/3 of our students identify as students of color.
• Do you have special ed students?
• students in particular, students with IEPs will, will generate a greater per pupil amount than students
• , but specifically for Hispanic students, English learners, uh, Native American students.
• And students with disabilities.

Transcript Highlights:

• </c> from storms and it's where our students from storms and it's where our students find<00:04:21.880
• </c> that means that every time a student that means that every time a student takes<00:26:46.559><c>
• </c> know there's many reasons why students know there's many reasons why students don't<00:29:05.000
• </c> conclude is that uh 54,000 51 students conclude is that uh 54,000 51 students will<00:32:29.919>
• </c> Indian students 60% students who qualify Indian students 60% students who qualify for<00:59:07.160

Bills: HF827 , HF1258 , HF2387 , HF2388 , HF2534 , HF2016

Committee: House Education Finance

Keywords: education, school funding, consolidation aid, financial support, Minnesota Statutes, education finance, ice arena, school districts, cooperation agreement, equal sports opportunities, school milk program, nutrition, food waste, kindergarten, public schools, supplemental revenue, charter schools, funding, state appropriations, general education funding

Transcript Highlights:

• Student housing, affordable student housing, and additional funding for those projects do help stimulate
• Public school students.
• It's only public school students.
• as well as students as a whole.
• As a fourth-year economics student, I can tell you that when students are hungry, it shows in our grades

Keywords: 988, house, all

Transcript Highlights:

• I love hearing from students and former students, recent graduates.
• </c> students will enter after graduation. students will enter after graduation.
• </c> student attendance and engagement. student attendance and engagement.
• </c> all the students in that classroom. all the students in that classroom.
• and students in poverty.

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• Students acclimate to college.
• For the student? Yes.
• You know, whether you're a homeless student or a foster student, To make sure there's clarity.
• “On campus, they have all kinds of associations that would help students, and the student services of
• However, students may not be aware of those things, and if they’re coming from—” “Students may not be

Committee: House Elementary and Secondary Education

Summary: The Committee on Elementary and Secondary Education met in executive session and public hearing, with a quorum present. It first voted House Bill 1767, described as the educator and parent bill of rights combination bill, due pass by a 14-1 vote with one present. The committee then considered House Bill 2918, which was amended by a substitute focused on defining school-sponsored media as a news source and distinguishing news from commentary or editorial content; the sponsor said the changes were intended to promote balanced, truth-in-labeling journalism and to protect only bona fide news sources. The substitute was adopted, and the House Committee Substitute for HB 2918 passed 11-3 with three present. The committee also voted House Bill 2304 due pass by a 10-4 vote with three present, though the transcript does not describe the bill’s subject. The committee then moved out of executive session and heard House Bill 2772, sponsored by Representative Melissa Douglas, which would create a postsecondary McKinney-Vento-style liaison for students experiencing homelessness. Douglas said the bill would help students transition from K-12 homelessness supports into higher education by giving them a designated point of contact in financial aid, and she noted that a substitute would remove earlier appointment and donation provisions and leave implementation to higher education institutions. Committee members asked about the liaison’s qualifications, duties, staffing, and fiscal impact, and Douglas said the substitute removed the most controversial appointment requirements and was intended to be a zero-fiscal-note approach. Supporters testified that the bill would improve coordination and help homeless and foster students persist in postsecondary education. An opponent argued the proposal duplicated existing services, would be costly, and was unnecessary given current state, federal, and nonprofit supports. No vote was taken on HB 2772 before the hearing ended and the committee adjourned.

Transcript Highlights:

• </c> the critical metrics of student the critical metrics of student performance<00:25:57.840><c> the
• </c> an advocate for families and students an advocate for families and students who<00:54:01.680><c>
• </c> youngest and most vulnerable students youngest and most vulnerable students many<00:54:39.040><c
• It didn't teach students how to read. Let me repeat that: it didn't teach students how to read.
• > need</c><01:41:44.080><c> to</c> students require that students need to students require that students

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• </c> student athletes and our community. student athletes and our community.
• </c> are an important way for student are an important way for student athletes<00:35:20.280><c> and<
• ,</c> learned how to become a better student, learned how to become a better student, athlete,<00:48:
• So, we transfer students, high school students.
• </c> international and uh domestic students. international and uh domestic students.

Committee: House Education

Keywords: 910, house, all

Summary: The House Committee on Higher Education met at the University of Hawaii at Manoa to hear testimony on House Bill 2384, which relates to student athlete compensation and NIL. Chair Garrett opened by explaining the hearing was intentionally held on campus so lawmakers could hear directly from those affected. UH President Wendy Hensel and Athletics Director Matt Elliott both testified in support, saying the bill would help the university respond to the changing college athletics landscape, protect student athletes, improve transparency and education around NIL, and support UH’s ability to remain competitive. Elliott also said UH was seeking $5 million in NIL-related funding to support the program. Several UH coaches and student athletes testified in favor, emphasizing the importance of UH athletics to the state, the community, and the student experience. Women’s basketball coach Laura Beeman described UH athletics as a source of pride and hope for the state, while players Jovi, Latoria Tamilo, and others said the program felt like home and that NIL support could help them grow, represent Hawaii, and give back. Women’s volleyball coach Robyn Ah Mow said UH athletics changed her life and that the school must adapt to remain competitive; her players Victoria Leyva, Shealy Reed, and Talia Akase similarly said NIL opportunities could help UH attract talent, expand exposure, and strengthen community ties. Football coach Timmy Chang said the bill was important for recruiting, retaining, and building culture around Hawaiian values, and player Dean Briskie said UH’s developmental approach and team culture mattered more than money, though NIL has made retention harder. Quarterback Micah Alihada said the program’s culture and support from coaches and leadership made it easier to stay, but that the changing landscape made HB 2384 important. Baseball players Elijah Eikez and Ben Zukerman Ball also supported the bill, saying UH athletics carries responsibility to the community and helps student athletes become leaders and role models. No vote or final committee action was described in the transcript.

Transcript Highlights:

• their status as a student of USF.
• So current USF students would still be USF students, and current New College students would still be
• New College students.
• students.
• That is 556 FTIC students total and 291 transfer students. 34% of all undergraduates.