Transcript Highlights:

• research that being absent from school, missing days of school has negative impacts on a variety of academic
• In Polk County, they must be present for at least 50% of the academic day.
• So thinking about how we structure schools in a way that are academically engaging, socially engaging
• So here I want to show you, these are our achievement of grades.
• to the rate we're achieving if the kids weren't there.

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• I would also like to thank the multiple academic and financial officials that we spoke with at higher
• year to the 2024-25 academic year.
• Undergraduate enrollment has increased by only 1% since the 2021-22 academic year.
• Programs within the coming academic years. Now, let's jump to completion.
• . lines for the state to achieve certain outcomes.

Transcript Highlights:

• Second, the funding for foundational academics is essential.
• Early math and reading achievement strongly predict later academic success, credential attainment, and
• Arts programs improve academic performance. How?
• It was the academic experiences and friendships I developed in band and in theater classes that got me
• year or more of academic growth.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• So if a navigate the academic pieces.
• So it can be with their academics.
• ,</c> very busy lives between academics, very busy lives between academics, working,<00:09:53.760><c>
• </c><00:09:59.040><c> them</c><00:09:59.200><c> with</c> academics, we are helping them with academics
• </c><00:10:32.959><c> So</c> better plug into their academics. So better plug into their academics.

Keywords: 1187, senate, all

Transcript Highlights:

• Junius Gonzalez, the Vice Chancellor for Academic Affairs at the CSU Office of the Chancellor, and we
• Our proposal also allows for proper consideration of the existing programs, academic infrastructure,
• Junius Gonzalez, the Vice Chancellor for Academic Affairs at the CSU Office of the Chancellor, and we
• Our proposal also allows for proper consideration of the existing programs, academic infrastructure,
• What stands out often for me is it's not their ability to be able to achieve their degrees.

Keywords: 988, house, all

Transcript Highlights:

• . achievement. achievement.
• If you want to<01:52:49.599><c> evaluate</c><01:52:50.719><c> academics</c> to evaluate academics to
• Meaning that a 700 in 2025 is the same level of academic achievement as a 700 in 2000?
• </c> 2025 is the same um level of academic 2025 is the same um level of academic achievement<01:57:05.599
• </c> achievement as a 700 in 2000. achievement as a 700 in 2000.

Keywords: 928, house, all

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• School's culture and climate shape everything: student engagement, academic achievement, and whether
• So why do we continue addressing this kind of non-academic concern, even though the anti-discrimination
• We have issues with our academic achievement of our students.
• Is that the real problem for student learning and achievement at this time? That's my question.
• So we're attempting to achieve through SB 960 a balance that takes advantage of the possibilities of

Summary: The committee first heard SB 998, which would clarify and expand school discrimination prevention coordinator roles, including new coordinators focused on disability and anti-AAPI discrimination. The author and supporters said the bill would strengthen school climate, provide clearer guidance and training, and help schools address discrimination before it escalates. Support came from education, civil rights, and LGBTQ+ groups, while some witnesses expressed support if amended but raised concerns about gubernatorial appointments and preferred civil service hiring. Several senators debated whether the bill duplicated existing protections and whether it diverted attention from academic priorities, but the chair and coauthors emphasized it as follow-up legislation tied to prior civil rights commitments. The committee voted SB 998 out on a due pass motion to the Senate Judiciary Committee, and the bill was placed on call. The committee then took up SB 1082, which would streamline inter-district transfer appeals by requiring faster district action, concurrent review, and clearer notice when applications are incomplete. The author and sponsor said families often face long delays and inconsistent practices, and supporters argued the bill would improve fairness and reduce administrative burden without changing local approval authority. The California School Boards Association had an oppose-unless-amended position but said it was re-evaluating after amendments, and some other groups said they were removing opposition. The committee approved the bill on a due pass as amended motion to the Senate Appropriations Committee and placed it on call. Next, the committee heard SB 960 on community college baccalaureate degrees. The author argued the bill would create a statewide framework allowing community colleges to offer bachelor’s degrees in unmet workforce areas when CSU programs are unavailable or effectively inaccessible because of impaction, while also limiting growth so community colleges do not drift from their core mission. Supporters said the bill would expand access for place-bound students and align with workforce needs, while CSU and faculty opponents warned it could duplicate programs, affect faculty jobs, and worsen pressure on the CSU system. Members debated the master plan, impaction, funding inequities, and whether the bill would siphon students from CSU. The committee ultimately moved SB 960 out on a due pass as amended motion to the Senate Appropriations Committee, and the bill was placed on call. Finally, Senator Blakespear presented SB 965, which would make it easier for 16- and 17-year-olds to obtain public library cards without a parent or guardian physically present. The author and her son described inconsistent local rules and said the bill would reduce barriers while preserving local library policies on checkout and liability. The transcript ended during testimony on SB 965, before any committee vote or further action was recorded.

Transcript Highlights:

• MMI consistently ranks among the top institutions in academic rigor and college readiness.
• These initiatives provide structured environments to foster discipline, academic achievement, and character
• Domestic and international diversity are part of that cultural achievement.
• With 112 legislators and six years of academic study, the number could be as high as 672 scholarships
• Okay, what do we need to refine promising to make it achievable, right?

Keywords: 996, all

Transcript Highlights:

• </c> their academic and personal interests. their academic and personal interests.
• Although she was unable to join us this morning, I would like to recognize Emily's achievements.
• I didn't realize one school was not only academically book smart, but also real world street smart.
• and cultural academic excellence and cultural appreciation. appreciation. appreciation.
• </c><00:24:32.760><c> book</c> school was not only academically book school was not only academically

Bills: HB1576, HB2490, HB1546, HB1588

Keywords: HB1576, Hawaii film industry, DBEDT, BLNR, Department of Business Economic Development and Tourism, Board of Land and Natural Resources, film permits, motion picture production, television production, commercial filming, digital media tax credit, film production tax credit, public notice, transparency, state lands, film studio, land set-aside, revocable permit, memorandum of agreement, memorandum of understanding

Transcript Highlights:

• they wanted him to be able to complete his schooling over their see it basically grown up in that academic
• the last stop, Senator Fine added a very good amendment that expands eligibility for the Florida Academic
• I'm also the sign of academics.
• Some of the things that I am proud of what we have been able to achieve at the college in the last few
• Our colleges read has achieved remarkable Sussex. It so success is in health care, education.

Keywords: 999, senate, all

Transcript Highlights:

• Since ours is academics, we want to focus all of that funding on academics.
• Since ours is academics, we want to focus all of that funding on academics. In 2023, 75% ... 72%.
• It has made all the difference and helped us achieve these incredible numbers.
• Next up, we have Leech Lake. us achieve these incredible numbers you us achieve these incredible numbers
• what I've been able to achieve in my career.

Keywords: 1183, house

Transcript Highlights:

• </c><00:11:19.120><c> libraries</c> Ours is one of many academic libraries Ours is one of many academic
• </c> our graduates to achieve their dreams. our graduates to achieve their dreams.
• </c><00:20:17.679><c> Academic</c> regional and local needs. Academic regional and local needs.
• Following academic year.
• </c> coming academic year. coming academic year.

Keywords: 1187, senate, all

Transcript Highlights:

• And for some students, it also gives them the opportunity to really pursue excellence and achievement
• I wish we had more bills that would support increasing student achievement in reading, writing, and math
• 15th and scores and data from all other portions of the statewide assessment by May 25th of each academic
• 15th and scores and data from all other portions of the statewide assessment by May 25th of each academic
• Representative, how does this help improve academic achievement?

Summary: The Committee on Education approved the minutes from February 18 and March 4, 2026, then took up several bills. HCR 2003, the “Protect Girls in Sports in Arizona Act,” drew extensive testimony. Supporters, including Superintendent Tom Horne, argued it would protect fairness, safety, and privacy in girls’ sports and locker rooms by requiring teams to be designated male, female, or co-ed and by limiting access to sex-designated private spaces. Opponents, including ACLU and transgender advocates, said the measure was discriminatory, would function as a bathroom ban, and could force schools to police students’ bodies and identities. The committee voted 4-3 to give HCR 2003 a due pass recommendation. The committee then advanced HB 2020, which lowers certain student threats or disruptions at educational institutions from a Class 6 felony to a Class 1 misdemeanor, and HB 2032, which changes the statewide testing window so assessments begin later in the spring and scores are returned later, with supporters saying it would better reflect a full year of instruction. HB 2033, allowing school districts or charter schools to choose paper-and-pencil administration of statewide assessments by governing board vote, also received support from educators who said it would reduce technology barriers for younger students. HB 2318, as amended, would impose term limits on school district governing board members after eight consecutive years; school board groups opposed it as harmful to rural districts, but the committee adopted an amendment and gave the bill a due pass recommendation. The committee also approved HB 2378, which changes eligibility rules for School Facilities Oversight Board members who are architects or engineers so their businesses may not include school construction. HB 2313, which prohibits teacher strikes or organized work stoppages and ties funding penalties to districts or charters that violate the ban, advanced despite testimony that it duplicates existing law and could chill educators’ speech and worsen staffing shortages. Finally, HB 2249, a major expansion of the Parents’ Bill of Rights, passed after heated testimony. Supporters said it would prevent schools from socially transitioning minors without written parental consent and stop staff from encouraging children to hide information from parents; opponents warned it was vague, punitive, and would expose teachers and schools to massive liability and litigation. The committee adopted amendments on HB 2318 and HB 2249 and reported all of the listed bills out with due pass recommendations, with recorded split votes on several measures.

Transcript Highlights:

• and you have an opportunity to restructure the Cabinet by using some of the savings that will be achieved
• And I think that further speaks to the goals and objectives of what we're trying to achieve here.
• In regards to any and all academic standards and curriculum, including textbooks, acquired or adopted
• Would it make more sense to just change the state academic standards for publishers to reference when
• Given that we are preparing our students to be academically competitive all across the nation and the

Summary: The committee heard and approved several measures. HB 735 expanded Florida’s boating improvement program to fund parking for boat trailers at public ramps and offered a 10% sovereign submerged land lease discount for manufacturers using environmental best management practices; it passed unanimously. HB 4021 expanded the North River Ranch Improvement Stewardship District in Manatee County by 640 acres and was reported favorably. CS for HB 371, which promotes nature-based methods and green/gray infrastructure for coastal resilience, also passed unanimously after supportive testimony from resilience and environmental groups and committee members. The committee then took up HJR 1325, a proposed constitutional amendment to create an elected Commissioner of Government Efficiency (COGE) with authority to audit, investigate, and report on waste, fraud, and abuse in state and local government. The proposal would eliminate the lieutenant governor position, the Government Efficiency Task Force, and the legislature’s current auditor appointment, with many implementation details deferred to a future bill. Members debated the scope of the new office, its relationship to the Auditor General and inspectors general, whether it should cover the legislative and judicial branches, staffing, and the comparison to federal DOGE efforts. An amendment making a minor wording change was adopted, and the resolution passed 23-? with a favorable report after a split vote. The committee also approved two Gulf of America bills. HB 575 redesignated the Gulf of Mexico as the Gulf of America, and CS for HB 549 required Florida’s academic standards and newly adopted instructional materials to reflect the federal designation for materials acquired on or after July 1, 2025. Both measures drew criticism from members who argued the renaming was politically motivated, historically insensitive, and potentially confusing for students, while supporters said Florida should align with federal action. HB 575 passed and CS for HB 549 passed 18-7. Finally, HB 4071, a local bill adjusting the boundary between Coral Springs and Parkland in Broward County by about 8.7 acres, was amended and reported favorably with support from both cities and the Broward delegation.

Transcript Highlights:

• Our achievement gaps are simply unacceptable.
• Achievement gaps in education remain stark.
• Along with the racial achievement gap, the socioeconomic achievement gap also ticked upward as the scores
• Achievement gaps in education remain stark.
• Along with the racial achievement gap, the socioeconomic achievement gap also ticked upward as the scores

Summary: The hearing opened with several procedural announcements and then took up AB 2148, which would prohibit artificial intelligence from replacing education workers. The author and supporters from the California Federation of Teachers and California School Employees Association argued the bill was a modest first step to protect human educators, students’ social-emotional development, and teacher agency in classroom technology decisions. Public support came from labor and education groups, while some school administrator and county office representatives said they were moving to neutral or awaiting the printed amendments. The committee discussed teacher shortages and the role of AI as a supplement rather than a replacement, then passed AB 2148 as amended to Higher Education on a 5-0 vote. The committee then heard AB 2202, which would create a Closing the Achievement Gap Commission to advise the State Board of Education. The author and sponsors said the commission would improve coordination between state and local education leaders and help the state better support local efforts to close achievement gaps. Support came from CSBA, CFT, charter schools, and many district leaders. Members raised questions about early childhood representation on the commission, and the author said he would discuss that with the sponsor. The bill passed as amended to Appropriations on a 5-0 vote. The consent calendar, including AB 1569, AB 2071, AB 2206, AB 2298, AB 2467, AB 2580, AB 2652, and AB 2726, was also approved. AB 2555 was then heard as a special order bill to reform English learner reclassification. The author said the current system is outdated, inconsistent, and too subjective, and proposed a more automatic, transparent process with stronger parent involvement and post-reclassification monitoring. Testimony in support emphasized personal experiences of delayed reclassification and the need to recognize biliteracy; there was no opposition. The bill passed as amended to Appropriations on a 6-0 vote. The committee also approved AB 1860, which would extend design-build authority to county offices of education while preserving prevailing wage, apprenticeship, and skilled workforce requirements; opposition from county superintendent and facilities groups was removed after amendments, and the bill passed 6-0 to Appropriations. Later, the committee passed AB 2514, which would create a State of Achievement Gap Dashboard to track state-level progress in closing achievement gaps, and AB 2149, which would require the Legislative Analyst’s Office to publicly assess the state’s progress and recommend actions. Both bills were presented as part of a broader package to improve state accountability for student outcomes, and both passed as amended to Appropriations on 7-0 votes. Finally, AB 2490 was heard, proposing to allow longer-term substitute assignments with added training, mentorship, and parent notification to address teacher shortages and classroom instability. Supporters said it would reduce “subchurn” and help maintain continuity, especially in special education; opponents, including CTA, Public Advocates, and CTC staff, argued the bill was unnecessary given existing rulemaking and could create legal and training concerns. The transcript cuts off during committee discussion of AB 2490, so no final vote is shown for that bill.

Transcript Highlights:

• But I think this proposal wouldn't achieve that because it's open, so...
• But I think this proposal wouldn't achieve that because it's open.
• to draw on lots of different folks as well as academic research.
• And then lastly, of course, academics as well.
• other environmental recognitions and achievements.

Keywords: 987, senate, all

Transcript Highlights:

• systems along the Texas coast, an inequity that directly impacts the funding available for students' academic
• going toward an inflated insurance premium for minimal coverage, resources that provide no direct academic
• interventions, technology, staffing, and support services that directly impact student achievement.
• to an exemption from the assessment required of the Texas Success Initiative for students who can achieve
• to an exemption from the assessment required of the Texas Success Initiative for students who can achieve

Summary: The Committee on Education K-16 heard testimony on SB 1635, which would give certain coastal, recapture-paying school districts a credit against recapture payments for mandatory windstorm and hail insurance costs. Senator Hinojosa said the bill is intended to offset unusually high insurance expenses for districts in Tier 1 or Tier 2 coastal zones, and he estimated about a $12 million impact to state revenue. Witnesses from Port Aransas ISD and Gregory-Portland ISD described sharp premium increases, reduced coverage, higher deductibles, and the effect on teacher pay and classroom spending. Senators asked about the number of affected districts, the accuracy of the fiscal estimate, and whether the bill might encourage districts to maintain coverage. Public testimony was closed and SB 1635 was left pending. The committee then took up several other bills and committee substitutes, adopting and reporting favorably SB 2786, SB 2623, SB 646, SB 843, SB 2392, SB 1998, SB 1418, SB 2788, and SB 2076, with most votes unanimous or near-unanimous. SB 2392 was amended to add improper relationship between educator and student to mandatory reporting offenses and to authorize an attorney general civil penalty for failure to report. SB 2623 was revised to clarify duties and exemptions related to the Safe Schools and Neighborhood Task Force and school proximity restrictions. SB 843 would create a TEA database of school district bonds and related projects, and SB 2788 would exempt certain PSAT scorers from the Texas Success Initiative assessment. The committee also heard SB 2929, which would allow referees and other officials at school athletic events to immediately eject disruptive spectators. The Texas Association of Sports Officials testified in support, citing abusive spectator behavior and a shortage of officials. SB 2929 was left pending. Finally, the committee heard a substitute for SB 2927 on 1882 partnerships and a substitute for SB 2619, which would require more transparency and accountability for failing school districts, superintendent hiring, trustee training, and takeover timelines. Testimony on SB 2619 was mixed, with one witness from Texas 2036 supporting parts of the bill’s accountability provisions. The committee adopted the substitute for SB 2619, left it pending, and then recessed subject to the call of the chair.

Transcript Highlights:

• What do you think they they should be doing and how can you help them achieve those goals?
• What can trustees do about academic freedom and freedom of speech?
• You can pass the shills Academic Freedom report to to the University Chicago document.
• They expect to see them at athletic events, academic events.
• Uwf was also designated Nations Center for Academic Excellence in Cyber Security.

Keywords: 999, senate, all

Transcript Highlights:

• I think the question of academic integrity is one that we're all concerned about.
• I think the question of academic integrity is one that we're all concerned about.
• You have an increase of usage, but in turn, does it increase student academic achievement?
• The assumption would be that, yes, it would increase academic achievement, but real live data... ...back
• You know, we talk about academic integrity.

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

Transcript Highlights:

• ,</c><00:37:54.400><c> not</c> focus on student achievement, not focus on student achievement, not spreading
• [clears throat] The academic freedom.
• </c> actually achieve savings for taxpayers. actually achieve savings for taxpayers.
• </c><02:39:51.600><c> gaps</c> would actually close achievement gaps would actually close achievement
• </c> highest achievement gaps in the country. highest achievement gaps in the country.

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, December 4, 2025, 1012, house, all