Transcript Highlights:

• </c> student, perhaps even a lot of students. student, perhaps even a lot of students.
• </c><03:34:41.279><c> to</c> student, or parents of students to student, or parents of students to declare
• This section gives adults and<03:34:53.840><c> students</c> and students and students the<03:34:55.840
• Students will be harmed.
• Does discussing the lived experiences of Black students, LGBTQ+ students, religious minorities, or students

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• When the bell rang, I asked an admin to escort student A to class while I escorted student B.
• </c> expelled student. expelled student.
• </c> those students who need good teachers. those students who need good teachers.
• </c> students would be expelled for a year? students would be expelled for a year?
• IEPs and students who have students with IEPs and students who have done<00:27:23.679><c> this</c><00

Keywords: 958, all

Transcript Highlights:

• Our students don't know that.
• For many students, with the level of need necessitating receiving For many students, with the level of
• So IDEA requires that every student with a disability have the same right as any other student with a
• Every student with a disability has the same rights as any other student with a disability in a public
• Explain how that student would be restrained if that student were of a mindset or in a conduct mode of

Committee: Senate Education K-16

Summary: The Committee on Education K-16 heard several bills focused largely on special education transparency, school safety, and student support services. Senate Bill 1908, by Senator Zaffirini, would direct the Higher Education Coordinating Board to study the feasibility of a statewide system for coordinating clinical training placements, including regional portals for healthcare clinical slots, with a report due by December 1, 2026. A representative of the Texas Nurses Association and the Nursing Legislative Agenda Coalition testified in support. The bill was left pending subject to the call of the chair. The committee then took up Senate Bill 111, by Senator Hall, which in its committee substitute was narrowed to a reporting bill requiring school districts to disclose legal proceedings involving special education due process complaints when legal fees exceed $10,000, rather than capping spending. Several parents and advocates testified that districts spend large sums on litigation against families of children with disabilities and that greater transparency is needed; some senators raised concerns about unintended consequences, including possible pressure to settle cases. The committee adopted the substitute and left the bill pending. The committee also heard Senate Bill 1551 on automated external defibrillators in public schools, Senate Bill 865 on CPR instruction requirements for certain volunteers, Senate Bill 1032 on the Governor’s University Research Initiative, and Senate Bill 571 on school employee misconduct reporting and access to the Do Not Hire Registry; each was reported favorably after committee substitute adoption and roll-call votes. Additional bills discussed included Senate Bill 1884, which would formalize and expand dedicated staff support for the State Board of Education and give the board chair hiring authority over that staff; members questioned whether it duplicated TEA functions, while a witness argued the workload increase justified the change, and the bill was left pending. Senate Bill 625 would replace the current half-credit economics requirement with a half-credit in personal financial literacy; educators and advocates strongly supported making the course required, and the bill was left pending. Senate Bill 582 would make TEA settlement agreements in special investigations publicly available when sanctions are imposed, and Senate Bill 2600 would bar transportation fees for students living within two miles of campus unless districts do not receive state transportation funding; both were left pending. The committee also heard Senate Bill 2751, which would require TEA inspections of non-public special education programs to consider medical standards of care and crisis-prevention training; testimony from a program operator described severe student behaviors and the need for more flexibility, and the bill was left pending after the substitute was adopted.

Transcript Highlights:

• The bill will equip coaches who see and interact closely with student athletes to recognize when a student
• , and student-centered.
• We want what is best for students in promoting student outcomes.
• or students with disabilities.
• Let's focus on the student.

Summary: The Assembly Education Committee first heard two bills. AB 1665 by Assemblymember Pacheco would require school sports coaches to complete approved mental health training. Supporters said coaches are trusted adults who are often first to notice student-athlete distress, and a witness described personal experience with body image and disordered eating pressures in athletics. There was no opposition, and the bill was moved out of committee on a due pass as amended motion to Appropriations, ultimately passing 9-0 after add-on votes. AB 2316 by Assemblymember Hoover would allow charter schools to apply for the same financial hardship relief in the state school facilities program that traditional districts can seek. Supporters argued this would improve parity and help smaller and low-income charter schools access permanent facilities; some initially opposed agencies said their concerns were addressed by amendments. The bill also passed unanimously, 9-0, to Appropriations. The committee then took up a consent calendar containing 12 additional measures, including bills on education funding, facilities, and other school-related matters, plus a resolution. Those items were approved on a 7-0 vote, with the roll left open for add-on votes. After the bill hearing portion was recessed and later reconvened, additional members added votes to AB 1665, AB 2316, and the consent calendar, bringing each to 9-0. The committee then held an informational hearing on state-level education governance, centered on Governor Newsom’s proposal to restructure the California Department of Education and the role of the elected Superintendent of Public Instruction, with AB 2117 serving as a policy vehicle carrying the same language and no action to be taken. Testimony came from the Legislative Analyst’s Office, the Education Commission of the States, and former CDE chief deputy Richard Zager. Witnesses reviewed the history of California’s governance structure, compared it with other states, and discussed accountability, legislative oversight, and the role of the superintendent under the proposal. Committee members raised concerns about preserving checks and balances, the fiscal implementation plan, county-office relationships, and whether the superintendent’s role would be reduced too far; no vote was taken at the informational hearing.

Transcript Highlights:

• areas where students benefit from a streamlined path to graduation and employment.
• And do we have students taking those blocks? We do. We have students taking them.
• I assume that those students are in community colleges.
• So we see a lot of students either where this is a little bit of a dilemma.
• That way, the student doesn't incur any costs.

Bills: SB2847 , SB3039

Committees: Senate Education , Senate Education K-16

Keywords: higher education, bachelor's degree, core curriculum, general education, semester credit hours, credit hours, degree acceleration, time to degree, workforce-aligned credentials, workforce readiness, Texas Higher Education Coordinating Board, public universities, community colleges, transferability, curriculum reform, academic requirements, degree completion, transfer students, education transparency, academic credit

Transcript Highlights:

• </c> technically when you have the students technically when you have the students that<02:08:18.639>
• </c><02:12:35.840><c> And</c> number of students in the state. And number of students in the state.
• </c> preparation pilot program for students preparation pilot program for students with<03:36:16.800>
• The students are there.
• </c> helped the students in New Hampshire. helped the students in New Hampshire.

Committee: House Education Funding

Keywords: 1189, house, all

Transcript Highlights:

• </c> more costly than that of a student more costly than that of a student that's<00:36:55.319><c> uh
• per student.
• eligible, around 1,500 students.
• </c> preschool students out of state students preschool students out of state students and<03:45:57.040
• </c> students being enrolled are the students students being enrolled are the students who<04:01:25.720

Keywords: 928, house, all

Summary: The committee met in executive session on HB 563, which revises the adequacy education grant formula, including differentiated aid for free and reduced-price meals, English language learners, and special education, and also restores fiscal capacity disparity aid. Members explained that for FY 26 the formula largely stays the same with the usual 2% increases, while FY 27 would raise the base cost and several aid categories, including a substantial increase in special education differentiated aid. Supporters said the bill recognizes higher special education costs and separates fiscal capacity disparity from the extraordinary needs grant, which they argued better targets property-poor communities. A major point of discussion was the fiscal capacity disparity aid component. Some members asked for more detail on how the formula affected individual towns and how much money was being allocated. The sponsors said the spreadsheet showed the impacts and estimated the fiscal capacity disparity portion at about $13.3 million, benefiting roughly 40 communities, with Manchester the only municipality expected to receive less under the new approach. They also said the change partially rebalances money that had shifted heavily toward larger cities under the extraordinary needs grant and that the special education increase is new money, not taken from the hold harmless or extraordinary needs funds. Several members supported the amendment as a good-faith step and a bipartisan compromise, while others expressed frustration that they did not have enough time or information to review the spreadsheets in detail before voting. After extended debate, the committee recessed for lunch to allow the spreadsheet to be distributed and reviewed, with the understanding that the bill would continue later in the day and then move on to the other bills on the docket.

Transcript Highlights:

• Students don't know how to do those things.
• At Rancier Middle School, we serve over 700 students.
• The parents were more upset than the students, as far as I'm concerned.
• I've seen students um be more aware.
• And have, have student outcomes improved? Student outcomes, yes. I have definitely seen our scores.

Bills: HB6 , HB27 , HB123 , HB210 , HB213 , HB222

Committee: House Public Education

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• With student athletes to recognize when a student may be struggling.
• , and student-centered.
• We want what is best for students in promoting student outcomes.
• or students with disabilities.
• Let's focus on the student.

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• 500 of those students are dual credit students at our tribal colleges and universities.
• on campus, not just Hispanic or minority students. all students on campus, not just Hispanic or minority
• students.
• These are public institutions that have a student body of Native American students, which is 10% or more
• As far as those impact numbers and the decrease in graduate students, particularly international students

Committee: House House Government, Elections & Indian Affairs

Transcript Highlights:

• </c><00:01:49.759><c> in</c> Indian and Alaskan native students in Indian and Alaskan native students
• </c> by recruiting and supporting students by recruiting and supporting students who<00:14:43.160><c>
• </c> scholarships annually to students scholarships annually to students enrolled<00:18:31.919><c> in
• We've put a major commitment towards our student wellness and our student services to ensure that our
• </c> student is they are actually a student student is they are actually a student and<00:59:03.760><

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• This bill will restrict the ability of public school students... ...the ability of public school students
• If we had an epidemic of French students committing suicide the way we have transgender students committing
• It could save the life of a transgender student.
• Students do not have to assignments.
• Let's also zoom out some of the. students.

Bills: SB211 , HB96 , SB215 , SB257 , SB13 , SB13

Committee: House Education Policy

Keywords: school safety, local law enforcement, superintendent, complaints, school bus regulations, National Signing Day, athletic scholarships, military enlistment, postsecondary education, apprenticeship programs, high school students, educational commitments, education intervention, State Superintendent, local boards, provisional release, subpoena authority, compliance, educational operation control, fundraising

Transcript Highlights:

• selling or granting surplus technology hardware to public school students.
• And so, in order to allow our students to excel in a very student-centered way, I'm asking the committee
• And so, in order to allow our students to excel in a very student-centered way, I'm asking the committee
• Sometimes we have students who have felt like they have been bullied by other students and there was
• no way for these... ...students and there was no way for these families and these students to feel like

Summary: The House Education Committee met in executive session on seven bills, with a brief recognition of students shadowing Representative Steele before moving to bill action. Staff summarized measures dealing with competency-based graduation assessments (HB 2007), school-supplied albuterol and standing orders for asthma or respiratory symptoms (HB 2360), the Washington Local Food for Schools Program (HB 2369), surplus technology hardware for students (HB 2432), privacy protections for Education Ombuds complaint records (HB 2440), military family school enrollment and services (HB 2534), and special education evaluation timelines and parent access to reports (HB 2557). Several proposed amendments were discussed, including multiple null-and-void amendments tied to fiscal notes; most of those were rejected or withdrawn, while a substantive amendment to HB 2360 was adopted and an amendment to HB 2557 was adopted to adjust evaluation-report timing and related procedures. In final action, the committee reported HB 2007, HB 2360 as a substitute bill, HB 2369, HB 2432, HB 2440, substitute HB 2534, and substitute HB 2557 out of committee with due pass recommendations. HB 2007’s null-and-void amendment failed, and the bill passed 19-0. HB 2360’s withdrawn amendment and adopted substitute language led to a 17-2 vote in favor. HB 2369’s null-and-void amendment failed and the bill passed 19-0. HB 2432 passed 16-3, with some members voting no or without recommendation. HB 2440 passed 12-7 after debate over privacy versus transparency. Substitute HB 2534 passed 19-0 after a voice vote. Substitute HB 2557 passed 19-0 after adoption of the timeline amendment and rejection of the null-and-void amendment. Throughout the meeting, supporters emphasized student-centered flexibility, public health access in schools, support for local agriculture, access to surplus technology, privacy for families using the Ombuds Office, smoother transitions for military-connected students, and clearer special education timelines for parents. Opponents or cautious members raised concerns about fiscal impacts, transparency, implementation details, and whether some changes should be handled in fiscal committees rather than policy committee.

Transcript Highlights:

• , how to deal with motivating students, how to deal with handling<00:25:01.760><c> student</c><00:25:
• Student, that's fine, but it might be very appropriate for another student.
• were losing students previously.
• enrollment and student needs.
• </c> on student enrollment and student needs. on student enrollment and student needs.

Committee: Senate Education

Keywords: 1191, senate, all

Transcript Highlights:

• You know, we don't know how many students—the data doesn't even show how many students would qualify
• It doesn't recognize the student needs. It doesn't follow the student.
• the student and match the needs of the students so that our districts can provide these services and
• It's not cheap, but we do have a commitment with our students.
• Let's give support to these students who need it.

Keywords: 989, all

Transcript Highlights:

• SB 1246 revises the definition of students. SB 1246 revises the definition of students.
• Their students were our clients, whether they had children in Head Start or Pre-K, or students striving
• with less than $1,000 in student loans, if any student loans at all.
• We are not just someone who serves the overwhelming number of students, particularly students who come
• Working student.

Bills: S0720 , S1246

Committee: Senate Appropriations Committee on Higher Education

Keywords: tuition, resident status, incarceration, education, equal access, nursing shortage, health care, education funding, workforce development, LINE Fund, monetary contributions, nonmonetary contributions

Summary: The Appropriations Committee on Higher Education met to consider one bill, a postponed bill, and a slate of trustee confirmations. The committee first took up CS/SB 1246, which expands the Linking Industry to Nursing Education (LINE) fund to support health science workforce shortages beyond nursing, including allied health programs. The bill also broadens eligible uses of funds, revises matching requirements and grant criteria, and updates reporting requirements. A strike-all amendment was adopted without objection, and the committee then reported the bill favorably after supportive testimony from Florida State College at Jacksonville, the Florida Hospital Association, the College of Central Florida, and the Florida Chamber of Commerce. Senator Davis also noted a favorable vote on the bill for the record. The committee then temporarily postponed SB 720 at the sponsor’s request. Chair Harrell explained that the bill had been incorporated into a larger committee measure and would likely be heard later in another form. Public witnesses who had come to speak on the bill were not heard because of the postponement. The remainder of the meeting focused on confirmations for trustees at several state colleges, including Chipola College, Tallahassee State College, Pensacola State College, Palm Beach State College, Pasco-Hernando State College, and St. Petersburg College. The appointees emphasized themes of affordability, workforce training, nursing and allied health success, dual enrollment, community partnerships, and local economic development. After hearing from the appointees, the committee approved a block motion to recommend confirmation of all appointees on tabs 2 through 25. The meeting then adjourned.

Transcript Highlights:

• WICHE offers three major student access programs. WICHE offers three major student access programs.
• over 49,000 students across the West.
• students used WUE to attend college in other Western states, and 5,094 students from across the region
• exchange programs do excuse me student access programs they were called student exchange program but
• we are excuse me, student access programs, they were called student exchange program.

Committee: Senate Senate Education Committee of Reference

Keywords: 1182, all

Transcript Highlights:

• to tailor it to best serve their students.
• School districts, students can self-drop out at the age of 16, and those students do not have an opportunity
• It's how we do it and what protections we maintain for our students.
• Corey Eisenson, a student at Miami Palmetto Senior High School, Corey Eisenson, a student at Miami Palmetto
• We want to work together to do the best we can for our students and every one of our students.

Committee: House Education & Employment Committee

Summary: The Education and Employment Committee met with a quorum and heard four bills. CS/HB 1145 on workforce education clarified that public charter schools may receive CAP grant funds, expanded the number of college system money-back programs from three to six, and standardized eligibility rules while allowing institutions some flexibility. Supporters said it would help students access career training without adding new funding in the bill. The committee also heard CS/HB 1079, which expands dropout retrieval program eligibility to any individual who has withdrawn from high school and is not engaged in education, while resolving statutory conflicts about program structure; some members raised concerns about FERPA, student privacy, and third-party funding, but the bill was reported favorably despite one no vote from Rep. Valdes. The committee then considered HB 251, which would designate January 27 as International Holocaust Remembrance Day in Florida. The sponsor and supporters described the bill as a response to rising antisemitism and emphasized education, remembrance, and opposition to hate. Testimony came from a Miami-Dade school board member, a student, and other supporters, and members spoke strongly in favor of the measure. The bill was reported favorably with no opposition. Finally, the committee heard CS/HB 261 on middle and high school start times. The bill revises the earlier mandated later-start-time law by allowing districts to comply through a report to DOE detailing start times, planning efforts, public input, and impacts, rather than requiring immediate uniform implementation. Supporters from small school districts, Miami-Dade, PTA, and other organizations said the change preserves the health goal while giving districts flexibility to address transportation, dual enrollment, athletics, and staffing constraints. Members debated the need for parental involvement and detailed reporting, but the bill was ultimately reported favorably on a unanimous vote.

Transcript Highlights:

• ; the Western Regional Graduate Program, or WRGP, for graduate students; and the Professional Student
• Arizona students saved $23.8 million through WUE in academic year 2024-25. 2,360 Arizona students used
• Arizona students saved $23.8 million through WUI in academic year 2425. 2,360 Arizona students used WUY
• students across the West, saving an average of about $14,000 per student.
• We've created new weights to help students with special needs, with students who are in poverty.

Committee: House Education

Keywords: 1182, all

Transcript Highlights:

• </c> curriculum to ensure that students curriculum to ensure that students acquire<00:11:43.600><c> the
• </c> well as accessible to all students. well as accessible to all students.
• ><c> students.
• </c><00:40:04.800><c> Um</c> really for students by students. Um really for students by students.
• We have Student Press Law support.

Keywords: 910, house, all

Summary: The joint committees on Education and Higher Education first heard HCR 75 and HR 67, which ask the Department of Education and the University of Hawaiʻi to assess criteria for building an educational pipeline and curriculum for advanced manufacturing and cybersecurity. The Department of Education said it would stand on its written testimony, and UH supported the measure, noting existing community college and four-year programs related to the topic. Members asked how DOE promotes cybersecurity opportunities and whether it provides funding; DOE said schools usually connect with partners and its office works with them, but it does not have separate funding for such efforts. UH also explained that some advanced manufacturing concepts may overlap with 3D printing, material sciences, and entrepreneurship, and described P20 as a forum for aligning K-12 and higher education pathways. The committees then recessed the joint hearing and moved to the Education Committee agenda. The committee next heard HCR 46 and HR 39, which would make DOE recreational facilities available to the public during non-peak hours and non-school days. DOE said it already uses facilities agreements with insurance, liability waivers, indemnification, and certificates of insurance to protect schools. The Attorney General opposed the resolutions, warning that unrestricted public use without safeguards could create substantial liability and cost risks for the state. The measure’s introducer said the goal was to help underserved communities that lack access to public recreation spaces, and DOE said it would be open to joint-use arrangements with larger organizations but remained concerned about vandalism and liability. The committee also heard HCR 86 and HR 80 on creating an Aloha Civics working group, with DOE offering comments and Common Cause Hawaiʻi strongly supporting the idea. DOE described a civic learning and engagement task force that met with stakeholders, including UH and the PACE Commission, and produced recommendations such as building partnership inventories, integrating civic learning across grade levels, and aligning the work with DOE’s HA framework and learner outcomes. Common Cause said civic education can be implemented effectively and affordably, citing existing school projects such as ranked-choice voting and classroom constitutions. Later, the committee took up HCR 87 and HR 81, urging an annual Climate Week in public schools. DOE again stood on written comments, while the Climate Change and Health Working Group, Climate Future Forum, a student from Kaimuki High School, and other supporters argued that a dedicated week would ensure consistent climate education, build resilience, and connect climate issues to health, food security, and disaster preparedness. Supporters said existing climate-related opportunities are uneven across schools and that a formal Climate Week would create a more equitable approach. The committee then heard HCR 95 and HR 91 on informing students about changes to gun safety and storage laws; DOE asked for clarification on the measure’s intended outcome, and one individual testified in support. Finally, the committee heard HCR 104 and HR 100 on strengthening farm-to-school initiatives. DOE said it is already working to improve menus, emphasize local products, and meet with distributors to increase local procurement, while the College of Tropical Agriculture and Human Resilience offered food science, nutrition, and extension support. Climate Future Forum, the Hawaii Youth Food Council, and other supporters said farm-to-school efforts are important for student health, local farmers, and food sovereignty, noting that local food procurement in schools remains far below the state’s 30% by 2030 goal. DOE explained it is trying to provide distributors and farmers with more predictable demand and is meeting with distributors to set up next year’s supply chain.