Transcript Highlights:

• The incoming charter school plans to start with 400 students in grades K through 8, adding a grade each
• going to be like all grade school?
• If it is just a single year that you start for first grade or kindergarten, and with the allocation it
• looks like that first grade would be filled with just military students, same with the next year when
• So founders first.

Summary: The House Education Committee first approved minutes from February 18, 19, 20, and 23, 2026. The committee then heard House Bill 657, which would change charter school lottery priorities to give charter schools more local discretion while also adding foster children to the sibling category and allowing military-connected students on Title 10 orders to be considered in the lottery. Supporters, including military families, the Idaho Charter School Association, and the Idaho Charter School Network, said the bill would reduce enrollment barriers for military children who move frequently and often miss lottery windows. Opponents, including the Mountain Home superintendent and a retired senior master sergeant, argued it could harm Mountain Home schools and that a simpler fix would be to amend existing military enrollment law. The sponsor moved to hold HB 657 in committee and instead advance RS-33489, which the committee approved for introduction and referral to the second reading calendar with a due pass recommendation. The committee next considered House Bill 711, an alternate authorization pathway for principals and superintendents. Chairman Hawkins and Superintendent Critchfield said the bill is meant to help rural districts fill leadership vacancies by allowing experienced non-educators to enter school administration with mentoring and training, while not forcing any district to use the option. The Idaho School Boards Association and Idaho Association of School Administrators raised concerns about removing the master’s degree requirement, the breadth of the executive pathway, and the use of training funds for mentorships. A teacher and union leader also opposed the bill, saying educational leadership requires experience in law, budgeting, special education, and curriculum. After debate, the committee passed HB 711 out of committee with a due pass recommendation. Finally, the committee took up RS 32862 C1, which would move the STEM Action Center under the Workforce Development Council, require a 50% industry match, reduce overhead costs, and add performance measures for general fund spending. The sponsor said the change would create savings, improve coordination, and strengthen accountability. After brief questions about charitable contribution deductions and governance, the committee voted to introduce the RS. The chair then announced House Bill 712 would be moved to the next morning’s agenda, and the meeting adjourned.

Transcript Highlights:

• I was assistant principal over first grade, I had 1,500 students. 73% of my students were on or above
• grade level.
• Boy, that was in first grade.
• So over 200 years, this happens to be a 1776. copy of that little first-grade textbook.
• This textbook here, and we call it first-grade.

Bills: SB 10, SB 11

Keywords: human trafficking, trafficking victim, compelling prostitution, affirmative defense, criminal defense, coercion, force fraud or coercion, sexual exploitation, victim protection, Penal Code, Texas criminal law, prosecution, party liability, affirmative defense statute, survivor rights, 1185, senate, all

Transcript Highlights:

• Chair, on page 10, line 7 through 10, the literacy assessment for students in first grade may be administered
• Chair, on page 10, line 7 through 10, the literacy assessment for students in first grade may be administered
• Chair, and why is it just for first grade? Mr.
• I think best practice is that you wait until first grade to get at dyslexia, specifically dyslexia.
• And so that’s why we use it in New Mexico in first grade. No, understood.

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• This is the first year they were supposed to do it.
• This is the first year that they were supposed to do it.
• I think I was in first grade.
• that is accessible on the students in that grade level.
• At first, I was concerned about the practicality.

Keywords: 959, house, all

Transcript Highlights:

• At least in my area, I believe that goes to fifth grade. But your bill calls for sixth grade.
• Can we have the first person here in favor please come forward?
• This is my first time doing this, so please forgive me if I stutter.
• In the testimony, I said that fifth grade was maybe too young. Yes.
• , I don't think fifth grade is too young.

Keywords: 959, house, all

Transcript Highlights:

• I'm thinking kindergarten, first grade, second grade.
• I'm thinking kindergarten, first grade, second grade. How would that look like, Mr. Chairman?
• I witnessed my first person getting shot when I was about seventh or eighth grade.
• grade eight.
• grade eight.

Keywords: 1182, all

Transcript Highlights:

• First, Mr.
• For 10th grade, they have four questions versus two as in sixth grade.
• So the last grade that we focus on is the 12th grade curriculum.
• even 10th grade. 12th grade is where we... ...add for, I would say, for 12th grade, maybe even 10th
• grade. 12th grade is where we talk more about the law compared to 10th grade, because the big thing we

Keywords: 908, all

Transcript Highlights:

• It's a first-name basis. It's a respect factor that we have.
• First, I want to have you see a timeline. First, I want to have you see a timeline.
• One is at the third-grade level.
• Third grade is a unique grade in our testing spectrum, in that Idaho, being... ...grade in our testing
• We used to test them at 10th grade.

Summary: The committee first considered RS 33019, a joint memorial sponsored by Representative Ben Furman urging Congress to fully fund special education under IDEA. Furman argued that Congress promised 40% funding in 1975 but Idaho currently receives only about 12%, leaving schools and property taxpayers with an unfunded mandate. Several members supported the memorial as a way to press Congress, while others said they wanted a fuller discussion of special education requirements and maintenance-of-effort issues. The committee then voted to introduce RS 33019, with the motion passing on voice vote. The committee next recognized Idaho’s 2026 Teacher of the Year, Laren Johnson of Rigby High School, introduced by Superintendent Debbie Critchfield. Johnson spoke at length about the importance of teacher-student relationships, crediting mentors and describing how he works to connect with students through classes, extracurriculars, and community involvement. He highlighted programs and colleagues at Rigby, his work with Holocaust education and Future Hispanic Leaders of America, and the role of Idaho scholarships and career pathways in helping students stay in the state. Members thanked him for his service and remarks. Critchfield then presented a proposal for Idaho to seek federal flexibility on education rules and testing, including an EdFlex-style waiver and changes to assessment requirements. She said the department had reviewed reporting burdens and wanted to reduce requirements not mandated by state or federal law. The main waiver requests would exempt third graders from duplicative reading tests and allow 11th graders to choose among approved assessments, such as the ISAT, SAT, ACT, ASVAB, or technical exams, to better match student goals. Members asked about district testing practices, the portability of the ISAT, and future AI-related policy work. Critchfield said the proposal was out for public comment and would go to the State Board of Education before federal submission.

Transcript Highlights:

• Now, to remind you of the problem, Massachusetts ranks first in the nation in fourth grade reading achievement
• grade... ...approximately 60% of our students in every grade from grades 3 to 8 were not reading at
• grade level.
• Sixty percent not reading at grade level.
• students are reading at grade level.

Keywords: 995, all

Summary: The House opened with the Pledge of Allegiance and welcomed several student and community guests, including ambassadors from Robinson Middle School in Lowell, visitors honoring the Gaudet family and Patricia Rappucci, Scottish visitors celebrating Scotland’s World Cup appearance, Top-Notch Scholars students from Lawrence, and the King Philip Regional High School baseball team after its first state championship. The chamber also adopted several routine resolutions and orders, including extending the reporting deadline for the Health Care Financing Committee and suspending Joint Rule 12 for a condominium-related petition. The House then rejected concurrence with the Senate on the Massachusetts Data Privacy Act and instead voted to appoint a committee of conference. The major policy action was on Senate Bill 3064, the Mass Ready Act, a large climate resilience and environmental bond bill. Members speaking in support emphasized flood protection, clean water, PFAS remediation, municipal vulnerability preparedness, coastal resilience, parks, trails, housing, and agricultural and food-system investments. The bill was described as authorizing roughly $3.8 billion in general obligation bonds, with discussion of specific funding for the Clean Water Trust, PFAS remediation, coastal infrastructure, biodiversity, healthy homes, and farmland preservation. A consolidated amendment was adopted, and after debate the House passed the bill to be engrossed by a roll call vote. The House also took up the conference report on H. 5511, the early literacy and teacher preparation bill. Supporters said the measure would require evidence-based reading instruction, move away from three-cueing approaches, support educator training and apprenticeships, and improve student literacy outcomes statewide. The conference report was accepted on a roll call vote of 152-0. Later, the House considered amendments to the Mass Ready Act, including one proposal to increase PFAS remediation funding that was ultimately withdrawn, and adopted another consolidated amendment before passing the bill to be engrossed by a roll call vote of 151-0. The House then adopted an order to meet the next day at 11 a.m. and adjourned to an informal session.

Transcript Highlights:

• Now, to remind you of the problem: Massachusetts ranks first in the nation in fourth-grade reading achievement
• grade...
• Approximately 60% of our students in every grade from grades 3 to 8 were not reading at grade level.
• Sixty percent not reading at grade level.
• Last year's MCAS scores show that only four in 10 third grade students are reading at grade level.

Summary: The House opened with the Pledge of Allegiance, welcomed student ambassadors from Robinson Middle School in Lowell, and adopted several resolutions honoring the Gaudet family and Patricia Rappucci. Members also agreed to extend the reporting deadline for the Health Care Financing Committee on House No. 5505 and suspended Joint Rule 12 to send a condominium-related petition to the Committee on Consumer Protection and Professional Licensure. The chamber then dealt with Senate No. 2619, the Massachusetts Data Privacy Act. The House did not concur with the Senate’s position and instead appointed a committee of conference. It also took up Senate No. 3064, the major climate and infrastructure bond bill known as the Mass Ready Act, which Ways and Means reported with a House amendment. After debate emphasizing resilience, clean water, PFAS remediation, coastal protection, agriculture, and municipal preparedness, the House adopted the amendment and ordered the bill to a third reading. Later, the House considered and overwhelmingly approved a conference report on H. 5511, the early literacy and teacher preparation bill. Supporters said it would require evidence-based reading instruction, restrict three-cueing methods, expand educator training, and support paid teaching apprenticeships. The report was accepted 152-0. The House then returned to S. 3064, adopted a consolidated amendment, and passed the bill to be engrossed by a vote of 151-0, before adjourning to meet the next day in informal session.

Transcript Highlights:

• at sixth grade?
• So we want even maybe in as early as eighth grade or seventh grade, we have them discussing topics that
• I want to say thanks to our first panel on civic education.
• So thanks to the first panel.
• So thanks to the first panel.

Keywords: 987, senate, all

Summary: The joint Senate and Assembly Education Committees held their annual hearing with the California Association of Student Councils and SABLE, featuring student-led policy proposals. Opening remarks from legislators emphasized the importance of student voice and noted that student ideas have previously become law. Committee members also explained hearing procedures and framed the students as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for schools, with flexible activities by grade level to build civic literacy, discussion skills, and participation in voting and local government. Members asked about cost, flexibility for sixth grade, possible voter registration components, and how to measure effectiveness. The second panel proposed requiring at least one student board member in every unified and high school district, with added training and motioning rights. Legislators raised concerns about whether districts would need additional board seats, the fiscal impact of making the requirement statewide, and how to define student motioning authority. The third panel proposed expanding financial literacy into middle school, potentially by embedding it into existing classes such as math, with teacher training and curriculum updates over a 10-year timeline. Members questioned how the content would fit into existing courses and whether the state should wait for the new high school financial literacy course to be fully implemented before designing middle school instruction. The fourth panel proposed strengthening restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials and participate in discipline processes; Senator Cortese discussed prior legislation, confidentiality concerns, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12. Members, including a licensed therapist and other legislators, questioned whether brief classroom lessons could effectively address mental health needs, suggested wellness centers and student-led awareness efforts as alternatives, and expressed skepticism that the proposal would achieve its intended outcomes as a state mandate.

Transcript Highlights:

• First Fund, $361,740 for Eco Pontichin, moving up a grade level going from K to 3 through 4 for their
• Also, if students in kindergarten, first, and second grade struggle with math, oftentimes they are attached
• middle school grades.
• In pre-K, kindergarten, and first grade, we currently have 14 students in each grade level.
• So we'd like to say we had them first before they made it to the fourth grade.

Summary: The committee met on March 17 to review the FY27 budgets for the Department of Education and several special schools and commissions. Fiscal staff outlined the Department of Education’s roughly $6.4 billion budget, noting that most funding goes to the Minimum Foundation Program and subgrantee assistance. Major changes discussed included the removal of one-time teacher pay stipends, increases for the LA GATOR scholarship program, and projected adjustments in early childhood funding. Members also reviewed the constitutional amendment proposal tied to using about $2 billion to pay down teacher retirement obligations and provide future teacher pay raises. Dr. Cade Brumley testified that Louisiana’s education outcomes have improved and answered questions on math performance, charter school funding, the LA GATOR scholarship, and the special education Choice program. Members pressed the department on the sustainability and balance of funding between LA GATOR and Choice, the number of applicants and current recipients, and outreach efforts. Brumley said charter schools are funded through the MFP like other public schools, that LA GATOR currently serves about 5,500 students with applications recently reaching about 17,000, and that the Choice program serves about 500 students with a waiting list of about 700 applicants. He also said the department would implement whatever funding levels the legislature approves. The committee then heard the special schools and commissions budget, including the Special School District, Louisiana School for Math, Science, and the Arts, Thrive Academy, École Pointe-au-Chien, Louisiana Public Broadcasting, and BESE. Testimony focused on facility needs, enrollment, and program outcomes. LSU? No—LSM leaders described urgent roof and ceiling repairs estimated at about $800,000, while Thrive Academy highlighted student achievement, community service requirements, and economic impact. LPB said it is facing a federal funding loss of about $2.5 million and is responding with higher Passport fees, underwriting, and private fundraising. BESE’s small staff and administrative role were also explained, with members asking about board operations and the use of statutory dedication funds.

Transcript Highlights:

• So first, moving to Arkansas.
• When I showed that map, you have everything from kindergarten, first grade, talking about healthy relationships
• So for 10th grade, they have four questions versus two as in sixth grade.
• So the last grade that we focus on is the 12th grade curriculum.
• even 10th grade. 12th grade is where we talk more about the law compared to 10th grade.

Summary: The committee first approved the December 16 minutes and then heard a presentation from Dr. Ramona Danielson on adverse childhood experiences (ACEs) and their economic and public-system impacts. She explained that ACEs are population-level risk indicators, not individual diagnostic tools, and said higher ACE exposure is associated with more chronic illness, mental health challenges, child welfare and justice involvement, and lower workforce participation. She cautioned that precise dollar estimates are difficult because of the many interacting factors across the life course, but said the direction of the impact is clear and that evidence-based interventions and protective factors can reduce harm. Members asked about definitions of a “healthy family,” same-sex couples, divorce, substance abuse, trends in ACEs, and home visiting; she emphasized supportive relationships, protective factors, and the importance of positive childhood experiences. The committee then heard from Allison Mahoney and Missy Barranco, along with a recorded family story from Abby, about evidence-based home visiting programs in North Dakota. Abby described how Healthy Families North Dakota supported her family after a premature birth and NICU stay by providing weekly in-home coaching, developmental screenings, postpartum mental health check-ins, referrals, and parenting support. The presenters explained that home visiting is voluntary, relationship-based, and usually begins prenatally or shortly after birth, with referrals coming from hospitals, WIC, pregnancy navigators, human service zones, self-referrals, and other community partners. They said North Dakota currently has four main evidence-based models operating through 12 organizations, with Healthy Families available in all 53 counties, though only a fraction of eligible families are served. Funding was described as a patchwork of federal MIECHV/Title IV-E, Medicaid, state and tribal funds, philanthropy, charitable gaming, and other grants; members discussed whether the Legislature or agencies should expand support and how to improve outreach and sustainability. Finally, the committee received a memorandum on artificial intelligence and sexual exploitation, focusing on AI-generated child sexual abuse material, deepfakes, sextortion, and chatbot-related risks. The report summarized federal and state law, including North Dakota’s existing computer-generated image provisions, the federal PROTECT Act, the Take It Down Act, and recent federal executive orders on AI policy. Members discussed the need for child-safety protections, the limits of executive orders, and broader concerns about AI’s effect on critical thinking and misinformation. The committee then heard from BCI Special Agent Cassidy Halsef, who said AI is already driving a sharp rise in child exploitation cases in North Dakota, including AI-generated explicit images of real minors and school-based incidents involving mass-shared manipulated images. She said investigators are seeing more cyber tips, more difficult forensic work, and lasting harm to victims and families, and urged stronger legal penalties, specialized training, victim services, and prevention education in schools and communities.

Transcript Highlights:

• Uh, it's for students in grades 11 and 12.
• Currently, I am failing at my first attempt at retirement.
• Grades a high school grade if it's counting toward a high school graduation requirement and a grade for
• It's limited to courses in 11th and 12th grade.
• rather than 11th and 12th grade.

Bills: HB20, HB120

Keywords: fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations, higher education, LGBTQ studies, DEI studies, program prohibition, educational policy, HB120, Texas, Texas Education Code, public universities, public colleges, queer studies, gay studies, lesbian studies

Transcript Highlights:

• I'm so excited this is the first time I've been a witness to it.
• at sixth grade?
• So we want even maybe as early as eighth grade or seventh grade, to have them discussing topics that
• I want to say thanks to our first panel on civic education.
• So thanks to the first panel.

Summary: The joint Senate and Assembly Education Committee hearing featured opening remarks from legislators welcoming students from the California Association of Student Councils and SABLE, with members emphasizing student voice and noting that several past student proposals had become law. The hearing then moved through multiple student panels presenting policy ideas, with members responding in a mix of support, technical questions, and cautions about cost, implementation, and tradeoffs in instructional time. The first panel proposed an annual civic engagement day for grades 7-12 to increase civic literacy and participation through flexible school-based activities. Members asked about costs, flexibility for sixth grade, voter registration, and how the proposal would fit within existing curriculum and standards. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motioning rights and training on budgeting and LCAPs; members raised concerns about mandate costs, board size, and the scope of motioning authority. The third panel proposed middle school financial literacy instruction, potentially embedded in existing classes like math, with a 10-year phase-in for teacher training and curriculum updates; members questioned whether the state should wait for the already-approved high school financial literacy course to be implemented first. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice materials in discipline processes; members discussed prior legislation, confidentiality in expulsion hearings, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12, but members expressed skepticism that brief classroom sessions could meaningfully address mental health needs and suggested wellness centers or student-led awareness efforts instead. The hearing then began panel six on AI implementation in classrooms, with students arguing that districts need clearer guidance on AI use and that education must adapt rather than ignore the technology.

Transcript Highlights:

• I'm so excited this is the first time I've been a witness to it.
• at sixth grade?
• So we want even maybe in as early as eighth grade or seventh grade, we have them discussing topics that
• I want to say thanks to our first panel on civic education.
• So thanks to the first panel.

Summary: The annual joint Senate and Assembly Education Committee hearing featured student proposals from the California Association of Student Councils and SABLE, with opening remarks from legislators emphasizing student voice and the value of hearing youth ideas. Committee members noted the hearing was being streamed and that they would review the testimony even though some members could not attend because of fog-related travel issues. The first panel proposed an annual civic engagement day for grades 7-12, with flexible school-led activities such as discussions, mock elections, and voter registration-related events. Members generally praised the idea but raised concerns about costs, instructional time tradeoffs, how to evaluate effectiveness, and whether the proposal should better connect to existing civics standards and local curriculum. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added training and the right to make motions. Legislators supported student representation in principle but questioned whether the proposal should require one or two student members to avoid board tie issues, why some districts do not already have student trustees, and how the mandate would be funded if it became a state requirement. They also raised technical concerns about the scope of motioning power and the fiscal impact of converting a voluntary local practice into a statewide mandate. Later panels proposed adding middle school financial literacy instruction, expanding restorative justice practices, and creating more structured mental health education time. On financial literacy, students suggested integrating finance into existing middle school classes and teacher training over time; members worried about curriculum overload and suggested aligning the idea with the already-approved high school finance course. On restorative justice, students proposed a CDE task force and training for PPS-certified staff; legislators discussed prior related bills, confidentiality concerns in discipline hearings, and the likely cost of a state task force. On mental health, students proposed short, twice-semester classroom sessions focused on coping skills and awareness of resources, but members questioned whether such brief lessons could be effective and suggested that wellness centers, student-led awareness, and outside referrals might be more practical. No votes were taken; the hearing was informational and ended with encouragement for students to refine their proposals and follow up with legislators.

Transcript Highlights:

• I'm so excited this is the first time I've been a witness to it.
• at sixth grade?
• So we want even maybe as early as eighth grade or seventh grade, to have them discussing topics that
• I want to say thanks to our first panel on civic education.
• So thanks to the first panel.

Keywords: 988, house, all

Transcript Highlights:

• First up, we have the the wrong one.
• grade to sixth grade class in fifth grade to teach<01:11:37.520><c> me,</c><01:11:38.000><c> but</c>
• I got my first period when I was in grade school.
• </c> my first period when I was grade. my first period when I was grade.
• First up, we have HCR 11, HR 14.

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Transcript Highlights:

• Um, as I mentioned, we have our first stakeholder, our first working group scheduled for next Tuesday
• Um, in your first, um, Meeting of the interim. So, um, I want to just first thank, uh, you, Mr.
• And 11th grade students are proficient or better at grade level, um, and.
• through 12th grade.
• So that's my first question. Mr.

Transcript Highlights:

• The first one though, EFA audit and special education audit reports.
• The third way is the statewide assessment in grades three through eight and then one grade in high school
• , which would be 11th grade. ... which would be 11th grade SAT.
• Um, how does your public school teachers, grade three teacher, or grade four teacher ... ... react to
• The medical certification for the first year?

Keywords: 928, house, all

Summary: The Education Freedom Account Oversight Committee met on March 27 and approved the agenda, adding a request for clarification on how the Children’s Scholarship Fund separates applications for the EFA program and the education tax credit program. The committee also approved minutes from December 30, 2025, and March 27, 2026, with a request that the March minutes include a link to the live stream. Members discussed the status of pending Legislative Budget Assistant audit reports on EFA and special education, noting the reports were still not released and would likely come later in the summer after review by the Department of Education and the Children’s Scholarship Fund. A major topic was the EFA program’s administrative fee, which statute allows up to 10% of deposits. Children’s Scholarship Fund representatives said current administrative costs were under 8%, that staffing had been reduced through the ScholarVia platform, and that any unused amount is reconciled and returned to students at year’s end. Members asked for historical administrative-cost data and a written explanation of how the withholding and reconciliation process works. The committee also reviewed the distinction between the EFA and education tax credit funding streams and was told the two programs use separate applications and separate funds, though both use the same platform. The committee spent substantial time on assessment and accountability. Department of Education staff explained that EFA students may satisfy annual assessment requirements through a portfolio, a norm-referenced test, or the statewide assessment; only about 10 EFA students took the statewide assessment, while most used portfolios or standardized tests such as the California Achievement Test and NWEA. Staff described how statewide assessment data are kept separate by student identifier and can be aggregated for EFA reporting, and members asked for breakdowns by grade, test type, and school district. The department also discussed linking assessments through Lexiles and Quantiles and said it could provide a list of commonly used formative assessments in New Hampshire districts. The committee additionally discussed a possible PSAT addition to the state contract and the costs of the statewide assessment program. Another major issue was special education eligibility and services within the EFA program. Members questioned the rule allowing a medical certification of disability from a licensed professional anywhere in the United States as an alternative to an IEP-based determination. Department staff said the current system allows either pathway, that about 1,000 EFA students are identified as special education students, and that the program does not track growth or service alignment on an individual basis. Members expressed concern that the medical-certification route may be too broad and asked for data on the disability categories used. The committee also discussed career and technical education access for EFA students, noting that Senate Bill 491 would provide guidance and that House Bill 1817 would address access and funding issues, but that current law still allows EFA funds to be used to pay CTE costs. The meeting ended with a request for future agenda items and a decision to leave the next meeting date open until fall, pending further information from the LBA audit process.