Transcript Highlights:

• Adults without a diploma face major barriers to stable employment and economic mobility.
• Caitlin earned her diploma. She rediscovered her confidence and her purpose.
• Caitlin earned her diploma. She rediscovered her confidence and her purpose.
• A state-certified high school diploma is different.
• The one opportunity they have for a high school diploma is the Goodwill Excel Center.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• For a GED, this comes in at $6,800 for a high school diploma.
• High school diploma so they can further their career.
• There are a lot of people who have gotten their high school diploma, their workforce diploma, after age
• You could not get a diploma. Yes.
• You need to have a high school diploma.

Keywords: 959, house, all

Transcript Highlights:

• as a valid employers who accept diplomas as a valid diploma. diploma. diploma.
• /c> diploma.
• The alternative diploma is not diploma.
• </c> modified high school diploma. modified high school diploma.
• </c> current alternative diploma. current alternative diploma.

Keywords: 958, all

Transcript Highlights:

• But that now will require a diploma of distinction.
• The big change on it was adding that diploma of distinction.
• The diplomas of distinction are awarded by the school district per legislation.
• For the diploma of distinction for the $5,000 scholarship that's there.
• I'm just wanting to clarify the diploma of distinction.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• For a GED, this comes in at $6,800 for a high school diploma.
• High school diploma so they can further their career.
• There are a lot of people who have gotten their high school diploma, their work first diploma after age
• You could not get a diploma. Yes.
• You need to have a high school diploma.

Summary: The House convened with prayer and the Pledge of Allegiance, then approved the House Journal for the prior day by a vote of 112-1. Members spent a large portion of the morning on personal privilege remarks and introductions of guests, including FFA and Farm Bureau youth groups, school officials, veterans advocates, business leaders, and other visitors. There were also remarks congratulating candidates and election workers following the previous day’s election. The chamber then took up several committee reports and floor motions. House Committee Substitute for House Bill 3239, dealing with the workforce diploma program for adults seeking a high school diploma through virtual instruction, was reconsidered after an earlier defeat. Supporters argued it provides a second chance for adults, improves wages and workforce participation, and should be funded through the foundation formula; opponents said it would divert money from K-12 and that other adult education options are cheaper. After debate, the motion to reconsider passed 94-49, the previous question was ordered, and the bill was ultimately third read and passed 94-48. Members also passed House Bill 1772, which aims to reduce barriers and costs for attorneys handling foster care and adoption cases to help children reach permanent homes, by a vote of 121-18. House Bill 2096, increasing state matching funds for regional planning commissions and updating the statewide commission list, passed 104-37. House Bill 2740, creating a pediatric disease research task force in the Department of Higher Education and Workforce Development with annual reporting and a sunset in 2030, was perfected after supportive testimony emphasizing research coordination and accountability. House Bill 2422, raising a recording fee from $4 to $5 to support the Department of Agriculture’s land survey program and add rulemaking authority, was also perfected and printed after debate; an amendment to redirect the fee toward housing trust fund purposes was withdrawn. The House then recessed until 2 p.m.

Transcript Highlights:

• But that one still, that now will require a diploma of distinction.
• The big change on it was adding that diploma of distinction.
• For the diploma of distinction for the $5,000 scholarship? That's...
• I'm just—I just want to clarify the diploma of distinction.
• this diploma of distinction in order for them to be eligible for that.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• Adults without a diploma face major barriers to stable employment and wage growth.
• Caitlin earned her diploma. She rediscovered her confidence and her purpose.
• The Excel Center is not just granting diplomas.
• The point I made was just a statement of the number of adults without a high school diploma.
• that is very limited for an education and to attain a high school diploma in the state.

Keywords: 1204, all

Transcript Highlights:

• Adults without a diploma face major barriers to stable employment and economic mobility.
• Caitlin earned her diploma. She rediscovered her confidence and her purpose.
• The Excel Center is not just granting diplomas.
• A state-certified high school diploma is different.
• The one opportunity they have for a high school diploma is the Goodwill Excel Center.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• For those in the room, I'm familiar with the Missouri Workforce Diploma Program, it creates an online
• The Missouri Workforce Diploma Program is making a difference in people's lives today, and it's time
• That is producing these diplomas.
• Yeah, so we did put $500,000 in the budget yesterday for the workforce diploma program.
• The one thing I will say is I don't know how often you actually get a diploma through that program as

Keywords: 959, house, all

Summary: The House opened with prayer and the Pledge of Allegiance, then approved the House Journal for the 40th day by roll call vote, 122-1. Members then used points of personal privilege to recognize Scott Bell’s departure, honor the life of Ernie Dempsey of St. Charles, and welcome numerous special guests to the chamber, including Child Advocacy Day participants, school groups, local officials, first responders, and a 200-member United Pentecostal Church International choir. Several guests were also made pages for the day without compensation. The main floor debate centered on House Bill 3239, which would make the Missouri Workforce Diploma Program permanent by moving it into MOCAP, preserving reporting requirements, and adding a $4 million annual cap. Supporters said the program has helped about 1,200 adults earn diplomas, especially women and parents needing flexible online access, while opponents argued it duplicates existing adult education options and could divert foundation formula dollars from K-12 students. An amendment from the St. Louis delegation to add a college admissions and financial aid task force was offered but defeated 55-82. The House then adopted the committee substitute and perfected and printed HB 3239. The chamber also debated House Bill 1768/2060, which would prevent county assessors from reclassifying single-family short-term rental homes from residential to commercial for tax purposes. Supporters framed it as a property-rights and tax-relief measure for homeowners and small investors, while opponents said local communities should decide how to regulate short-term rentals and raised concerns about commercial use and LLC ownership structures. The House adopted the committee substitute and perfected and printed the bill. House Bill 2944, dealing with the senior property tax freeze, was also debated and amended to make the freeze easier to administer, including one-time filing, broader county application, and clearer notice requirements; a Jackson County amendment was ruled out of order. HB 2944 was then adopted and perfected and printed as amended. The House recessed until 2 p.m. after announcements and committee notices.

Transcript Highlights:

• For those in the room, I’m familiar with the Missouri Workforce Diploma Program.
• For those in the room, I'm familiar with the Missouri Workforce Diploma Program, it creates an online
• That is producing these diplomas. Because we're moving the whole thing into the MOCAP statute.
• Yeah, so we did put $500,000 in the budget yesterday for the workforce diploma program.
• That 1,200 graduates through the workforce diploma program.

Summary: The House convened with prayer and the Pledge of Allegiance, then approved the House Journal for the prior day by roll call vote, 122-1. Members then used points of personal privilege to recognize the departure of staffer Scott Bell and to honor the life of Ernie Dempsey of St. Charles, followed by numerous introductions of guests, including school groups, Child Advocacy Day participants, first responders, church members, and other visitors in the galleries. The main floor debate centered on House Bill 3239, which would make the Missouri Workforce Diploma Program permanent and move it into the MOCAP framework. The sponsor said the program has produced about 1,200 graduates in three years, mostly adult women with children, and argued it should have a stable funding stream with a $4 million annual cap. Opponents questioned whether the bill weakened oversight, whether MOCAP was the right vehicle, and objected to using foundation formula funds for adult education. An amendment to add language creating a College Admission and Financial Aid Consistency Task Force was debated but failed 55-82. The previous question was then ordered, and HB 3239 was perfected and printed. Members then took up House Bill 1768/2060, which would keep county assessors from reclassifying single-family homes used as short-term rentals from residential to commercial for tax purposes. Supporters said the change would prevent large tax increases on homeowners and small investors, while opponents raised concerns about business use and local control. The House also considered House Bill 2944, a senior property tax freeze bill, which would simplify annual filing requirements and clarify that the freeze applies across taxing districts; an amendment on that bill was adopted, a later amendment was ruled out as previously amended material, and the bill was perfected and printed as amended. The House then moved to announcements and recessed until 2 p.m.

Transcript Highlights:

• The bill also codifies the Alabama high school diploma option program as a... ...school diploma option
• Can they go on with this non-traditional diploma on to a four-year college?
• diploma and what's required for the non-traditional diploma?
• Let me address the basis of the non-traditional high school diploma.
• It's designed around things we... ...diploma.

Bills: SB140, HB102, SB133, SB34

Keywords: Coach Safely Act, youth athletics, noncompliance penalties, Department of Public Health, youth athlete, dual enrollment, high school, community college, university, educational access, high school credit, violence prevention, conflict resolution, mediation, public education, high school graduation, 1136, house, all

Transcript Highlights:

• For those in the room, I'm familiar with the Workforce Diploma Program.
• Missourians have graduated with a high school diploma.
• And getting them a diploma is the best way to help get them back on their own feet.
• And getting them a diploma is the best way to help get them back on their own feet.
• Missouri, there are approximately 416,000 adults that lack a high school diploma.

Keywords: 959, house, all

Transcript Highlights:

• receives when they do graduate with a high school diploma.
• Most jobs require a high school diploma.
• School districts have to have both diplomas.
• School districts have to have both diplomas.
• School districts have to have both diplomas.

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• I'm here to present House Bill 3239 on adding stability and permanency to the Missouri Workforce Diploma
• For those in the room, I'm familiar with the Workforce Diploma Program.
• did not finish high school but were close could take online courses and finish their high school diploma
• Missourians have graduated with a high school diploma.
• And getting them a diploma is the best way to help get them back on their own feet.

Summary: The committee heard testimony on House Bill 3239, which would make the Missouri Workforce Diploma Program permanent and move it into the MoCAP framework. Representative Hurlbert and supporters said the program has helped about 1,200 adults earn diplomas, mostly women with children, and that it improves employment and health coverage outcomes. Members raised concerns about funding, the use of the foundation formula, and how the program differs from existing adult education options. Supporters said it is tuition-free, pay-for-performance, and intended for adults with a short path to graduation; no vote was taken on the bill. The committee then took up House Bills 2335 and 2230/2978 in executive session. HB 2335, dealing with teacher training, was amended and then given a do pass recommendation by a 19-0 vote. HB 2230 and 2978, as amended, were also approved do pass by an 18-1 vote after extensive discussion of the Student Screen Time Standards Act, including limits on screen time, a new advisory council, and a related cursive-writing amendment. Members generally supported the direction of the substitute, while some raised questions about local control, implementation, and the role of experts. Later, Representatives Irwin and Steinhoff presented House Bills 2913 and 3228, which would provide legal protection for teachers who intervene in violent situations to protect students or themselves. Supporters said the bills would reduce fear of liability and encourage reasonable intervention, while committee members and witnesses discussed possible limits, training, whether the protection should extend to other school staff, and how the proposal interacts with existing discipline and restraint rules. Public testimony was largely supportive, with school and teacher groups asking for clearer definitions and coordination with federal law; no vote was taken. The committee also heard House Bill 2304, which would require parental consent before major changes to a child’s special education placement or services. The sponsor and advocates said it strengthens parent involvement and collaboration, while members questioned delays, due process, safety exceptions, and the effect on school operations. Testimony from advocates and parents supported the bill, and the hearing concluded without action.

Transcript Highlights:

• As a school board member, I helped many students to obtain their high school diploma.
• And then they walk out with their high school diploma.
• I don't have a standard high school diploma.
• With a diploma, and still some of them did not hit the bar.
• I think we have a systemic issue that's even deeper than just this diploma.

Summary: The Student Academic Success Subcommittee met with a quorum and heard four bills, all of which were reported favorably by unanimous votes. The chair opened with remarks about student performance and assessment, then the committee took up House Bill 1111 by Rep. Valdes, which would eliminate the certificate of completion for students who do not meet standard high school graduation requirements. Supporters argued the certificate is a meaningless “participation trophy” that can mislead students and families, while the sponsor said students would instead be pushed toward additional support, concordance testing, or other pathways to a standard diploma. Members raised questions about effects on ESE students, timing, and alternative pathways; the bill passed 17-0. The committee next approved House Bill 921 by Rep. Overdorf, which adds cursive writing instruction for grades 2 through 5 and defines cursive proficiency. The sponsor and supporters said cursive has historical, cognitive, and fine-motor benefits and helps students read signatures and historical documents. The bill also passed 17-0. After a brief recognition of visiting students, the committee heard House Bill 423 by Rep. Bartleman, which requires private schools participating in the Family Empowerment Scholarship Program to give parents written notice about which services in an IEP, 504 plan, ELL plan, or similar plan will be honored. Supporters framed it as a transparency and consumer-protection measure for families, especially those with children with disabilities; the sponsor emphasized it does not require private schools to provide specific services, only to disclose them. The bill passed 17-0. Finally, the committee heard House Bill 251 by Rep. Tendrich, which would recognize January 27 as International Holocaust Remembrance Day in Florida. The sponsor and public witnesses described rising antisemitism, the importance of remembrance, and the need for education about the Holocaust. Members from both parties shared personal reflections and support, and a survivor’s letter was read into the record. The bill passed 16-0. At the end of the meeting, the chair noted the committee had gone four-for-four on unanimous support and adjourned.

Transcript Highlights:

• There is also the ability to earn a standard diploma.
• The diploma as determined by the IT team beginning in the 25 26 school year, no students may receive
• What has not changed as mentioned earlier are the multiple pathways to earn a standard high school diploma
• The goal is for all students to earn a standard high school diploma, which has been evidence by the ever
• provided a secondary transition document to explain a little bit more about what leads up to the diploma

Transcript Highlights:

• </c> alternative high school diplomas. alternative high school diplomas.
• We have the regular federal diploma and then we have a modified diploma, which basically..." does two
• Currently in diploma here in Kentucky.
• What this bill will do is adopt a third option: a Kentucky-defined diploma, a Kentucky alternative diploma
• . diploma. diploma.

Keywords: Convene 00:00 Senate Message 04:26 Report of Committees 05:13 Orders of the Day/ HB 6 06:22 HB 480 14:13 HB 562 17:55 HB 136 25:53 HB 257 29:47 HB 490 35:54 Motions, Petitions, and Communications 40:30 Introduction of New Bills and Resolutions 52:44 Recess for ConC/Rules Meeting 53:49 ConC/Rules Report 57:12 Floor Amendments 58:49 Adjournment 58:59, 958, all

Transcript Highlights:

• or high school equivalency diploma.
• Yeah. >> For folks who never got to high school diploma, want to take that program.
• So adult education or someone may be going to get there high school diploma equivalency to get ready
• I appreciate what the rep acts before before me by trying to get a diploma.
• So you could use before before me by trying to get a diploma.

Transcript Highlights:

• Pathways, GED Option Pilot Program, and Maryland Diploma Works Pathway.
• Pathways, GED Option Pilot Program, and Maryland Diploma Works Pathway.
• There are over 500,000 Marylanders that do not have a high school diploma.
• getting a diploma as an alternative to getting a diploma as an alternative to the<00:45:08.800><c> traditional
• Without objection, the amended report is adopted. diploma. Um it allows for individuals to diploma.

Keywords: Senate streaming session for Tuesday, February 10, 2026, 960, senate, all

Transcript Highlights:

• So, we did award at that time 12 high school diplomas to veterans.
• Have you awarded diplomas in the DOE. Have you awarded diplomas in the past?
• </c> time 12 coupon diplomas to veterans. time 12 coupon diplomas to veterans.
• At this time, receiving their diplomas.
• </c> Education to award a high school diploma Education to award a high school diploma to<00:54:18.960

Keywords: 912, senate, all

Summary: The committees heard and then took action on several measures. Senate Bill 3048, relating to the State Building Code Council and the Office of Planning and Sustainable Development, received support from OPSD and the Chamber of Commerce, with OPSD requesting amendments tied to software licensing and a public permitting dashboard. The committees ultimately recommended passing the bill with amendments, including an effective date, and later adopted that recommendation by vote. Senate Bill 3083, relating to protective orders, drew support from the U.S. Defense State Liaison Office, the Military and Community Relations Office, and a member of the public, while the Judiciary asked that the bill be deferred or amended because a prior notification process had lapsed and a new mandate could be difficult to implement. The committees nevertheless recommended passage with amendments and an effective date, noting implementation concerns in the report, and that recommendation was adopted. The committees also considered Senate Bill 3010, which would allow law enforcement, animal control officers, and firefighters to enter unattended vehicles to rescue animals in distress. The Animal Legal Defense Fund supported the measure as a common-sense good Samaritan protection, and the Hawaii Association for Justice recommended a small amendment. The bill was recommended for passage with amendments and later adopted. Senate Bill 3187, relating to off-site construction and SPEED Task Force recommendations, received OPSD testimony in support with comments; the committees recommended passing it with amendments, deleting the dollar amount and adding an effective date, and adopted that recommendation. In a later joint hearing with the Committee on Education, Senate Bill 2138, which would expand the Hawaii National Guard State Tuition Assistance Program to graduate study, received support from the University of Hawaii, the Department of Defense, the Hawaii Army National Guard, and the U.S. Defense State Liaison Office. Members asked whether the current law limited assistance to undergraduate degrees and whether the program would require new funding; witnesses said the bill would simply expand authority and could be implemented within the current budget. Senate Bill 2614, authorizing high school diplomas for certain veterans whose schooling was interrupted by military service or wartime practices, also drew support from DOE and the U.S. Defense State Liaison Office, with DOE explaining it had previously issued diplomas under an earlier version of the law and would verify eligibility through an application process. Senate Bill 2687, requiring a 100th Infantry Battalion history curriculum plan and pilot program, drew mixed testimony: DOE said the topic is already covered in existing social studies standards and the bill was unnecessary, while supporters argued the history is not being consistently taught and should be mandated. The transcript cuts off before final action on the education bills.