Transcript Highlights:

• Currently, it’s called dropout prevention. We’re just changing the title.
• Currently, it’s called dropout prevention. We’re just changing the title.
• Currently, it’s called dropout prevention. We’re just changing the title.
• Currently, it's and dropout prevention.
• We're just called dropout prevention.

Keywords: Education - Room 216, 22 January, 2026; 10:30 AM, 925, all

Summary: The committee took up several education-related bills. Senate Bill 2071 would allow school boards to vote on providing health insurance to board members and their dependents using local, not state, funds; it was advanced after Senator Brian objected that it could create an incentive for people to seek school board seats for the insurance benefit. Senate Bill 2072 would move the deadline for teacher supply cards earlier, from August to July, using EF funds, and it was reported. Senate Bill 2103 would require school boards to adopt policies banning or restricting student cell phone use during school and class time, and it was also reported. Senate Bill 21103 would remove a requirement that school counselors follow the National Association of School Counselors’ code of ethics and instead align them with the Mississippi teacher code of ethics; it passed without opposition. Senate Bill 2236 would authorize the use of LifeVac choking devices in schools, with the sponsor saying the devices are inexpensive and could be provided free to districts; it passed as well. The committee then spent most of its time on Senate Bill 2242, the Mississippi Math Act, which would create a statewide math improvement initiative within the Department of Education. The bill would deploy math instructional coaches, require K-5 universal math screeners three times a year, create individual math plans for students below benchmark, support algebra readiness, protect data under FERPA, and establish a fund for grants and other deposits. Senator Boyd said the bill is modeled on efforts in other states, especially Alabama, and is intended to build on Mississippi’s literacy reforms by focusing on support, intervention, and professional development rather than retention or punishment. Members raised concerns about cost, the proposed anti-lapsing language for the fund, and whether the bill should require high-quality instructional materials statewide rather than leaving curriculum choices to local districts. Senator Hopson estimated the program could cost about $3.5 million and suggested the anti-lapsing language might be removed or handled through appropriations. Senators Blunt, Hill, and Wiggins argued that the success of literacy reforms came from requiring standardized, high-quality instructional materials and accountability, not home rule alone. Senator Wiggins offered an amendment to require high-quality instructional materials for math statewide, and Senator Boyd said he was supportive of that as a friendly amendment. The discussion ended with the amendment still being worked through and the bill not yet finally disposed of in the excerpt.

Transcript Highlights:

• While the report does recommend addressing dropout and keeping more kids in public school, the focus
• Previous legislative finance committee reports show the importance of early warning systems as well as dropout
• ask you is about the 3,200 that you mentioned and then you mentioned something about 5,500 on the dropout
• mentioned, obviously, one of the first things to do is to, as mentioned in the report, to get those dropout

Transcript Highlights:

• I'll show you registered as Xavier Warren, President of the Texas Association for Truancy and Dropout
• Prevention, testifying on behalf of the Texas Association for Truancy and Dropout Prevention.
• Texas Association for Truancy and Dropout Prevention. You'll be testifying with us today.
• Do you think that we have still had the decline or the declining numbers and the dropout rates, even
• There are dropout recovery schools that are not rated. And what... Schools that are not rated.

Keywords: 1184, house, all

Transcript Highlights:

• We'll take up Tab 15 CS for CS for SB 1402. 1, students enrolled in dropout retrieval programs by Senator
• The bill expands the number of students eligible to receive dropout retrieval services by allowing any
• regarding how school grades are calculated for virtual instruction program providers to exclusively offer dropout

Keywords: 999, senate, all

Transcript Highlights:

• And a lot of times what you see with 12th-grade students and 11th-grade students are dropout prevention—kids
• And a lot of times what you see with 12th grade students and 11th grade students are dropout prevention
• , kids that are so far behind in their credits, and them them trying. are dropout prevention, kids that
• Do we have a way of tracking how many of those expulsions result in school dropouts?

Summary: The Senate and House Joint Committee on Children and Youth met to approve prior minutes, confirm Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee, and receive several presentations. The Arkansas Infant and Child Death Review team reported on unexpected child deaths in Arkansas, saying its 2023 review covered 148 of 170 non-natural deaths, with the remainder unavailable due to criminal investigations or missing records. Of the reviewed deaths, 69 were accidents, 14 suicides, 18 homicides, and 47 undetermined, and members discussed how the report’s recommendations could be used by agencies and nonprofits for prevention work and grant applications. Committee members also asked about age breakdowns and how the data could be shared without identifying individual cases. The committee then took up HCR 1010 and a broader discussion of juvenile justice reform. Representative Shepard said the resolution was intended to confront data on juvenile incarceration and system outcomes. Senator Missy Irvin, judges Troy Braswell and Kathy Hess, and AOC Juvenile Division Director Burke Steen described the state’s long-running reform efforts, including the SAVRY risk assessment, diversion programs, and efforts to keep more youth in their communities. They said the reforms have reduced delinquency filings, DYS commitments, and revocations, while increasing diversions, but also emphasized ongoing gaps in mental health, substance abuse, and school-based supports. Members raised concerns about school data sharing, behavioral health access, and how to better identify youth with disabilities or trauma earlier. Judge Braswell and others stressed that many youth in the system have significant trauma, family instability, or unmet treatment needs, and that judges need individualized information to make decisions. Several members discussed the role of schools, the school safety dashboard, and the need for stronger community providers, especially in rural areas. The committee then heard from DYS Director Michael Crump, who provided data on commitments, facility use, demographics, offense levels, length of stay, education outcomes, recidivism, dual DCFS/DYS custody, and costs. He said commitments rose after the pandemic and then began to decline, while secure and detention costs increased with the need for more beds; he also noted that most youth in custody have behavioral health needs and that DYS works closely with DCFS, courts, and providers. No final action was taken on HCR 1010 during the discussion.

Transcript Highlights:

• Students struggling with dyslexia are highly likely to disengage from school, and they're at risk of dropout
• /c><00:05:25.600> of from school and they're at risk of from school and they're at risk of Dropout
• <00:05:26.960> Juvenile<00:05:27.440> Justice<00:05:28.240> interaction Dropout
• Juvenile Justice interaction Dropout Juvenile Justice interaction mental<00:05:29.800> health<

Keywords: 1187, senate, all

Transcript Highlights:

• Currently, the students who receive this alternative diploma are also considered dropouts.
• This will allow these students to be considered graduates and not dropouts.
• parents and the school system to say for those kids will now be counted as graduates instead of a dropout
• dropout. dropout.

Keywords: 958, all

Transcript Highlights:

• The therapy is often excruciating, with a high dropout rate, and the suicide rate is tragically and unacceptably
• The therapy is often excruciating, with a high dropout rate, and the suicide rate is tragically and unacceptably

Keywords: 1183, house

Transcript Highlights:

• interesting to me because the 6th through 12th grades that we added the credits to—that's the biggest dropout
• And that's the biggest dropout from the 6th through the 9th grade to engage them, right?

Transcript Highlights:

• due to chronic absenteeism critically impacts academic attainment and places students at risk for dropout
• due to chronic absenteeism critically impacts academic attainment and places students at risk for dropout
• due to chronic absenteeism critically impacts academic attainment and places students at risk for dropout
• <01:04:41.839> and<01:04:42.079> potentially<01:04:42.640> negative dropout and
• potentially negative dropout and potentially negative longtime<01:04:44.000> long-term<01:04:44.640

Keywords: 1183, house

Transcript Highlights:

• quick question as a relation or any provision, I guess, within or any goals within ESSA on reducing dropout
• I don't believe that the ESSA plan has anything related specifically to dropout rates, but we'd be happy
• There definitely is data collected on dropout rates, like Elizabeth said.

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• that third graders who lack proficiency in reading are four times more likely to become high school dropouts
• that third graders who lack proficiency in reading are four times more likely to become high school dropouts
• to become are four times more likely to become high<00:51:34.160> school<00:51:34.800> dropouts
• high school dropouts. high school dropouts.

Keywords: 958, all

Transcript Highlights:

• I guess what I'm asking more or less is maybe the dropout rate of those non-traditional students.
• <00:32:21.360> is<00:32:22.159> maybe<00:32:22.399> the<00:32:22.640> dropout
• <00:32:23.039> rate<00:32:23.840> uh<00:32:24.320> of is is is maybe the dropout
• rate uh of is is is maybe the dropout rate uh of those<00:32:24.720> non-traditional<00:32:25.360

Bills: HB0023, HB0024, HB0025

Keywords: extracurricular activities, public school participation, enrollment, Wyoming, student access, charter schools, application process, authorizers, public hearing, community support, scholarship, education, eligibility, continuous enrollment, 916, all

Transcript Highlights:

• not being here earlier, but the 6th through 9th grades are where I'm really interested in what your dropout
• Schools are targeted towards dropouts and reengaging them, getting them across the finish line.
• And so it's another demographic that it's targeted towards dropouts and reengaging them, getting them

Transcript Highlights:

• regarding how school grades are calculated for virtual instruction program providers exclusively offer dropout
• amendment incorporates feedback from staff to clarify how school grades are calculated by Deo E for dropout

Keywords: 999, senate, all

Transcript Highlights:

• agree with that we do currently is these students that we're talking about, you know, they count as dropouts
• c><00:54:29.680> they<00:54:29.920> count<00:54:30.079> as<00:54:30.240> dropouts
• you know, they count as dropouts you know, they count as dropouts currently, currently, currently
• So now these students will not count as dropouts, which, to me, is a disgrace that we've done that so
• So now these students will not count as dropouts, which, to me, is a disgrace that we've done that so

Keywords: 958, all

Summary: The committee heard presentations from the Family, Career and Community Leaders of America and the Governor Scholars Program. The FCCLA student speaker described how career and technical education helped her gain certifications, work in early childhood settings, and recognize a child who needed speech help, emphasizing support for CTE, FCCLA, and related student organizations. The Governor Scholars Program presentation, led by Dr. Jennifer Price with student speakers Max Corbett and Abigail Ziggler, focused on the program’s role in serving about 1,500 rising seniors each summer, its history since 1983, its statewide reach, and its impact on leadership development, college readiness, and keeping students connected to Kentucky. Members praised the students and program, and several shared personal stories about the program’s long-term benefits. Representative Camuel asked about funding, and Dr. Price said the program’s request was $2.1 million to maintain current enrollment levels of about 1,020 scholars for 2026; no vote was taken on that request during this segment. The committee then took up House Bill 498, sponsored by Representative Duvall, with Aaron Looper of Graduation Alliance testifying in support. A committee substitute was adopted after explanation. The substitute broadened eligibility for accredited providers to include public and nonprofit entities, allowed each county an opportunity to provide services with a $200,000 aggregate maximum per county, reduced the dollars per credit to serve more students, and made date corrections. Representative Duvall said the bill was a workforce measure developed from the Workforce Attraction and Retention Task Force and aimed at adults who lack a high school diploma but have two years or less remaining to graduate. Looper said the bill would create a pathway for adults to earn a regionally accredited high school diploma, paired with workforce and industry-recognized credentials, and stressed that it would not compete with GED programs, which are better suited for adults farther from graduation. He said the model is pay-for-performance, with providers paid only after milestones are completed, and that it would be available online, in person, or in hybrid form to improve rural access. In response to questions, he said students would not be charged fees, providers would handle transcript retrieval and remediation, and the program would include built-in accountability measures. He also said the budget request is $2 million per year, with the goal of maintaining the current level of service and eventually expanding if successful. Members asked about how the program differs from existing adult education options, access in all counties, and whether there are deserts in service availability; Looper said the online model and provider outreach are intended to address those gaps.

Transcript Highlights:

• due to that percentage of students with disabilities who graduate one of the top in the country, dropout
• due to that percentage of students with disabilities who graduate one of the top in the country, dropout
• due to that percentage of students with disabilities who graduate one of the top in the country, dropout
• due to that percentage of students with disabilities who graduate one of the top in the country, dropout
• In the country, dropout rates one of the lowest.

Keywords: 1189, house, all

Transcript Highlights:

• Grade retention and dropout rates in this population are alarmingly high.
• Grade retention and dropout rates in this population are alarmingly high.
• in instruction and learning is a major factor in these children's poor educational outcomes, high dropout

Keywords: 995, all

Summary: The Joint Committee on Children, Families and Persons with Disabilities held a hybrid hearing focused largely on DDS-related bills, with chairs Kennedy and Livingstone outlining strict time limits, accessibility procedures, and a 5 p.m. stop to preserve ASL and CART services. The committee heard testimony on several measures, including a bill from Sen. Mike Moore to create a centralized electronic education records system for students in out-of-home placements, which supporters said would improve communication, preserve IEP continuity, and reduce missed services. Paul DePaulo also testified in support, describing the educational and justice-system harms that can follow when foster youth do not receive coordinated records and supports. A major portion of the hearing centered on H. 242/S. 149, a bill to enhance standards of care for people with autism and intellectual and developmental disabilities. Rep. Garballey and many advocates, parents, clinicians, and disability leaders supported the bill, saying it would require provider training, statewide standards, and better emergency department practices to reduce misdiagnosis, trauma, and unnecessary ER boarding. Testimony described sensory and communication barriers in medical settings, lack of provider training, and the need for continuing education and license-related requirements. Related testimony also supported H. 213/S. 111, which would improve access to behavioral health services for children involved with state agencies by requiring better discharge planning, coordination with hospitals and agencies, and more appropriate post-hospital placements. The committee also heard strong support for H. 256/S. 102, requiring universal changing stations in public buildings, from parents, advocates, and the Massachusetts Developmental Disabilities Council. Witnesses said current restroom accommodations often force unsafe or undignified changes on floors, in cars, or in inaccessible spaces, and argued the cost of adding changing stations to new or renovated buildings would be modest compared with the benefits to dignity, safety, and community access. Another major topic was H. 261/S. 155 on supported decision-making agreements for certain adults, which supporters described as a less restrictive alternative to guardianship that preserves autonomy while providing trusted support. Finally, testimony on Tommy’s bill (S. 168/H. 282) described a preventable death after a hospital discharge and urged clearer communication and training requirements for residential staff handling life-sustaining equipment; the bill was presented as a safeguard for people with disabilities relying on such equipment.

Transcript Highlights:

• We know that Heated exclusionary discipline actually leads to worse academic outcomes, higher dropout
• schoolwork, they fall significantly behind making reintegration nearly impossible and increasing dropout
• Tension programs and dropout prevention initiatives.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• Just for some background, I was a college dropout after my first semester, working in the service industry
• I was a college dropout after my first semester working in the service industry.

Keywords: 995, all

Summary: The Joint Committee on Labor and Workforce Development heard testimony on several workforce-related bills, with most of the hearing focused on ESOL and apprenticeship legislation, followed by testimony on a four-day workweek pilot and paid prenatal leave. On ESOL, witnesses including the Boston Foundation, Skillworks, MassINC, MIRA, JVS Boston, Eastern Bank, immigrant advocates, employers, and legislators supported H.2080/S.1326, arguing that Massachusetts has a large backlog of limited-English-proficiency residents waiting for classes, that ESOL is essential to economic mobility and immigrant integration, and that the state needs a coordinated, statewide strategy with more vocational and workplace-focused English instruction. Testifiers cited long waitlists, fragmented delivery across agencies, labor shortages, and examples of workplace English programs helping immigrants gain jobs, advance careers, and support businesses. Committee members asked questions about how vocational ESOL differs from standard classes, and witnesses explained that it focuses on job-specific language and workplace scenarios. The committee also heard strong support for H.2085/S.1303, which would require more use of registered apprentices on public construction projects over $1 million. Labor leaders from the Massachusetts AFL-CIO and Massachusetts Building Trades, along with electricians and apprentices, said the bill would help apprentices complete training by ensuring enough job-site hours, expand access to good union careers, and strengthen the construction workforce for housing, infrastructure, and clean energy work. Several witnesses defended existing apprenticeship ratios and electrical licensing standards, warning against deregulation and emphasizing safety. Committee members asked about project thresholds and apprenticeship ratios, and witnesses said the bill’s phased apprentice-hour requirement was intended to cover most public projects under current cost conditions. The committee then heard testimony on S.1330, a four-day workweek pilot program. Senator Dillon Fernandez and Representative Shirley Arriaga described the proposal as a response to burnout, affordability pressures, and changing workplace norms, arguing that a pilot would let Massachusetts study whether shorter workweeks improve productivity, retention, and worker well-being. Witnesses said the model could help families balance caregiving and commuting while maintaining or improving output. Finally, the committee took testimony on S.1361, establishing paid prenatal leave. Parents, health advocates, March of Dimes, and others said paid leave would help pregnant workers attend critical prenatal appointments, reduce missed care, and improve maternal and infant health outcomes. Several speakers shared personal stories about high-risk pregnancies, pregnancy loss, and the financial strain of taking unpaid time off. No votes were taken during the hearing; the committee primarily received testimony and asked a limited number of questions.