Transcript Highlights:

• over time from grade four to grade eight over time from grade four to grade eight in<01:20:19.480
• grades 4 and 8. grades 4 and 8.
• As you go across this table, you'll see average scale scores for Wyoming results in grade four and eight
• their second grade, third grade by their second grade, third grade by their developmental<03:13:34.840
• it by grade band. it by grade band.

Keywords: 916, all

Bills: SB3, SB1346, SB1509, SB1928, SB2028, SB2071, SB2110, SB2117, SB2127, SB2134, SB259, SB1191, SB1246, SB1314, SB1439, SB1613, SB1930, SB1976, SB330, SB2069, SB2095, SB3, SB1346, SB1509, SB1928, SB2028, SB2071, SB2110, SB2117, SB2127, SB2134, SB259, SB1191, SB1246, SB1314, SB1439, SB1613, SB1930, SB1976, SB330, SB2069, SB2095

Keywords: industrial hemp, program licensing, agriculture, cannabinoids, state regulation, water infrastructure, wastewater, investment program, loans, local government, SB1509, groundwater, water wells, well spacing, water rights, Oklahoma Water Resources Board, OWRB, basin, subbasin, maximum annual yield

Transcript Highlights:

• increased the sixth grade factor from 1.045 to 1.30.
• , or $1,851 per sixth grade student, and between $8 million and $10 million in each grade between seventh
• It doesn't actually Scale funding by the size of the district or charter itself, right?
• In theory, as you get smaller, you have less economies of scale.
• Chair, states were not all grading our kids the same way.

Transcript Highlights:

• Her first grade teachers center to second grade for reading.
• To scale, get this scaled up.
• I guess they were graded, they would have been graded as like a C school. Then with.
• One of them is grade level and the other one is so not. Not meeting grade level.
• Yeah, or kindergarten through 7th grade, adding your grade level each year up to 12th grade.

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• So it shall read: have a cumulative college grade point average of 2.5 or higher on a scale of 4.0 or
• So it shall read: have a cumulative college grade point average of 2.5 or higher on a scale of 4.0 or
• So it shall read: have a cumulative college grade point average of 2.5 or higher on a scale of 4.0 or
• So it shall read: have a cumulative college grade point average of 2.5 or higher on a scale of 4.0 or
• Have a cumulative college grade point average of 2.5 or higher on a scale of 4.0 or its equivalent.

Keywords: 912, senate, all

Summary: The Library and Technology Committee met on March 14, 2025, to hear House Bill 430, House Draft 2, which would create an internship/on-the-job training program administered by the Department of Labor and Industrial Relations, with the state serving as the responsible employer for workers’ compensation coverage and appropriations included. Testimony was uniformly supportive from the State Council on Developmental Disabilities, the University of Hawaii, the Department of Labor and Industrial Relations, and the Department of Education. Supporters emphasized the value of internships as a high-impact educational and career pathway opportunity. The Department of the Attorney General supported the bill’s intent but raised a concern about the criminal history background check language, recommending that the bill be revised so DLIR may conduct checks “as appropriate” rather than requiring a mandatory check for all interns. The AG noted that juvenile records would remain confidential for 16- and 17-year-old interns under existing law and suggested deleting the more specific background-check language or replacing it with the more flexible wording. Several organizations submitted support, including business, health care, tourism, and industry groups. During decision-making, the committee discussed amendments incorporating the Attorney General’s recommendation, adding a 2.5 GPA minimum reference, and clarifying language about private or public sector organizations and placement of interns in state executive branch departments, agencies, or programs. The committee adopted the recommendation to pass the bill with amendments, and the meeting adjourned.

Transcript Highlights:

• So whenever you look at your apprenticeships and what you're scaling, it seems like you're scaling up
• But you're not scaling back the supplemental request.
• Significantly scaled back the online early childhood literacy program, already significantly scaled back
• grade.
• Are they proficient in reading when they get to grade 3?'

Keywords: 914, all

Transcript Highlights:

• or NDSA in 10th grade.
• grade.
• It's not like 3 through 8 where you're just doing 5th-grade math, 6th-grade math, 7th-grade math, right
• Third grade, third grade, third grade, third grade, third grade, third grade.
• to grade.

Keywords: 908, all

Transcript Highlights:

• or NDSA in 10th grade.
• It's not like 3 through 8 where you're just doing 5th grade math, 6th grade math, 7th grade math, right
• Third grade, third grade, third grade, third grade, third grade, third grade.
• Fourth grade.
• grade.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• The court police chief is at a grade LESO5, with a salary range of $67,000 to $100,000.
• We think there's an efficiency of scale there. If they were...
• We think there's an efficiency of scale there.
• And so with that, getting onto these pay grades just gives the...”
• I didn't look at the scale. Are you paying the maximum in these positions? No, sir.

Summary: The committee met to consider several requests related to constitutional offices and court security staffing, with opening remarks noting that the fringe-benefit percentage had been updated to 40–45% and that the bills already filed would be amended if the committee approved the requests. Item B, from the Supreme Court, requested one new Supreme Court police chief position at LESO5 with no appropriation change; the committee approved it. Item C, from the Secretary of State, requested five additional State Capitol Police corporal positions, a reclassification and consolidation of several job titles, and salary maximum adjustments, along with a $498,000 appropriation increase for salaries and matching funds; after questions about how the office would absorb the changes and whether the new security role would replace a contract, the committee approved the item. Item D, from the Lieutenant Governor’s Office, sought to move from line-item maximum salaries to state pay-plan grades, with no change in the number of positions but an estimated $349,000 increase in salaries and matching funds. Office representatives said the change was intended to align with other constitutional offices, address a long period without raises, and improve retention, but Senator Hill placed the item on hold until the next day for follow-up questions. Item E, from the Auditor’s Office, requested a realignment of classifications, salary maximum increases, one UCP claims examiner position, and one UCP compliance agent, for a total increase of $579,468; the auditor said the office had withdrawn a government relations position from the request, that the new positions were revenue-neutral or needed to handle increased workload, and that salary increases were based on market comparisons and long-term stagnation. The committee approved item E, and the meeting adjourned after no further business.

Transcript Highlights:

• So this is just 11th grade. >> This is just 11th grade. >> Yes. Yep.
• So this is just 11th grade. breaking. So this is just 11th grade.
• grade, fourth grade, fifth at our third grade, fourth grade, fifth grade<01:32:23.760> tests.
• Um grades.
• So, there's only two science tests, fifth grade and 8th grade.

Keywords: 928, house, all

Summary: The committee first approved corrected minutes from October 6 after members noted and fixed several transcription and spelling errors, including a clarification that a comment about SAU numbers came from former Senator Jim Rubin. The vote to approve the corrected minutes was moved, seconded, and adopted with one abstention. The main presentation came from Chuck Bates of the New Hampshire Association of School Business Officials (ASBO), who described the organization, its certification program, and the role of school business administrators. He explained that ASBO members handle accounting and financial management, facilities, food service, HR, information systems, transportation, and risk management. He also outlined the certification program, which includes 21 courses, most online, plus four in-person workshops unique to New Hampshire, and noted that many members are not certified because the state licensure requirement was removed. Bates then addressed the committee’s interest in SAU consolidation and county-wide restructuring. He said business administrators often manage multiple budgets, attend school board meetings, and serve as a visible point of contact for the community. He argued that consolidation would create operational and financial challenges, including staff and facility relocation, differing accounting systems, lack of a standardized chart of accounts, and uncertain return on investment. He said the biggest obstacle would be local control, especially in small towns that do not want outside decisions affecting school closures, class sizes, or student transportation. Committee members questioned him about the distinction between administrative and academic control, the size of district offices in larger cities, and what might reduce administrative costs; Bates responded that many administrative costs stem from legislation and that consolidation would be difficult to implement without local support.

Transcript Highlights:

• But when you collapse everybody's existing pay grades... ...to 15%.
• But when you collapse everybody's existing pay grades...
• We think there's an efficiency of scale there.
• People leaving to go to the private sector in our pay scale and our structure is a problem.
• Okay, I didn't look at the scale. Are you paying the maximum in these positions? No, sir.

Summary: The committee met to consider several budget and staffing requests tied to constitutional offices and the Supreme Court, with opening remarks noting that fringe benefits are now calculated at 40% to 45% and that constitutional officers may pay the maximum if they choose. Item B, a Supreme Court request for one new Supreme Court police chief position with no appropriation increase, was approved. Item C, from the Secretary of State, sought five additional Capitol Police corporal positions, title realignments, and salary maximum adjustments, along with a $498,000 appropriation increase; members questioned how the office could absorb pay changes without new funding, and the office explained it was cleaning up a large and outdated classification structure while also preparing to provide security for an additional building. The item was approved. Item D, from the Lieutenant Governor’s Office, proposed moving from line-item maximum salaries to state pay-plan grades, with no change in total positions but about a $349,000 increase in salaries and matching funds. Office representatives said the office had not had raises in nearly a decade and needed the change to stay competitive and retain staff, but members raised concerns about comparing the office’s pay to other agencies and about office staffing and accessibility. Senator Hill asked to hold the item for offline discussion, and the committee agreed to hold it until the next day. Item E, from the Auditor’s Office, requested salary realignments, increases to line-item maximums, and two new positions tied to UCP claims and compliance work, with a total increase of $579,468. The auditor said the office had already pulled a government relations position from the request after an updated packet was issued, and defended the remaining increases as market-based and revenue-neutral, with some work funded by interest earnings. Members questioned the need for a legislative affairs position and whether the salary increases were aligned with the market, but after discussion the committee approved the item. The meeting then adjourned.

Transcript Highlights:

• These salary scales are embedded in our wage scale and career lattice, which I'll discuss in more detail
• The wage scale and career lattice on page 4.
• We request 57 million over three years for the wage scale and career lattice.
• Is there a sliding scale or is there a different rate?
• They are ready To enter into kindergarten, first grade, and those grade levels, and are ready to learn

Bills: SB2

Keywords: SB 2, State Highway Project Bonds, highway funding, transportation bonds, state road fund, motor vehicle fees, vehicle registration fees, electric vehicle fee, EV surcharge, plug-in hybrid fee, weight distance tax, road construction, infrastructure financing, Department of Transportation, State Transportation Commission, bonding authority, county road funds, municipal road funds, transportation improvement program, state highways

Transcript Highlights:

• Why is my letter grade this way?
• I guess they were graded, they would have been graded as like a C school. Then with.
• One of them is grade level and the other one is so not. Not meeting grade level.
• Yeah, we're kindergarten through seventh grade, adding your grade level each year up to 12th grade.
• So we're on a much smaller scale.

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• level in third grade.
• level by third grade.
• seventh grade.
• grade.
• Our eighth grade weather unit, for example, centers around 70 student-built full-scale sail cars.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• These salary scales are embedded in our wage scale and career lattice, which I'll discuss in more detail
• The wage scale and career lattice on page 4—you'll see a brief handout page.
• I want to talk about the wage scale.
• The Scale and Career Lattice Framework Report and its recommendations.
• They are ready to enter into kindergarten, first grade, those grade levels, and are ready to learn.

Bills: SB2

Transcript Highlights:

• clear purpose for children in grades clear purpose for children in grades K-3.
• grade level by<01:23:24.560> second<01:23:24.920> grade.
• by second grade. by second grade.
• choice program scaled up. choice program scaled up.
• . scale. scale.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• That's above my pay grade.
• Fourth-grade test items are tougher than the third-grade items.
• Because you don't compare third grade to third grade to see how kids do.
• You compare third grade to fourth grade.
• grade or that third grade cohort moving into fourth grade.

Keywords: 908, all

Transcript Highlights:

• That's above my pay grade.
• Fourth-grade test items are tougher than the third-grade items.
• Because you don't compare third grade to third grade to see how kids do.
• You compare third grade to fourth grade.
• grade or that third grade cohort moving into fourth grade.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Two, what can we scale? And I think that's the piece that I keep thinking through.
• I see the scale of the numbers of students used in this program.
• 12th grade students in California.
• 12th grade students in California.
• 12th grade students in California.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• The value in the Read by Grade 3 assessment happens...
• So that is our SBAC that hits a bunch of grades. I can't remember them all right now.
• This is a change in terms of the additional state act for the Read by Grade 3 program.
• by Grade 3 laws, so there's sort of no alignment there.
• This just changes the Read by Grade 3 assessment from one assessment to another.

Bills: AB386

Keywords: AB386, Washoe County School District, reading assessment, literacy, elementary school, pupil assessment, statewide assessment, alternative assessment, reading proficiency, standards-based testing, valid and reliable test, State Board of Education, Department of Education, pilot program, school testing, assessment equivalency, education grant, Nevada education, NRS 388.157, school accountability