Transcript Highlights:

• Okay, looking first at district type.
• Okay, looking first at district type.
• The first is our location type.
• on district letter grade.
• held back in third grade.

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.

Transcript Highlights:

• The position requested is a Supreme Court police chief at a grade LESO5, with a salary range of $67,000
• But when you collapse everybody's existing pay grades... ...to 15%.
• But when you collapse everybody's existing pay grades...
• But when you collapse everybody's existing pay grades or titles, and you get rid of a whole bunch of
• And then even if we get to the midpoint on those pay grades, ours are still falling way below.

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:

• First, with respect to respect to First, with respect to the sponsor and Mr.
• components: weighted grade, interview panel grade, and overall grade, scored numerically and added together
• First of all, we're adding a grading component, so this is going to allow us to grade our solicitations
• First of all, we're adding a grading component, so this is going to allow us to grade our solicitations
• panel grade, and a final overall grade.

Summary: The committee first considered the reappointment of Troy L. Campbell to the Arizona State Liquor Board. Campbell described his nearly 10 years of service, his role as chair since 2019, and his focus on fairness, public safety, and applying the law consistently. He answered questions about the board’s workload and authority, noting it hears roughly 40 to 50 cases a year and does not issue fines. With no public testimony, the committee voted 6-0 to recommend his confirmation to the full Senate. The committee then heard several liquor and consumer-related bills. SB 1478, an annual liquor-policy cleanup bill, made technical changes to liquor statutes, including conforming the definition of cider to federal tax law and clarifying other terminology. The bill drew support from industry stakeholders and neutral testimony from the Department of Liquor Licenses and Control; the committee adopted a clarifying amendment and recommended the bill do pass as amended. SB 1108 would require Swedish rounding of cash transactions when pennies are unavailable, with signage and enforcement provisions; an amendment removed an individual-item exemption and clarified tax calculations, and the bill passed as amended with support from business groups. SB 1205 would regulate private-property vehicle booting by setting signage, notice, fee, and recordkeeping requirements and making violations a misdemeanor; members raised concerns about appeals and signage on non-parking property, but the committee adopted a technical amendment and recommended the bill do pass as amended. The committee also took up SB 1241, which would allow private permitting providers to conduct plan reviews and inspections for single-trade residential projects without municipal or county approval. Supporters argued it would reduce delays and costs for homeowners and help cities focus on higher-priority work, while cities and counties opposed the bill on public-safety and local-control grounds, warning about private incentives and inspection quality. After adopting an amendment granting immunity to municipalities that rely on private providers, the committee recommended the bill do pass as amended by a 5-2 vote, with some members explaining their votes and asking for further stakeholder work. Finally, the committee heard SB 1366, which creates a Public Property Towing and Impound Practices Study Committee to review towing fees, standards, insurance, background checks, and related DPS policies, and to report recommendations by the end of 2026. Supporters said the study would help address inconsistent standards and consumer concerns before permanent changes are made. Some members objected that the study committee did not include minority-party appointments, but the sponsor said that could be addressed later. The committee adopted a strike-everything amendment and recommended the bill do pass as amended. The committee then began SB 1431, a housing-design bill limiting municipal design standards and restrictions on certain shared features, but the transcript cuts off during extended debate and no final action on that bill is shown.

Transcript Highlights:

• First question is on the amendment by Ways and Means.
• First question is on the amendment by Ways and Means.
• Now, to remind you of the problem, Massachusetts ranks first in the nation in fourth grade reading achievement
• grade 3 to grade 8 were not reading at grade level. 60% not reading at grade level.
• students are reading at grade level.

Keywords: 1212, all

Transcript Highlights:

• It's going to be on page five, about the first paragraph down.
• And that may be, I believe, on the higher-grade felonies.
• But didn't we hear some testimony that on lower-grade felonies?
• So you have rape in the first degree.
• My concern, my primary concern, is the lower-grade felons.

Summary: The House first established a quorum after a brief call of the board and then recognized several guest delegations, including a Kansas City Hispanic Day at the Capitol group and later visitors from Grandview, Pagedale, Bolivar, and a fire service leadership program. After that, the chamber took up House Bill 2498, a juvenile justice measure focused on more oversight in serious juvenile cases, expanded data sharing through the MULES system, and changes to certification procedures for certain felonies and repeat offenses. Members debated whether adding prosecuting attorneys to the certification process was appropriate, whether the bill would expand juvenile certification, and whether the bill’s original parent-liability provisions could harm foster placements; those liability provisions were ultimately removed through amendment. The bill was then adopted as amended. The House also considered House Committee Substitute for House Bills 2637 and 3155, described as a “transparency in sentencing” bill. Supporters said it would make sentencing and parole eligibility clearer by setting minimum time-served percentages in statute, while critics argued it would mostly raise minimums, especially for lower-level felonies, without truly increasing transparency. Members discussed changes to dangerous felony treatment, sex offenses, trafficking, prior commitments, and how time served would be certified at sentencing. The committee substitute was adopted and ordered perfected and printed. Finally, the House recommitted House Committee Substitute for House Bills 2780 and 2668 to the Special Committee on Property Tax Reform for further work, with members agreeing more hearings and revisions were needed. The chamber then moved to announcements, including committee meeting notices and a Black History Program invitation, and adjourned until the next day.

Transcript Highlights:

• Uh, the first is the fiscal note.
• Uh, the first is the fiscal note.
• We currently educate 167 students in grades preschool through eighth grade.
• </c> grades preschool through eighth grade. grades preschool through eighth grade.
• First- and second-grade boys and girls were struggling to feel safe at school, and fifth-graders needed

Keywords: 1187, senate, all

Transcript Highlights:

• I just question why are we continuing to screen second graders when if in kindergarten and first grade
• It probably could end at first grade unless the kids are at risk, and then go ahead and give it again
• </c><00:49:21.599><c> grade</c><00:49:22.480><c> they've</c> kindergarten and first grade they've kindergarten
• and first grade they've tested<00:49:23.200><c> proficient?
• grade unless the kids are at at first grade unless the kids are at risk<00:49:36.480><c> and</c><00:

Keywords: 916, all

Transcript Highlights:

• The first, my understanding is, we were the first family in the state of Texas to ever win compensatory
• That's ninth through 12th grade. Okay. They could have... ...okay, that's ninth through 12th grade.
• But I think to grade papers on the SBOE as elected officials, but to grade those papers without giving
• As a teacher, I have taught eighth grade middle school, and I've taught sixth grade middle school.
• As a teacher, I have taught eighth grade middle school, and I've taught sixth grade middle school.

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

Transcript Highlights:

• Nancy Mowrey, first grade teacher with California Virtual Academies and Vice President of CVEU and I
• I've taught every grade from kindergarten to 12th grade over my 13 years as a virtual educator, but my
• grade teacher with California Virtual Academies and I oppose.
• I am a fourth grade teacher in Folsom-Cordova Unified.
• First of all thank you for your comments.

Keywords: 988, house, all

Transcript Highlights:

• grade three in don't consider K grade grade three in the<00:56:54.960><c> same</c><00:56:55.119><c>
• </c> at a grade level. at a grade level.
• sixth grade, or even take that cohort and go down to second grade and first grade, track apples to apples
• first I I should say that I um &gt;&gt; Uh first first I I should say that I um I<04:03:56.160><c> represent
• </c> first that I'm able to do that. first that I'm able to do that.

Keywords: 1189, house, 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.

Keywords: 989, all

Summary: The committee first heard Representative Ben Furman present RS 33019, a joint memorial urging Congress to fully fund special education under IDEA. Furman said Congress originally promised to cover 40% of excess special education costs but Idaho currently receives about 12%, leaving the state and local property taxpayers to absorb the gap. Several members supported the memorial as a way to press Congress on an unfunded mandate, while others noted they wanted a broader discussion of special education funding and related policy issues. The committee voted to introduce RS 33019, and it was approved. The committee then recognized Idaho’s 2026 Teacher of the Year, Laren Johnson, introduced by Superintendent Debbie Critchfield. Johnson, a Rigby High School teacher, spoke at length about the importance of building relationships with students, mentors, and colleagues, saying teaching is about connecting with kids rather than just delivering subject matter. He described examples from his own career and from programs at Rigby High School, including Holocaust studies, FFA, and student support efforts, and emphasized how teachers can change students’ lives through personal attention and encouragement. Superintendent Critchfield then presented Idaho’s request for federal flexibility in education rules and testing. She said the state has spent years reviewing requirements to reduce unnecessary reporting and is seeking a waiver and EdFlex-style authority to give Idaho more control over assessments and local innovation. The proposal would allow Idaho to avoid double-testing third graders in reading and to let 11th graders choose among approved assessments such as the ISAT, SAT, ACT, ASVAB, or career-technical tests, while still meeting federal requirements. Members asked about whether districts could still double test, how the ISAT is used, and the status of an AI protocol discussion; Critchfield said the waiver request is still in public comment and would go to the Board of Education before federal review.

Transcript Highlights:

• required grade, which is first grade in our education system, in terms of just to see the comparison
• required grade, which is first grade in our education system, in terms of just to see the comparison
• Six school days for pupils in first and second grade.
• The prohibition against screening before day 91 of kindergarten and day 46 of first and second grade
• We know that that's when kids really have to learn to read by the end of the first grade.

Summary: The hearing was a joint budget discussion focused first on California preschool and child care, then on universal transitional kindergarten (TK), with later movement toward a reading-difficulties screener item. Members emphasized the need for a coordinated early childhood system that better serves families’ real schedules and needs, rather than forcing families to fit existing program structures. The preschool panel reviewed access, quality, workforce, facilities, and information systems, with repeated concern about whether current funding and program design are sufficient for infants, toddlers, three-year-olds, and full-day/full-year care. Witnesses from the Learning Policy Institute, CDSS, CDE, and community providers described major growth in preschool and child care enrollment, especially for two- and three-year-olds, but also noted persistent gaps, waitlists, workforce shortages, low reimbursement rates, and the need for more stable funding. Several witnesses urged expansion or permanence of two-year-old eligibility in CSPP, more support for mixed-delivery systems, facility conversion and renovation grants, better statewide enrollment and referral systems, and continued funding for one-time grants such as UPK coordinators and planning/implementation supports. Provider and parent testimony stressed that rate reform, enrollment-based reimbursement, and continued hold-harmless protections are needed to keep programs open and accessible. The TK panel reviewed the Governor’s budget proposal for full implementation of universal TK, including Proposition 98 funding for expansion and lower adult-to-child ratios, plus a multilingual learner screening implementation budget change proposal. LPI and CDE reported that TK enrollment has grown rapidly but uptake is now a little over half of eligible four-year-olds, with families citing lack of awareness, preference for other care, and logistical barriers such as location and hours. CDE and providers said the UPK planning and implementation grant, mixed-delivery planning grants, and UPK coordinators have been critical, but these one-time funds are set to sunset. Members pressed for more information on eligible population projections, full-day/full-year demand, teacher credential data, and how administrative credential programs are preparing leaders for early childhood settings. The committee held the issues open and requested follow-up data from the departments.

Transcript Highlights:

• First, it has over 260 islands. winter. First, it has over 260 islands.
• And that was back in 2018 when those first models first came out.
• first models first came 2018 when those first models first came out.<03:54:45.920><c> Nova</c><03:54
• </c> graded as SPFs. graded as SPFs.
• We're seeing the trend once again being the first in the nation because lumber grading and those categories

Keywords: 928, house, all

Summary: The committee first took up HB 163FN, dealing with requiring current, verifiable evidence of a species’ presence before land-use restrictions are imposed for habitat protection. Members discussed an amendment that had been worked on with agencies and stakeholder groups. Fish and Game testified that, while the amendment improved the bill, the agency still opposed it because of concerns about citizen science, how the proposal would apply to public versus private property, and how the transition to DES would work. Representative Darby argued the amendment was ambiguous, lacked a full hearing, and did not clearly address record verification or private-property access issues. The amendment passed 8-7, and the committee then voted OTPA 8-7, with a minority report noted. The committee then moved to HB 1752FN, which would create a chain of custody for timber and carbon credits. Representative Davis presented an amendment saying it would help law enforcement investigate timber theft and add transparency to New Hampshire’s carbon registry by identifying buyers of carbon credits. Supporters said the change would impose little burden and align with practices in other states. Opponents, including Representative Darby, Representative Vale, and the state forester from DNCR, said the carbon market is complex, the amendment was not fully vetted, and a hearing with all stakeholders was needed; they also raised fiscal-note concerns. The amendment passed 8-7, and the committee then voted OTPA 8-7, again with a minority report. Finally, the committee opened a hearing on HB 1019, which would add an active water treatment professional to the state water well board. Representative Peter Petrino and Representative Wendy Thomas said the board should include expertise on contamination risks and treatment technologies, citing concerns about arsenic, radon, and PFAS in private wells. The chairman of the Water Well Board testified in opposition to the bill as drafted, saying the board supports the general idea of licensing water filtration work but does not currently have authority or rules to oversee that field and believes the proposal would put “the cart before the horse.” Members questioned whether the board’s current mandate even covers filtration systems, and the discussion ended with those concerns unresolved.

Transcript Highlights:

• With the receiving district or the. the sending district give them the grade.
• . school grade if it's counting toward a high school graduation requirement and a grade for the college
• It's limited to courses in 11th and 12th grade.
• And that would seem. to be 10th grade, rather than 11th and 12th grade. OK.
• So, these are students in their 11th and 12th grades.

Bills: HB20, HB 120, HB20, HB120

Keywords: applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, career readiness, education reform, workforce training, public schools, financial aid, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Transcript Highlights:

• That was the first thing and most important thing.
• And that grades K through 5, specifically including LaunchPad, would not be included in IDLA.
• The first amendment would change the intent of IDLA.
• We have the eighth grade exploratory course. We have digital literacy, computer science.
• First, the amendment around the custom sections is a concern. always paid some fee.

Summary: The committee took up House Bill 940, which revises Idaho Digital Learning Academy (IDLA) policy and funding. Sponsors Rep. Doug Pickett and Rep. Sonia Galavis walked through the bill’s intent: to preserve IDLA as a gap-filling resource for Idaho students while narrowing access to areas such as credit recovery, dual credit, rural course offerings, graduation-required courses, and overload courses. They also explained provisions limiting K-5/LaunchPad use, excluding private school reimbursement, addressing custom sections, setting course fees, and tying eligibility to students enrolled in schools that are not entirely virtual. The sponsors said the bill’s fiscal note reflects a roughly $13.4 million reduction driven by multiple policy changes, including private school enrollment, driver’s ed, LaunchPad, online-only enrollment, custom sections, and fee offsets. Testimony was split. School administrators and IDLA supporters, including Andy Grover, Craig Woods, Dr. Jeff Simmons, Dr. Jason Moss, Jeff Gee, Catherine Larson, and Quinn Perry, argued that the amendments would sharply reduce access, especially in rural districts, and would make it harder to staff required and elective courses, recover credits, and offer dual credit or other opportunities. They said the custom-section limits and the “not entirely virtual” language would create administrative burdens and restrict flexibility, and several noted that the program is already being cut significantly. Supporters of the bill as written said it is a workable compromise that addresses concerns about custom sections and funding while preserving IDLA’s core mission. Committee members questioned the sponsors and witnesses about the meaning of “not entirely virtual,” the treatment of schools like GEMP Online, how the fee caps work, and how the fiscal note was calculated. After testimony, Senator Cook moved to send House Bill 940 to the Senate floor with a due pass recommendation. Senators Carlson and Zito opposed the motion, saying the bill should be amended or that the cuts are too severe, while Senator Ward-Engelking supported the motion despite concerns about the reductions, citing even more problematic intent language in the related appropriation bill. The motion passed, and the bill was sent to the floor with a due pass recommendation; Senators Carlson and Zito were recorded as voting no.

Transcript Highlights:

• First of all, it's no noise, right?
• </c><00:12:57.800><c> 1</c> bubble um it was actually in grades 1 bubble um it was actually in grades
• </c> school Community to do uh and uh first school Community to do uh and uh first of<00:13:21.720><c
• And um, it was in a cafe they first met, and there he first fell into debt. Romeo, for what?
• </c><00:39:43.079><c> fell</c> first met and there it was he first fell first met and there it was he

Keywords: 1187, senate, all

Transcript Highlights:

• In fact, for reading, in fourth grade.
• So, again, information eighth grade.
• </c><00:26:27.080><c> is</c> we drop from fourth to eighth grade is we drop from fourth to eighth grade
• </c><00:52:19.280><c> and</c><00:52:19.560><c> did</c> 10th grade and did 10th grade and did there<00
• <00:59:43.440><c> three</c><00:59:43.720><c> schools</c> first three schools first three schools is is

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• So by... ...making very good grades. So by first grade, it just continued to get worse.
• We asked the school for help and were told first grade is just hard. We found a tutor.
• By the time she was being promoted to fourth grade, she was still reading at barely a first-grade level
• By the time she was being promoted to fourth grade, she was still reading at barely a first-grade level
• Since enrolling, her reading has jumped from a first-grade level to approaching third grade.

Bills: HB624, HB1022, HB1203, SB82, SB206, SB305, SB376, SB441

Keywords: school safety, emergency operations plan, crisis management, active shooter, drills, training, classroom security, primary health services, behavioral health, school health providers, medical necessity, student health care, education, school week, instructional time, public schools, performance score, student athletes, cardiovascular health, sudden cardiac arrest

Transcript Highlights:

• Let me see which one I want to ask first.
• On page 10, lines 7 through 10 The literacy assessment for students in first grade may be administered
• And why is it just for first grade, Mr. Chair?
• Representative, I think the best practice is that you wait until that first grade to get at that dyslexia
• And so that's why we use it in New Mexico in first grade. No, understood.

Keywords: 996, all

Transcript Highlights:

• More specifically, teachers can teach in a grade above or below the area or the grade that they were
• First is the emergency teaching permit.
• First is the emergency teaching permit.
• Twenty-five first-time teachers who were teaching for the first time in the 2025 school year felt more
• Because my impression is that teachers, first-time teachers, maybe in first year, second year, they're

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.