Transcript Highlights:

• Sometimes our research shows that a program is not effective, and that can lead to program improvement
• Our study looked at the impact of the program.
• Our study looked at the impact of the program on students who completed the program, so they graduated
• So how does this compare to other workforce programs?
• and Reduced Price Lunch Program.

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:

• Our lab works across the country to find promising programs.
• Sometimes our research shows that a program is not effective, and that can lead to program improvement
• Our study looked at the impact of the program on students who completed the program, so they graduated
• So how does this compare to other workforce programs?
• National Free and Reduced Price Lunch Program.

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:

• mechanism set up in the waters program mechanism set up in the waters program and<00:09:04.959><
• Despite these obstacles, our district continues to make great academic strides and on academic performance
• Despite these obstacles, our district continues to make great academic strides and on academic performance
• Despite these obstacles, our district continues to make great academic strides and on academic performance
• Academic programs, athletic activities, community events, as well as being a community emergency shelter

Keywords: Meeting Start 00:00:00 Roll Call 00:00:05 HB 537 Discussion 00:00:40 HB 537 Vote 00:02:45 HJR 34 Discussion 00:03:30 HJR 34 Vote 00:07:45 HJR 30 Discussion 00:08:30 HJR 30 Vote 00:10:25 HJR 32 Discussion 00:11:00 HJR 32 Vote 00:41:00, 958, all

Summary: The committee took up several measures related to appropriations and school facilities. House Bill 537 was explained as a technical fix to Kentucky’s opioid abatement settlement framework so the state can accept funds from national bankruptcy settlements under the allocation structure now used by the courts; the bill was supported by the Attorney General’s office and local government groups and received a favorable recommendation. House Joint Resolution 34 authorized release of previously appropriated KCTCS funds for three projects, and members discussed whether KCTCS facilities could be used more broadly for community needs such as public health, workforce, and other services. KCTCS officials said they were open to that idea, and the resolution also received a favorable recommendation. House Joint Resolution 30, concerning the Waters program and release of funds for projects that had remained in design, was adopted by committee substitute and passed favorably. The committee then heard extensive testimony on House Joint Resolution 32, which concerns school facility gap funding for districts with low bonding capacity. The chair and sponsor explained that the General Assembly had previously asked the auditor and Blue & Co. to analyze district data because of disputes over project costs and bonding capacity. Superintendents from Marion County, Augusta Independent, Williamstown, and Walton Verona described their projects and financial constraints. Marion County and Augusta argued that full gap funding is necessary for new school or multipurpose facility projects that cannot be phased in; Augusta emphasized its old building stock, high poverty rate, and the need for a gymnasium/multipurpose space used for school and community functions. Williamstown described a STEM center and field expansion, saying the project would be delayed for years without full funding. Walton Verona described rapid growth, overcrowding, and an intermediate school project that had risen sharply in cost from the original estimate. Members asked questions about the accuracy of cost estimates and the scope of the projects, including why some estimates differed from the auditor’s figures and whether the funding requests covered only parts of larger phased plans. The testimony generally supported full funding for the listed districts, with the districts arguing that the projects are necessary for safe, modern learning environments and that local tax effort has already been substantial. Each of the measures considered during the meeting was reported out favorably, with the chair voting no on the resolutions and bills before the committee.

Transcript Highlights:

• . programs. programs.
• It's not a program.
• It's not a program. It's a accelerator. It's not a program.
• train at our academic universities. train at our academic universities.
• activation part of the grant program? activation part of the grant program?

Keywords: Meeting Start 00:00:00 Roll Call 00:00:08 Infrastructure Grant Program 00:00:45 SB 76 Discussion 00:25:50 SB 76 Vote 00:31:55, 958, all

Summary: The committee met without a quorum at first, so it began with an informational presentation from Dr. Kristen Goodell, executive director of LifeKY, about innovation infrastructure and a proposed grant program to support life sciences and other startup facilities. She argued that Kentucky’s research investments only translate into jobs and companies if startups have access to physical lab and equipment space, and said shared facilities can serve many companies over time. Goodell described LifeKY’s Northern Kentucky facility as a proof of concept, noting it has attracted companies from other states and Japan, secured a Thermo Fisher Scientific partnership, and could be replicated elsewhere in the Commonwealth. Members asked about university pipelines, local talent development, sustainability, and how the grant program would measure return on investment; Goodell emphasized public-private partnerships, earned revenue, philanthropy, internships, and STEM programming as part of the model. The committee then took up Senate Bill 76, sponsored by Senator Bledsoe, which would limit school board occupational license tax increases by raising the population threshold for such increases from 300,000 to 500,000. Bledsoe said the bill was intended to respond to Fayette County’s recent tax controversy, restore public trust, and provide stability for employees, employers, and the school system. He argued that occupational taxes affect many commuters who work in Fayette County but live elsewhere, and said the measure would give time for community buy-in before any future increase. Supportive comments came from Senator Nunn and others, while Senator Boswell asked about the tax rate and cautioned against local tax increases offsetting state income tax reductions. After discussion, the committee called the roll on SB 76. The bill advanced on a roll-call vote, with Senator Armstrong explaining a no vote because he did not want to take tools away from local government and preferred local control. The transcript indicates the measure moved forward from committee after the vote.

Transcript Highlights:

• So here again, I think that you have to look at this accreditation requirements of an academic program
• Horton to jump in whenever he thinks it'd be helpful to the point about academic program accreditation
• the<01:14:26.360> council academic program approved by the council academic program approved
• the of the academic program approved by the of the academic program approved by the council<01
• helpful to the point about Academic helpful to the point about Academic Program<01:15:11.280>

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and first considered two concurrent resolutions. SCR 76, sponsored by Sen. Amanda Bledsoe, would create a Kentucky School for the Deaf Governance Task Force to examine the school’s future governance and its relationship with the Kentucky Department of Education. Bledsoe described the school’s long history and said the task force would give the small deaf-school community more voice. The committee adopted the resolution unanimously with favorable expression. The committee then took up SCR 131, sponsored by Sen. Max Wise, to continue the Efficient and Effective Districts Task Force from 2024. Wise said the prior task force met about 10 times and focused on student achievement and district policy, and the new version would continue that work as a legislature-only task force. The resolution passed unanimously with favorable expression. Members next considered HB 240 on primary school promotion. Rep. Truitt explained that the bill would require students who are not ready in kindergarten to repeat kindergarten, while a committee substitute softened the approach by allowing a school to hold a child back in kindergarten but requiring action in first grade. He said the bill aligns with existing reading-screening efforts and is intended to strengthen early literacy foundations. The committee adopted the substitute and passed the bill unanimously with favorable expression; Sen. Williams briefly explained his support as favoring performance-based advancement. The committee also approved HB 298, which would change the identification of schools for comprehensive support and improvement from every three years to annually, require KDE recommendations during management audits, add professional development in reading and math, and require effective instructional resources. The committee substitute also allowed districts with multiple CSI schools to contract for a turnaround vendor. The bill additionally carried employee-misconduct provisions from prior sessions, including disclosure requirements for applicants; the only change discussed was removing the word “investigation” from one disclosure section. HB 298 passed unanimously with favorable expression, and the committee also adopted a title amendment. Finally, the committee heard HB 424 on employment at public postsecondary institutions. Rep. Tipton said the bill would require performance and productivity reviews for faculty at least every four years, clarify appointment and removal authority for presidents at certain institutions, and expand “cause” for dismissal to include failure to meet performance and productivity requirements. Dr. Ray Horton, speaking for faculty groups, proposed a small substitute that would tie any performance measures to existing employment contracts to preserve academic integrity and avoid unintended changes to tenure processes. Members discussed how tenure works at Kentucky universities, and the committee was still in the middle of considering the proposed substitute when the transcript ended.

Transcript Highlights:

• The Student Academic Success Subcommittee will come to order.
• Chair: It is more marketing for a great program and hopefully a lot more membership.
• PROGRAMS THAT ARE ALREADY IN PLACE AS WELL.
• These programs also strengthen academic success.
•   180 THESE PROGRAMS ALSO STRENGTHEN ACADEMIC SUCCESS.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two PCS bills. PCS for HB 1059, by Rep. Booth, would designate the first week of November as Florida Speech and Debate Week to recognize speech and debate programs and the educators, coaches, judges, and school districts that support them. Supporters, including students and advocates, testified that speech and debate builds critical thinking, civics knowledge, confidence, and respectful civil discourse, and several members praised the students’ testimony and the program’s value. The bill was reported favorably by a 14-0 vote. The committee then heard PCS for HB 851, by Rep. Long, which requires each school district’s professional learning system to include at least one annual autism-specific training opportunity for teachers and school-based administrators, developed with the Center for Autism and grounded in evidence-based practices. The sponsor said the bill is intended to give educators practical tools to support students with autism, while members asked questions about scope, virtual training, charter schools, and the relationship to existing law. Public testimony and member debate largely supported the bill, with speakers emphasizing the need for better educator preparation and inclusion for students with autism. The bill also passed unanimously, 14-0, and was reported favorably. At the end of the meeting, members and the chair offered brief closing remarks thanking colleagues and staff and reflecting on the committee’s work, with the chair noting it may have been the committee’s last meeting of the session.

Transcript Highlights:

• Our lab works across the country to find promising programs.
• Sometimes our research shows that a program is not effective, and that can lead to program improvement
• Our study looked at the impact of the program on students who completed the program, so they graduated
• So how does this compare to other workforce programs?
• and Reduced Price Lunch Program.

Keywords: 1204, all

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, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• How effective these programs are in advancing bilingualism, biliteracy, cultural identity, and academic
• It's important to note it's unclear if program hours are limited to one or more programs linked to program
• programs.
• . program.
• We have seen many of the programs bilingual programs or language programs, any after-school programs,

Transcript Highlights:

• My portfolio are things related to academic and student affairs, and so this topic of low-producing programs
• of its academic programs, the rigor, the productivity, and its alignment with our state and system priorities
• just really supporting the academic quality of the programs, responsible stewardship of the public resources
• and academic year 26 instead of academic year 24 and 25.
• So your academic advisors, your orientation programs and all of that, which is more based at the freshman

Summary: The Higher Education Funding Review Committee met to continue work on a draft higher education funding formula and related capital building fund changes. Lisa Johnson of the North Dakota University System updated the committee on the board’s developing policy for low-producing academic programs. She said the board is using a five-year rolling window, with thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, and that programs flagged in three consecutive review cycles would go to the board for review. Possible outcomes include continuation, continuation with modifications, inactivation, or termination. Members asked about how the policy would account for enrollment, program costs, workforce need, and programs that serve students outside their major. Johnson said the board would likely use an accompanying procedure to consider those factors. She also reported that about 200 programs could potentially be reviewed under current guidance, with 135 inactivated and 112 terminated, and said the process is intended to support quality and stewardship rather than simply cut programs. Jamie Wilkie then reported on the Capital Building Fund. He reviewed the fund’s history, matching requirements, and use for extraordinary repairs, deferred maintenance, and some legislatively authorized projects. He said about $334 million in state and matching dollars has been invested overall, with roughly 78.7% going to deferred maintenance and extraordinary repairs. Committee members pressed for updated information on how much deferred maintenance has actually been reduced, and several members said they wanted clearer reporting on the return on investment from new buildings versus repairs. NDSU representatives said the tier funding has helped significantly reduce deferred maintenance and allowed demolition and renovation work on campus. The committee also discussed the need for updated five-year facility plans and space-utilization information from the institutions. The committee then began a section-by-section review of a draft bill that would replace the current higher education funding formula with an FTE-based model and restructure the capital building fund. The draft would fund UND and NDSU differently from the other nine institutions, use fall enrollment rather than completed credits, add performance funding for completions in in-demand fields, create research incentives for UND and NDSU, and combine capital building fund tiers while changing matching requirements and eligible uses. Members raised concerns about the treatment of professional students, the use of CIP codes, incentives for waivers, and whether the formula should rely on more current data. The committee did not take final action on the draft during this meeting, but it continued detailed discussion and indicated more review would follow.

Transcript Highlights:

• It's a wonderful program.
• program or of a wider set of circumstances to prove your ability to succeed whether it's an academic
• program or any profession.
• So, you must choose either the master's program or the JD program.
• program.

Bills: SB1, SB3

Keywords: interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce

Transcript Highlights:

• AI systems to use data, the benefits, and the limitations of AI, and the responsible use of AI in academic
• We support SB 1694 because AI technologies are already present in students' academic and personal lives
• So I learned when I returned to the college here that it's a great program.
• So I learned when I return to the college here that it's a great program.
• It is an engine for academic excellence.

Summary: The Appropriations Committee on Higher Education convened with a quorum and first took up CS for SB 1694 on technology education. The bill would require technology-integrated postsecondary general education core courses to include digital literacy and competency instruction, including use of artificial intelligence tools, and would encourage high school computer science courses that include AI to teach how AI systems use data, their benefits and limitations, and responsible use in academic and personal settings. The bill sponsor and several supporters emphasized preparing students for an AI-driven workforce while teaching critical evaluation and ethical use; one speaker raised concerns about overreliance on AI and the need to preserve real-world skills. Senator Davis supported the measure and suggested introducing similar instruction earlier, possibly in middle school. The committee voted the bill favorably, with Senator Leak later recorded in the affirmative. The committee then heard a large block of confirmations for higher education boards, including appointees to Tallahassee State College, the University of South Florida, the University of North Florida, Palm Beach State College, the College of the Florida Keys, Hillsborough College, Miami-Dade College, Florida A&M University, Florida Gulf Coast University, Florida International University, New College of Florida, Florida Polytechnic University, and the University of Florida. The appointees generally highlighted backgrounds in education, health care, law, business, technology, and public service, and described priorities such as student success, workforce alignment, affordability, fiscal responsibility, and institutional growth. One nominee to Tallahassee State College was asked about low NCLEX pass rates and said the college had a plan approved by the Florida Board of Nursing. Another nominee discussed Florida Poly’s STEM mission, and several members praised the nominees’ community ties and professional experience. After hearing the appointees, the committee voted to report the block of confirmations favorably to the Ethics and Elections Committee. The committee then received a high-level overview of the higher education budget, totaling $11.9 billion, with major emphasis on workforce training and development. Highlights included increases for school district workforce education, the Florida College System, workforce development capitalization, a rural educator recruitment program, funding for the USF Center for Nursing, preeminent research universities, UCF’s community school grant program, UF’s literacy and math initiatives, UF’s autism and neurodevelopment center, and a postsecondary guardian program for campus security. Members asked a brief question about a workforce fund transfer, and the chair explained it was a transfer of an existing program with new funds added. No public comment was offered, and the meeting adjourned.

Transcript Highlights:

• Our faculty will deliver nationally recognized academic programs that are responsive to the needs of
• Our faculty will deliver nationally recognized academic programs that are responsive to the needs of
• Will deliver nationally recognized academic programs that are responsive to the needs of business and
• nursing programs.
• Very important program.

Summary: The committee heard a presentation on the State University System’s new strategic plan, SUS 30, from Emily Sykes and later the system’s legislative budget request from Sarah Denagie. The strategic plan centers on five priorities: One SUS collaboration, elevating student success, operational excellence, world-class talent, and innovative research and economic development. Testimony highlighted Florida’s continued status as the nation’s top higher education system, record rankings, improved four-year graduation rates, higher median graduate wages, strong licensure pass rates, and expanded focus on research commercialization and workforce alignment. Senators asked about programs of strategic emphasis, mental health and teacher workforce needs, use of the My Florida Future wage data tool, support for first-generation and Pell students, and the role of liberal arts degrees. The system said it would provide follow-up information, including the full strategic-emphasis list and a report on campus safety best practices after a recent summit following the FSU shooting. The committee also received an update on line funding for nursing and health care partnerships. Officials said the $6 million appropriation was fully subscribed through 24 proposals from all 10 nursing programs, supporting scholarships, faculty recruitment, internships, simulation, and expanded nursing capacity. They reported more than 1,900 new nursing graduates, over 200 new student slots, more than 300 scholarships, and a 92% NCLEX pass rate. Senators asked about expanding eligibility for the program, and staff indicated that would be examined this year. For the legislative budget request, the Board of Governors asked for $634.5 million total, including $295 million to maintain the institutional performance-based funding base, $400 million for the state investment portion of performance-based funding, $125 million for preeminence funding, $100 million for faculty recruitment and retention, $6.4 million for UF/IFAS extension workload, and $3.1 million for state fire marshal inspections. The chair noted that resources are limited and that difficult budget decisions will be required. No votes were taken, and the meeting adjourned after the presentations and questions.

Transcript Highlights:

• . program. program.
• There are some programs around the state that are part programs.
• There are some programs around the state that are part programs.
• a program? a program?
• workforce program. workforce program.

Keywords: 1191, senate, all

Transcript Highlights:

• offered by school districts, from the subcommittee on Academic and Career-Oriented Education.
• And this is from the Subcommittee on Academic and Career-Oriented Education.
• Guerra, relating to public school bilingual education programs, dual language immersion programs, and
• special language programs.
• the quality of these programs for our students.

Bills: HB178

Keywords: efficiency audit, political subdivision, tax rate, fiscal management, government accountability

Transcript Highlights:

• And that can be used for after school programming, before school programming, and summer programming.
• If you refer to row 129, the 18 million dollars for CTE, the pilot program—the new pilot program—that's
• The second is academic design.
• , the types of those programs, the providers of those programs, and evaluate the student outcomes within
• those programs.

Transcript Highlights:

• So the next program we'll talk about is the North Star Promise program.
• year of the program.
• program.
• The next program I'd like to talk about is a pilot program, a temporary funded program, and that's the
• <01:26:27.960> program our direct admissions programs program our direct admissions programs

Keywords: 1187, senate, all

Transcript Highlights:

• Members, the Minnesota academic achievements in Minnesota are abysmal.
• <00:04:12.120> areas all classrooms and all academic areas all classrooms and all academic
• My largest concern is in... ideology in every grade and academic ideology in every grade and academic
• <00:07:36.919> instruction state by replacing academic instruction state by replacing academic
• I think that we should put our focus on academic achievement.

Keywords: 1183, house

Transcript Highlights:

• long-term funding for this program.
• long-term funding for this program.
• long-term funding for this program.
• long-term funding for this program.
• long-term funding for this program.

Keywords: 1183, house

Summary: The Education Policy Committee approved the minutes from January 21, 2025, and then heard testimony from several school superintendents about the financial and operational impact of recent education-related mandates. Chair Bennett framed the hearing as an opportunity to hear from districts about the effects of more than 65 new mandates and restrictions adopted in recent years. The first witnesses were Corey McIntyre of Anoka-Hennepin, Michael Thomas of Prior Lake-Savage Area Schools, and David Law of Minnetonka Public Schools. The superintendents said districts are facing rising costs, flat or declining enrollment, the end of federal pandemic aid, and mandates they described as unfunded or underfunded. McIntyre cited major budget cuts in Anoka-Hennepin, including reductions in central office staff, and said the district faces continuing shortfalls tied to special education, multilingual learner costs, unemployment claims, paid leave, transportation, literacy materials, and the K-3 discipline statute. Thomas said Prior Lake-Savage is balancing growing student needs against limited revenue, and argued that mandates such as REACT and other requirements should be delayed or better funded so districts can implement them with fidelity. Law said the concerns are statewide, not just metro-based, and criticized the accumulation of expectations around food service, mental health, sick and safe time, unemployment, and family leave without corresponding resources. Several witnesses emphasized that school budgets are heavily committed to staff costs and that new obligations create administrative burdens as well as direct expenses. They urged lawmakers to reduce, delay, or better fund mandates, adjust timelines, and provide more flexibility in local revenue tools and equalization aid. No votes were taken on legislation during this portion of the meeting beyond approval of the prior day’s minutes.

Transcript Highlights:

• Board of Regents to adjust the current fee, not to exceed 60% of the amount levied in the preceding academic
• Second, the bill. strengthens academic accountability without sacrificing fairness.
• Well, some folks don't like these maps, these measurements of academic...
• I think you could fix this a little bit by mentioning specific programs.
• I went off to do a master's program at UNT where I scored a 3.6 in their medical science master's program

Keywords: 1185, senate, all

Transcript Highlights:

• <01:01:45.920> is and brightest, this this program is and brightest, this this program is
• <01:17:25.280> that Program is a national program that Program is a national program that
• This is the enrollment for our academy this current year. program. This is one of the program.
• County and their apprenticeship program County and their apprenticeship program is<01:37:14.480>
• We know these programs work.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.