Transcript Highlights:

• </c> these kids for special education aid. these kids for special education aid.
• education.
• </c> education with no guardrails, right? education with no guardrails, right?
• </c> education aid. education aid.
• </c> education aid program. education aid program.

Keywords: 928, house, all

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• Chairman, Stan Rounds for the school superintendents and the Coalition of Educational Leaders.
• House Memorial 30 is the study of public education governance It requests a study to support the education
• I'm Jessica Hathaway, Deputy Director with the Legislative Education Study Committee.
• Chairman Stan Rounds for the superintendents and the Coalition of Educational Leaders.
• And then how would educators and families be engaged in that transition process?

Committee: House House Education

Keywords: 996, all

Transcript Highlights:

• Committee on Public Education.
• front of the Committee on Higher Education.
• Trox clear relating to the creation of an Office of Inspector General for Education at the Texas Education
• on Public Education.
• Of certain public school student records relate to special education for the Committee on Public Education

Transcript Highlights:

• to public schools by the Texas Education Agency, related to public school educators, to Education K-
• program of the Texas Education Agency, to Education K-16.
• program of a Texas Education Agency to Education K through 16.
• , to Education K-16.
• , to Education K-16.

Summary: The Senate met briefly to receive first-reading referrals of a large number of bills, resolutions, and joint resolutions. The measures covered a wide range of topics, including public education, health care, criminal justice, business regulation, transportation, water and natural resources, local government, taxation, elections, and public information. Many of the filings were by Senators Hughes, Perry, Alvarado, Creighton, Hancock, Parker, Zaffirini, Blanco, and others, and included proposals on school safety, health records and billing, election procedures, water planning, housing and rent issues, energy and environmental regulation, and criminal penalties. The chamber also read several concurrent and joint resolutions, including measures designating state symbols and local honors, a proposed constitutional amendment related to gaming by the Kickapoo Traditional Tribe of Texas, a proposal concerning special-session subjects, and resolutions on fiscal restraints and retirement obligations. No debate, testimony, or substantive action on the merits of the measures occurred in this portion of the transcript; the items were simply read and referred to committees. At the close of the proceedings, the Senate adjourned pursuant to a previously adopted motion and announced it would reconvene at 11 a.m. Tuesday, March 4.

Transcript Highlights:

• Welcome back to I was gonna say Senate Education, since Senate Education, the LESC, the 2nd day.
• So essentially bringing the total Indian education.
• Um, you heard about Educator Fellows yesterday, and most of you are very familiar with Educator Fellows
• system and see if they can be teachers and other kinds of educated professionals.
• , Black Education, and bilingual Multicultural Education Acts.

Transcript Highlights:

• Secretary of Education, Linda McMahon.
• Department of Education has overseen that are now being chunked out.
• it also fails to promote quality education.
• in the future, Department of Education would be necessary.
• Local education agencies did not follow the laws.

Committee: House State Affairs

Summary: The committee first heard Senate Bill 1326, which would restrict government employees and agents from entering private property without permission or a warrant, with exceptions for exigent circumstances, welfare checks, service of papers, and certain other activities. The bill sponsors argued it was needed to protect Fourth Amendment and property rights and to create a civil penalty for unauthorized entry. Opponents, including Idaho Fish and Game, Trout Unlimited, and some lawmakers, said it would hinder routine compliance checks, poaching investigations, and interagency cooperation, and could require new permission-tracking systems. Supporters, including landowners, the Idaho Farm Bureau, and agricultural groups, described repeated trespass concerns and said the bill would improve accountability. The committee approved the bill 12-2 and sent it to the floor with a due pass recommendation. The committee then considered Senate Bill 1301, a brewery licensing measure that would allow breweries to operate up to two remote retail locations instead of one. The sponsor and supporters from the Meridian Chamber of Commerce, a brewery owner, and a nonprofit representative said the bill would help small businesses expand, support jobs, and increase community and charitable contributions. No opposition was offered, and the committee passed the bill to the floor with a due pass recommendation. Finally, the committee heard House Joint Memorial 19, which supports eliminating the U.S. Department of Education and returning education authority to the states. The sponsor and supporters argued that education should be controlled locally and that federal bureaucracy and regulations are burdensome. Superintendent of Public Instruction Debbie Critchfield said Idaho already handles much of the work, that federal functions are being shifted among agencies without immediate funding disruptions, and that state-level administration could reduce bureaucracy, though she noted no promise of additional funding. After testimony from policy groups supporting the memorial, the committee passed HJM 19 to the floor with a due pass recommendation.

Transcript Highlights:

• The Committee on Education Pre-K through 12 will now come to order.
• This is a study from the Digital Education Council across 16 countries.
• No, and, you know, I'm an educator.
• And so we have to bring adults up to speed through education.
• Thank you for educating us.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• It's central to access, equity, affordability, and higher education.
• I saw firsthand when we coordinated with our higher education institutions.
• Yeah, loss work hours and other educational expenses.
• And for general education.
• , meeting with multiple counselors, and adjusting my education plan.

Summary: The Joint Legislative Audit Committee held an oversight hearing on a state audit of California’s community college transfer process, with members and witnesses broadly agreeing that transfer pathways remain too complex and inconsistent. Opening remarks emphasized that community colleges serve a large, diverse, often first-generation and low-income student population, but only about one in five transfer-intending students move to a UC, CSU, or other university within four years. Members highlighted disparities by race, region, campus, and major, and pointed to the Associate Degree for Transfer, TAG, and Cal-GETC as helpful but incomplete tools because requirements still vary across campuses and systems. State Auditor’s Office staff said the audit found that while UC and CSU overall enroll substantial numbers of transfer students, individual campuses and high-demand programs often do not, especially in STEM fields. They described barriers including missing prerequisite courses, unclear information, limited counseling, and inconsistent articulation between campuses. The audit used a computer science example to show how different UC and CSU campuses require different courses for the same major. The audit issued 22 recommendations, with 10 fully implemented and four partially implemented; remaining work centers on articulation, counseling, data sharing, and better use of ASSIST. UC, CSU, and the Community Colleges each said they support transfer and are taking steps to improve it. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus capacity and program differences limit systemwide mandates. CSU pointed to its strategic plan goals, the Transfer Success Pathway program, direct admissions outreach, and efforts to expand ADT alignment and credit applicability, while acknowledging that many students never reach the application stage. Community Colleges emphasized that transfer reform is central to equity and baccalaureate access, and called for stronger common course numbering, broader ADT acceptance, and more student-centered articulation. Members pressed the systems on why more uniform requirements and better coordination have not been achieved, and on how to reduce barriers for placebound and working students.

Transcript Highlights:

• Members will get started with the Senate Committee on Education K through 16.
• all approved clinical training sites used by nursing education programs.
• They’re made by educators for educators.
• Holocaust education is not simply about listing dates and numbers.
• Education K-16 will stand in recess, subject to the call of the chair.

Committee: Senate Education K-16

Summary: The Senate Education K-16 Committee heard several bills before recessing to the floor, with most measures left pending subject to the call of the chair. SB 2986 would allow public schools and universities to permit after-hours facility use by religious groups on the same terms as other nonprofits, and SB 1032 would open the Governor’s University Research Initiative to private and independent universities; both had committee substitutes adopted and were left pending after brief testimony. Supporters of SB 1032 from Rice and Baylor said the change would help Texas recruit top researchers and strengthen the state’s research economy. The committee also heard SB 2058, which would require the Texas Higher Education Coordinating Board to publish annual data on nursing clinical training sites to improve placement coordination, and SB 2683, which would bar public colleges from giving benefits or recognition to student organizations that receive support from foreign entities of concern; both were left pending after testimony. A large portion of the meeting focused on SB 2233, which would require public institutions of higher education to adopt policies prohibiting students or employees on nonimmigrant visas from publicly supporting terrorist activity or organizations, with enforcement through investigations, reporting to Homeland Security, and possible Attorney General action and fines. The author said the bill was intended to reinforce existing federal definitions and campus safety, while senators questioned the bill’s scope, the definition of terrorist activity, and the clause tied to U.S. policy or practice. Public witnesses, including civil rights advocates, law students, and others, argued the bill was vague, overbroad, unconstitutional, and likely to chill protected speech and increase surveillance of international students and Black and brown communities; several Jewish witnesses also said the bill misused Jewish safety concerns and could be used for viewpoint discrimination. SB 2233 was left pending after public testimony. The committee then took up SB 735, which builds on prior Holocaust education legislation by funding optional age-appropriate and bilingual curriculum, museum field trips, teacher preparation partnerships, annual reporting, and regional collaboration with Holocaust museums and education service centers. The author and invited witnesses said the bill responds to survey findings showing uneven Holocaust instruction and a need for better teacher training and accountability. A fifth-grade teacher and the director of the Holocaust Memorial Museum of San Antonio testified in support, emphasizing the need for accurate, age-appropriate instruction and professional development. The committee recessed before finishing the agenda, and SB 735 was set to resume after the floor session.

Transcript Highlights:

• With lesson planning and education.
• Is we take a deep dive into the education code.
• Currently there are about 1000 pages in the public education code.
• I know we just passed a law on the sexual education.
• In fact, I just gave consent this week to my son's sex education.

Committee: House Public Education

Transcript Highlights:

• This being the Education Committee, I certainly would see education being a top priority for the fellows
• Education is not... Education is not... And sexual abuse and trafficking is not happening.
• of educator discipline.
• Miss Andrews, welcome to the Education Committee. Miss Andrews, welcome to the Education Committee.
• I love being an educator.

Committee: House House Education Committee of Reference

Summary: The committee first heard House Bill 4043, which would require each school district and charter school, beginning in 2027, to ensure at least one employee at each school is trained in CPR, first aid, and AED use. The sponsor said he intended to amend the bill on the floor to ensure someone is trained at all times and to clarify AED language. The American Heart Association testified neutral with concerns, supporting CPR training but warning the bill could leave gaps if only one person is trained and noting the need for AED access and emergency planning. Parents whose son died in an Arizona kindergarten classroom urged support, saying school staff should be prepared to respond to emergencies. The committee recommended the bill do pass by a vote of 7-1 with four present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of federal dietary guidelines. A representative of End Chronic Disease testified in favor, arguing schools should help prevent chronic disease through health education and physical activity. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 roll call. House Bill 2621, in its strike-everything form and with a Garcia amendment, addressed enrollment and special education procedures for students in unorganized territory, students using certificates of educational convenience, and children of active-duty military parents. The sponsor explained the bill was meant to clarify confusing law, speed enrollment and evaluations, and reduce delays in services. Champions for Kids supported the measure and the amendments, and the committee adopted both amendments before recommending the bill do pass 11-0. The committee also approved House Bill 2385, which limits superintendent contracts to one-year terms for the first three years unless the superintendent has already been employed three consecutive years; the sponsor framed it as a way to reduce costly early buyouts. That bill passed 7-4. Later, the committee approved House Bill 4106, creating the One Arizona Service Fellowship Program to provide service opportunities, stipends, and tuition awards for young adults, with an amendment changing the stipend contribution formula. The sponsor and supporters described it as a state-based service model inspired by Utah and aimed at education, military families, parks, hunger, and homelessness work; some members opposed it as an unnecessary state mandate or questioned the need for a new program. The committee also passed House Bill 2992, as amended, establishing a pilot program on child sexual abuse and assault awareness and prevention, expanded to K-12 and including grooming/exploitation content. A survivor advocate strongly supported the bill, while some members raised concerns about the funding source and possible unintended consequences. Finally, the committee passed House Bill 2370, which would require school leaders to notify governing boards before modifying weapons detection systems and to report changes within 24 hours; the sponsor cited a fatal school stabbing and other weapons incidents, while opponents argued the bill was too vague and could create operational problems. The committee also adopted a strike-everything amendment to House Bill 4056, allowing legislators making public records requests in their official capacity to avoid fees and requiring electronic production; the sponsor said it was needed after districts sought large fees, while opponents warned it could burden public agencies. The committee then began discussion of House Bill 2478, which would create an Arizona Commission on Student Outcomes to study K-12 accountability, finance, graduation requirements, and related issues, with proposed amendments to add early childhood study and change commission membership, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• </c> students teachers and the education students teachers and the education system<00:04:38.120><c>
• </c> ranking minority member of the education ranking minority member of the education policy<00:04:45.240
• </c> Community but when it comes to education Community but when it comes to education we've<00:15:25.399
• </c> teacher and chair of the education teacher and chair of the education policy<00:15:49.839><c> committee
• Department of Education the Minnesota Department of Education there's<00:28:19.919><c> an</c><00:28:

Keywords: 1187, senate, all

Transcript Highlights:

• The Committee on Education Postsecondary will now come to order. Secretary, please call the roll.
• and technology while providing high-quality K-12 education.
• As developmental research schools, we also partner with our colleges of education to prepare future educators
• As developmental research schools, we also partner with our colleges of education to prepare future educators
• These activities enhance STEM education and teacher capabilities statewide.

Committee: Senate Education Postsecondary

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• It is not an alternative to a basic education. It's not an exception to a basic education program.
• Some students with special education might meet more with their special education teacher than a typical
• We offer a special education program.
• educators, K-12 educators, and we even had some students on that committee.
• We did the first AI Innovation Summit with our educators.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• I'm an educator with Oakland Unified for over 20 years, where anti-Semitism I'm an educator with Oakland
• I am a parent and educator myself.
• My name is Lisa Dikari, and I’m here as an educator.
• As an educator, I believe after 12 years of higher education, it should be up to me to form my curriculum
• of the California public education system.

Summary: The Assembly Education Committee held a special hearing on AB 715, with the authors presenting the bill as a response to rising anti-Semitism in K-12 schools. The authors said the measure is intended to strengthen protections for Jewish students, improve district accountability, expand the uniform complaint process, clarify protections related to religion and nationality, and create a state-level anti-Semitism coordinator. They emphasized that the bill was developed through collaboration with the Black, Latino, AAPI, and Jewish caucuses and argued it is meant to protect all students from hate while preserving legitimate classroom discussion. The hearing included extensive public testimony. Supporters, including students, parents, rabbis, Jewish organizations, and some educators, described harassment, biased curriculum, delayed or ineffective school responses, and fear among Jewish students and families. They urged the committee to act to make schools safer and more responsive. Opponents, including teachers, ethnic studies advocates, civil liberties groups, Palestinian rights advocates, and some Jewish parents, argued the bill was rushed, vague, and could chill academic freedom, censor discussion of Palestine and Israel, and expand complaints against teachers and school districts. Several witnesses said existing complaint and anti-discrimination systems already address these issues. Committee members then questioned the authors and witnesses about implementation, definitions, and possible effects on curriculum and school boards. The authors said the bill is still intent language and that details would be refined in further negotiations with stakeholders. Representatives from the California School Boards Association and California Teachers Association raised concerns about the new language and possible unintended consequences, while ACLU California Action said it had concerns but wanted to keep working on the bill. The transcript does not show a final vote or action taken on AB 715 during this hearing.

Transcript Highlights:

• Welcome to Senate Education. This might be our next-to-last meeting.
• And this was by the Association of Teacher Educators.
• and elementary education.
• Prior to that, I spent 22 years as an educator.
• Wolfe, welcome to Senate Education. Thank you, Mr.

Bills: HB30 , HB120 , HJR1 , SB210 , SB306

Committee: Senate House Education

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Summary: The Senate Education Committee began with announcements about likely upcoming meetings and a reminder that public testimony could be limited if bills drew large crowds. Members also introduced student shadows and briefly recognized them. The committee then took up House Bill 30, which would revise the Teacher Residency Act to strengthen teacher recruitment and retention by tying resident stipends more closely to minimum level-one teacher salaries, increasing support for residents who already hold bachelor’s degrees, and giving residents more flexibility to complete their service in any public school rather than only the sponsoring district. The sponsor and supporters from educator preparation programs, unions, and advocacy groups said the bill would make residency programs more sustainable, help rural districts, and improve teacher preparation. The bill received support from the Public Education Department and several education organizations, and the committee voted due pass. The committee next heard House Bill 120, as amended, which would clarify and limit the use of restraint and seclusion in schools. The sponsor explained that the bill came from a task force and is intended to clarify existing law rather than create a new mandate, with clearer definitions, stronger documentation, family notification, and limits on dangerous practices such as prone, mechanical, or chemical restraint. Supporters included PED, the special education ombuds office, disability rights advocates, teachers’ unions, parents, and civil rights groups, who emphasized student safety, trauma prevention, and better training for staff. One opposition witness from the school superintendents’ association argued the bill could add burdens and that more time was needed to implement current law. Committee members raised concerns about protecting teachers and aides during violent incidents; sponsors responded that the bill is meant to give staff clearer guidance and emergency-response tools, not replace disciplinary procedures. The committee voted due pass. House Joint Resolution 1, a constitutional amendment to create nominating commissions for university regents, was then presented. The sponsor said the goal is to reduce purely political appointments by having nonpartisan commissions recommend regent candidates, while also changing how student regents are selected so students have a direct voice rather than the university president choosing the student regent. AFT New Mexico supported the measure, citing concerns about donor or insider appointments and backing student representation. Committee members questioned how many commissions would be created, who would appoint their members, and how many names would be sent to the governor; the sponsor said those details would be set later in enabling legislation. The committee approved the resolution on a due pass vote, sending it onward in the process. The committee also quickly passed Senate Bill 306, which would align state higher education accreditation language with federal terminology by removing the distinction between regionally and non-regionally accredited institutions and changing reporting and fee requirements for smaller private institutions. Finally, Senate Bill 210, an appropriation for athletic and related facilities at New Mexico Highlands University, drew the most debate. Supporters said the university’s athletic facilities are outdated and inadequate, especially for women’s soccer and track, and that the project would help student-athletes and Title IX compliance. Committee members questioned the $80 million request, noting that only $3 million was currently in the budget for the three Division II schools and expressing concern about priorities amid other education funding needs. The sponsor and university president said the project could be phased and that private fundraising is also being pursued. Despite reservations and some no votes, the committee ultimately voted due pass. The chair closed by reminding members to plan on meeting Monday at 9 a.m. and said the committee was adjourned.

Transcript Highlights:

• Department of Education federal guarantee agency for the Federal Family Education Loan Program.
• Um, some educated guesswork.
• </c> portion of their education. portion of their education.
• </c> Council on Postsecondary Education. Council on Postsecondary Education.
• </c> on post postsecary education. on post postsecary education.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met and approved the July 15, 2025 minutes before hearing a presentation from the Kentucky Higher Education Assistance Authority (KHEAA/KIA) on student financial aid ahead of the January biennial budget session. KHEAA outlined its role administering 17 state-funded grant and scholarship programs, 529 plans, and outreach services, and emphasized that net lottery proceeds after a $3 million literacy appropriation are statutorily dedicated to student aid. The agency focused on the major need-based programs—College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES—along with dual credit, Work Ready Kentucky, teacher scholarship, and National Guard tuition assistance. Officials said the new federal FAFSA methodology created a major increase in eligible students, especially for CAP, and thanked lawmakers for adding substantial funding this biennium to meet the higher demand. Staff explained that CAP is for Pell-eligible, low-income students, while KTG is a need-based grant for students at private Kentucky colleges; both use FAFSA data, but schools verify final eligibility. They said CAP awards are first-come, first-served and that the higher funding level allowed the program to last the full 21-month application cycle in FY 2024-2025, compared with much shorter periods in earlier years. KHEAA reported about $232 million spent on CAP for roughly 72,000 students last year, with current applications running about 10% ahead of the prior year. Members asked about the difference between applicants and recipients, the effect of lower lottery revenues, and whether recent federal legislation would affect state aid; KHEAA said it does not expect major impacts on grants and scholarships, though student loan changes could affect graduate students. The committee also discussed KEES and dual credit. KHEAA said KEES has been fully funded since its creation and that its forecast was within $76,000 of actual need last year. For dual credit, staff said a recent bill consolidated work-ready dual credit and career/technical education under one scholarship program, and KHEAA will seek growth funding because participation and costs continue to rise. The agency said FY 2025 dual credit spending reached $26.4 million across dual credit and work-ready funding, requiring transfers from Work Ready Kentucky to keep dual credit fully funded. Members asked about transferability of dual credit hours and whether the program reduces later college costs; KHEAA said it does not have hard data on every credit transfer, but it does see higher bachelor’s completion rates and lower student debt, suggesting positive effects. No votes were taken beyond approving the minutes.

Transcript Highlights:

• Welcome to House Education. Welcome to House Education. Thank you so much.
• I wanted to welcome them to House Education this morning. Welcome to House Education. Rep.
• Welcome to House Education. Thank you, Rep. Landry.
• Kim Hunter-Reed, Commissioner of Higher Education.
• Welcome to House Education.

Committee: House Education

Summary: The House Education Committee met on May 6 and first welcomed LSU President Wade Roos and Chancellor Jim Dalton, who outlined LSU’s goals of becoming an elite, accessible flagship university, increasing research expenditures, improving student recruitment and retention, and expanding pathways that keep Louisiana students in-state. Members praised the new leadership and LSU’s workforce and research direction, and a representative from LSU enrollment reported gains in TOPS Excellence commitments for the coming fall. The committee then advanced several education bills. SB 105 by Sen. Kathy, which reinstates TOPS Tech eligibility for honorably discharged veterans, was reported favorably without objection. SB 374, also by Sen. Kathy, creates a uniform framework for college economic development districts; members adopted an amendment adding a legislator to each district board, and the bill was reported favorably with amendments. SB 304 by Sen. Edmonds, which authorizes the Board of Regents to establish a list of eligible accreditors and allows institutions to seek different accreditors, was reported favorably. SB 522 by Sen. Edmonds, allowing vocational and technical charter schools to apply directly to BESE as Type 2 charters with Commerce and Industry support, drew discussion about whether the authority should extend to public schools as well; it ultimately passed 9-1. The committee also approved SB 290 by Sen. Abraham, a cleanup bill requiring school system concurrence before student exit-code changes in the data system, and HCR 81 by Rep. Freiberg, which asks the Department of Education to study options for districts facing declining enrollment and related financial pressures. HCR 175 by Rep. Larvadain, a study resolution on possible TOPS Tech changes, was deferred by the author because it overlapped with another measure. Several members also used personal privilege to welcome local mayors and community guests to the committee room.

Transcript Highlights:

• Stephanie Conkel, Florida Education Association, is missing. Florida Education Association.
• , public education, public charter, and even in our private education.
• And in that education school choice bill, we said that, And in that education school choice bill, we
• My wife is a former educator.
• Are we really educating, are we up for educating our kids and giving them a more well-rounded education

Committee: Senate Education Pre-K - 12

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• This bill repeals the Flood Insurance Education Information Act of 1996.
• It's not about public, it's not about private or other educational means.
• The Educational Improvement Tax Credit Program is one of the most successful education programs in Pennsylvania
• He and I served as counterparts in the Education Committee, and he and I are both passionate about education
• time that two education chairs, while they were education chairs, both had children in public school.

Summary: The House convened, opened with prayer and the Pledge of Allegiance, approved several journals, and welcomed a number of guests, including Irish dignitaries, scholarship winners, interns, student pages, and members of Omega Psi Phi. After confirming a quorum, the chamber received committee reports and referred new bills and resolutions, then recessed for caucuses and committee meetings before returning to floor action. In the afternoon session, the House considered several bills and amendments. It approved amendments to House Bills 426, 1127, 2551, and Senate Bill 146, while rejecting an amendment to HB 1127 that would have tightened background-check requirements for out-of-state dentists. The chamber also agreed to HB 2234, which creates a spent grain donation tax credit and updates the malt beverage tax credit, and HB 2551, which limits text-message notices by the Turnpike Commission and other agencies about unpaid fines, fees, or tolls. Senate Bill 146, creating the Veterans Trust Fund Board, was amended to add audit-related changes and then agreed to. The House then took final passage votes on several bills. HB 133, allowing a process to petition for reinstatement of parental rights, passed 191-11; HB 138, barring parental incarceration as the sole basis for termination of parental rights, passed 200-2; HB 2207, on capital development loans, passed 202-0; and HB 2224, dealing with utility rate and tax-related changes, passed 202-0 after extensive debate over affordability, consumer protections, and tax relief. HB 2473, repealing the Flood Insurance Education Information Act of 1996, also passed unanimously, and HB 2544, addressing school administrator rights and compensation disputes, passed 141-61. The most extensive debate centered on HB 2632, which reallocates educational tax credit caps and replaces the EITC and OSTC programs with a new options tax credit framework beginning in 2027-28. Supporters said it would improve transparency, accountability, and access for the poorest students, while opponents argued it would reduce scholarship opportunities, add burdens, and harm families and schools that rely on the current programs. After lengthy debate, the House passed HB 2632 by a vote of 105-97. The chamber then announced a Finance Committee voting meeting, recommitted several bills to Appropriations, and adjourned until June 23, 2026.