Transcript Highlights:

• Talk to students, talk to teachers, to introduce cyber and all again.
• And again, like I said, I've been married to a teacher anytime. I bring that up.
• But it really does prepare them. And those are the courses that are in that concentration.
• But it gives them that content that really does help prepare them for that industry.
• He was he is all the sisters have been teachers. He wanted to be a teacher.

Transcript Highlights:

• This bill supports the teacher. teaching and learning in the classroom.
• Actually, it takes some pressure off of the teacher.
• not falls on the teachers if these students have their phones out.
• Actually, it takes some pressure off of the teacher.
• I had some teachers that were the worst defenders at the time.

Bills: SB23 , SB73 , SB210 , SB234 , SB243 , SB244 , SM16

Committee: Senate House Education

Summary: The committee first heard Senate Bill 23, which would require school districts and charter schools to adopt and implement policies prohibiting student use of wireless communication devices during the school day, with exceptions for medical needs, assistive technology, emergencies, and educator-approved instructional use. The sponsors and PED/Broadband officials said the bill builds on last year’s law, responds to classroom distraction and cyberbullying concerns, and pairs the mandate with access to the Education Technology Infrastructure Fund for implementation support. Supporters included NEA-NM, AFT-NM, Teach Plus, New Mexico Kids Can, higher education, ECED, and others, who said the bill would improve focus, classroom culture, and student readiness. Some members questioned the three-year phase-in, local control over consequences, effects on recess/lunch and after-school programs, charter and virtual school enforcement, and whether statewide mandates were necessary; the committee ultimately advanced the bill on a 6-3 vote, with Senators Pope and Soules voting no. The committee then heard Senate Bill 73, which would add a requirement that driver education include instruction on vulnerable road users such as pedestrians, bicyclists, and others outside vehicles. The sponsor and supporters from APS, NEA-NM, AFT-NM, PED, Albuquerque city officials, cycling and pedestrian advocates, and individuals affected by traffic violence said New Mexico’s high pedestrian and bicyclist fatality rates make the training necessary and that better education could improve safety and awareness. Some testimony connected the bill to broader public health, climate, and Vision Zero efforts, while several speakers shared personal stories of crashes and losses. Committee members asked about the three-hour requirement, whether it would apply to existing drivers, how it would be implemented by DOT and MVD, and whether the bill should also address training for vulnerable road users themselves; concerns were also raised about rural road conditions and the limited behind-the-wheel training currently required. The committee passed SB 73 on a 6-3 vote, with Senator Thornton voting no. Finally, the committee began hearing Senate Bill 234, an appropriation of $1.2 million to Albuquerque Public Schools for transportation of students in foster care. The sponsor and an expert witness, a former CYFD caseworker, described serious transportation failures after contracts were terminated, saying caseworkers were forced to drive children themselves and that missed or late rides disrupted schooling and overburdened staff. APS, New Mexico Child First Network, and CYFD all supported the bill, saying it would clarify responsibility, relieve caseworkers, and ensure continuity of transportation for foster youth. Committee questions focused on why the appropriation was limited to APS rather than other districts with transportation shortfalls, whether $1.2 million would be enough, who would provide the rides, and what safety/background-check standards would apply if contractors were used. The bill was still under discussion when the transcript ended.

Transcript Highlights:

• I think our teachers felt more supported.
• Teachers at Oakland High shared that having this system in place allowed them to focus on instruction
• You can weave some of your prepared remarks into those responses. I will stick around.
• And there are things I did not learn in a traditional leadership preparation program.
• And there are things I did not learn in a traditional leadership preparation program.

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• Teaching, teacher education, and social work programs.
• New Mexico has one of the highest teacher salary averages in the region.
• was amended in 2023 to include teachers pursuing graduate degrees.
• We want to encourage the state to plan and prepare for that.
• You can't expect the teacher.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• Prepare the machine, Madam Clerk.
• We raised starting teacher pay from $36,000 to $50,000.
• I think I might become a teacher after this.
• And one of those great teachers is here with us today, Monica Brewington, a fifth-grade teacher from
• And Principal Howell supports her teachers.

Transcript Highlights:

• and then they might see their EL teacher and then they might see their bilingual teacher and they might
• even see a special education teacher.
• We have our EL teachers, we have our bilingual department, um, TESOL certified teachers all working with
• There's a bilingual teacher at every grade level, or some of the bilingual teachers serve at two grade
• So there's, there's a bilingual teacher at every grade level.

Transcript Highlights:

• And then, in terms of amounts, I'm looking at the agenda that was prepared for today on page six for
• Is the UC and the CSU system, the community college system, prepared to offer more work-study hours and
• And it would reduce access to federal loans for higher cost programs traditionally seen as preparing
• I know CSU doesn't have that prepared today, so I'd like to see that.
• I know CSU doesn't have that prepared today, so I'd like to see that.

Summary: The subcommittee on Education Finance heard an overview of the governor’s budget proposals and higher education financial aid trends, with a major focus on the Middle Class Scholarship (MCS), Cal Grant spending, and the effects of recent federal student aid changes. The Department of Finance said the budget would fully fund Cal Grant at projected levels and reduce MCS coverage from 35% to 17.5% of unmet need in 2026-27, while the Legislative Analyst’s Office supported considering the reduction as a cost-saving measure given out-year deficits. UC and CSU representatives opposed the cut, saying MCS is important to affordability and debt-free degree goals; they estimated average awards would fall substantially and that campuses do not have funds to backfill the loss. The Student Aid Commission said the proposal would reduce aid but simplify administration, and members questioned how lower awards would affect students, borrowing, and work-study options. No vote was taken, and the issue was held open for possible future action. The committee then discussed federal changes to student loans and Pell Grant policy under H.R. 1, including caps on Parent PLUS loans, elimination of Grad PLUS loans, and new proration rules for federal direct loans based on enrollment intensity. The LAO said these changes would likely push some borrowers into the private market, especially graduate and professional students and some parents of students at private institutions. CSU said the changes would affect thousands of graduate and part-time students and could reduce access by about $97 million in loan availability for part-time borrowers, while UC said the new definitions of professional degrees were too restrictive and would reduce access for nursing, teaching, law, dentistry, and other programs. Community colleges said they use relatively little federal loan aid but are monitoring Workforce Pell. Members raised concerns about workforce impacts, social mobility, and whether the state should consider alternative loan programs or other ways to reduce student costs. This issue was also held open. In the segment financial aid update, the LAO reported Cal Grant spending is projected to rise to about $3.2 billion in 2026-27, driven by more recipients and higher awards tied to UC and CSU tuition increases, while CSAC said FAFSA and CADAA applications are up significantly year over year. CSU, community colleges, and UC described their aid packaging and rising aid totals, with CSU reporting over $5.5 billion in aid to 381,000 students, community colleges reporting over $4.3 billion to more than 920,000 students, and UC reporting $3.17 billion in grant aid to undergraduates. Members asked about Cal Grant reform, application trends, and long-term outcomes; UC and community colleges pointed to alumni and wage dashboards, and the LAO noted the state’s Cradle to Career data effort. The committee then took public comment, including testimony on library funding and other education-related priorities, and concluded by holding the issues open without formal action.

Transcript Highlights:

• And you put a lot of hard work into preparing bills and being prepared to debate them.
• You need more teachers and more professors.
• Adding on to your school, you need more teachers, more professors.
• Dedicated funds, two of which we just spoke about: the teacher pay raise.
• The change is largely due to the removal of that one-time teacher pay stipend.

Committee: House Ways & Means

Transcript Highlights:

• So what's a teacher to do? disparity. So what's a teacher to do?
• 30% less teachers that year.
• /c><00:45:33.839><c> have</c><00:45:34.079><c> free</c> teachers and teachers do not have free teachers
• </c> organization to talk to the teachers. organization to talk to the teachers.
• So teachers are leaving. I viewpoints. So teachers are leaving.

Committee: Senate Education

Transcript Highlights:

• Meeting is Des Moines combined for the teacher housing and again you can see the 1.4 million requests
• Chair, this is for Des Moines Teacher housing subcommittee approval for 3 manufactured teacher housing
• committee on behalf of the Des Moines Municipal Schools, we just would like to thank you for the 3 teacher
• that you're helping to fund, and it will be instrumental in the the recruiting and retention of teachers
• We've agreed if they get it, um, up and going, that we would help with, um, meal for, you know, preparing

Transcript Highlights:

• If teachers need time to recover from pregnancy, they must first use all of their accrued sick leave,
• Of course, that's the fancy way of saying a teacher must pay half the... ...differential pay, and that
• , of course, is a fancy way of saying a teacher must pay half their salary to cover a substitute teacher
• I'm a school psychologist and president of the Sacramento City Teachers Association.
• Joyce Lamartinas Wade with the California State Teachers' Retirement System, in support.

Summary: The committee heard a series of bills focused largely on labor, education, workforce, and public employment issues. AB 65 would provide public school employees up to 14 weeks of leave with full benefits for pregnancy and pregnancy-related health issues; supporters said current rules force educators to exhaust sick leave and suffer long-term retirement penalties, while the bill’s author noted it mirrors budget trailer language. AB 1818 would change HEERA procedures for CSU bargaining by shifting certain renegotiation disputes to PERB; Teamsters and other labor groups supported it as a way to stop CSU from unilaterally refusing agreed raises, while CSU moved from opposed to neutral after amendments. AB 1940 would explicitly reference menopause, perimenopause, and postmenopause in workplace protections; supporters said it would clarify rights and improve awareness, while business opposition argued existing reasonable-accommodation law already covers these issues and warned of expanded liability. AB 1534 would add guardrails for new short-term Workforce Pell programs, including tuition caps, limits on income-share agreements, and transparency around partnerships with unaccredited entities; the author later said the bill would be amended to include private institutions. AB 1896 would bar people who participated in immigration enforcement from holding California public jobs during a specified period; supporters framed it as a public-trust measure, while police and public-safety groups opposed categorical exclusion and urged a more individualized vetting approach. AB 2300 would streamline distribution of WIOA workforce funds and reduce delays in local workforce board contracting, with supporters emphasizing faster service delivery and no reduction in accountability. AB 2223 would require CDCR to report standardized data on contracted medical and mental health staffing, vacancies, and costs, following an audit that found heavy reliance on contractors and poor transparency. AB 2483 would create a pathway and certification for formerly incarcerated firefighters to move into firefighting careers after release, with strong support from the author and witnesses who described the work as a real career path and reentry opportunity. AB 2142 would require temporary classified school employees working more than 75% of the school year to receive permanent-employee benefits and protections; school administrators and community college groups opposed it as too rigid for grant-funded and fluctuating positions. AB 2367 would require quarterly reporting from state-run health care facilities on vacancies, overtime, registry/contract staffing, and missed staffing minimums, building on state auditor recommendations; health care workers supported it as a transparency and accountability measure. Several measures were voted out of committee or placed on call. AB 1818, AB 1534, AB 2300, AB 2483, and AB 2223 all received do-pass votes to the Senate Appropriations Committee, though each was placed on call after roll call. AB 65 and AB 1940 also advanced on do-pass motions but were placed on call. AB 2142 received a do-pass vote with opposition and was placed on call. S.J.R. 15, a resolution urging Congress to protect California employers from higher federal unemployment taxes tied to the state’s UI debt, drew divided testimony: business groups supported it, while labor and some members argued California should solve the problem itself and keep the unemployment system solvent; the resolution was also placed on call. The transcript also included committee discussion about working with authors on amendments, especially for AB 1940 and AB 1534, and several members noted support or co-authorship while raising concerns about implementation details and fiscal impacts.

Transcript Highlights:

• Some time in the summer for a teacher to really immerse themselves in a particular industry, particularly
• in technical education course. say it's building construction, this might be an opportunity for teachers
• The new funding model asks how well are we serving our students and preparing them for success in the
• And I think even more importantly so we can take advantage of the good teachers that may not be in a
• We often hire our faculty straight out of industry and then we teach them to be teachers.

Committee: House Higher Education

Transcript Highlights:

• Mark White, Arkansas Teacher Retirement. System.
• payment this will So this is coming from the teachers' payment?
• I'm actually counsel for the Teacher Retirement System.
• Okay, that's a big hit to the Teacher Retirement System.
• Okay, that's a big hit to the Teacher Retirement System.

Committee: All ALC-CLAIMS REVIEW/LITIGATION REPORTS OVERSIGHT

Summary: The committee first reviewed litigation reports from the Department of Labor and Licensing involving wage claims brought under the Arkansas Minimum Wage Act. Members questioned the department’s authority, jurisdiction, use of attorney fees and costs, and whether defendants had to be licensed. The department explained it has long enforced wage and overtime laws, that the claims were small-dollar cases handled by investigators and counsel, and that one case had been paid and dismissed while others were unresolved or had service issues. The committee voted to review or batch-file the labor cases after discussion. The University of Arkansas System then reported three pending lawsuits: an age- and race-discrimination claim by a tenured professor that was resolved early; an ADA/FMLA retaliation claim by a former employee that survived in part on a motion to dismiss and was moving into discovery; and a Section 1983 claim against a UAMS sergeant arising from a parking-ticket dispute, with the university explaining that only punitive damages could create personal exposure for the officer. The committee reviewed each report and voted to accept them. The Department of Finance and Administration presented a proposed tax settlement reducing a sales-and-use tax assessment from about $48,000 to $20,000 and waiving interest and penalties, which the committee approved for review. The Claims Commission then presented several claims: an unpaid salary differential for a Department of Health employee, reissued warrants, unpaid DHS bills, and multiple negotiated settlements involving ATRS, UAMS, Arkansas State Police, and ARDOT. Members approved or affirmed most of these items, including a $65,000 settlement in the Tetronics/ATRS matter, a $150,000 medical-negligence settlement, and several vehicle-accident settlements. The most extended debate involved a tax-delinquent property sale claim by Sharon Greer and relatives. The claimant argued they were not properly notified and sought the $4,200 excess from the 2009 sale. Land Commissioner counsel explained the excess had escheated to the county after the statutory claim period expired, while members debated sovereign immunity, standing, heirs, and whether the committee could or should award money anyway. The committee ultimately chose to hold the matter over for further review in a future joint session rather than decide it immediately. The committee also heard appeals from dismissed claims, including a UAMS medical-negligence claim, a land-sale notice claim, a pothole claim against ARDOT, and a judicial-immunity claim against the Court of Appeals; most dismissals were affirmed, and the Simpson matter was held over for additional review after the claimant testified.

Transcript Highlights:

• </c><00:02:01.600><c> can</c> Parents get peace of mind, teachers can Parents get peace of mind, teachers
• I've had a middle school teacher from St.
• </c><00:03:15.000><c> from</c> I've had a middle school teacher from I've had a middle school teacher
• Teachers are on the front lines seeing Teachers are on the front lines seeing the<00:03:34.200><c> reality
• </c> prepared for the next grade. prepared for the next grade.

Summary: Minnesota Senate Republicans held a press event focused on school safety, student performance, and relief from what they described as burdensome mandates on districts. Sen. Zach Duckworth promoted the SHIELD Act, which would provide grant funding through the Minnesota School Safety Center for security upgrades such as access controls, ballistic-resistant materials, mass notification systems, and staff training. He also highlighted other education bills, including measures to require parental and teacher notification of violent incidents within 24 hours, allow short removals after serious incidents in K-3 classrooms, expand retention and intervention policies for students not meeting grade level, and increase parental access to curriculum materials and consent for sex education. Duckworth said the school safety proposal has bipartisan support and argued schools should have flexible, locally driven tools to protect students. Sen. Julia Coleman and other Republicans framed the agenda as a response to classroom violence, learning loss, and a lack of transparency. Coleman said teachers and parents are seeing serious problems firsthand and argued that schools should not hide violent incidents. She described Senate File 676 as a notification and anti-retaliation bill, and said Senate File 4023 would give schools a brief reset after serious incidents in early grades. She also backed the transparency bill requiring parental review of curriculum and written consent for sex education. The group repeatedly argued that schools, parents, and teachers should be prioritized over what they called political secrecy or overreach. Sen. Jason Rarick focused on school finance, saying new state mandates have left districts in deficit despite prior funding increases. He discussed bills to expand safe school aid to nonpublic schools, increase staffing at the Minnesota School Safety Center, expand counselor funding for nonpublic students to K-6, and conform state law to federal tax credits that could support scholarships and tutoring. Sen. Carla Nelson Housley argued that more than 60 unfunded mandates have strained districts and said Senate File 3361 would temporarily let districts transfer funds between accounts and opt out of certain new mandates from 2023-24, with public board discussion and votes. In the question period, Republicans also discussed the governor’s supplemental budget, fraud enforcement, possible bonding for IT upgrades, and potential tax and child care credit changes, while emphasizing they want bipartisan cooperation on fraud and school safety but oppose new taxes and what they called harmful mandates.

Transcript Highlights:

• Members wishing to vote or change their vote, the chair is preparing to close.
• Members wishing to vote or change their vote, the chair is preparing to close.
• Members wishing to vote or change their vote, the chair is preparing to close.
• Members wishing to vote or change their vote, the chair is preparing to close.
• Members wishing to vote or change their vote, the chair is preparing to close.

Bills: HJR1101 , SB1319 , SB1264 , HB4237 , SB1277 , SB2069 , HB3066 , HB2115 , HB2153 , HB2268 , HB2961 , SB1679 , SB2018 , HB4294 , SB2095 , HB4113 , SB1894 , SB1810 , HB4268 , HB1752 , HB3413 , SB625 , HB3644 , HB3940 , HJR1096 , HJR1100 , HJR1099 , HB2992 , SB1636 , HB4302 , SB1613 , SB1443 , HB1409 , HB1675 , HB1225 , HB1381 , HB4359 , SB1503

Summary: The House considered and passed a series of Senate bills and Senate amendments, mostly on criminal justice, education, health, and administrative matters. Measures approved included SB 1319 creating a revolving fund for the Corporation Commission; SB 1264 expanding the definition of great bodily harm; HB 4237 streamlining court collection of fees, fines, and costs; SB 1277 codifying OESC employment-benefit procedures; SB 269 creating the Advanced Nuclear Office through a strike-everything amendment; HB 3066 renaming a health workforce revolving fund; HB 2153 removing statutory eligibility language and leaving OSSAA transfer rules to the association; HB 2268 adding $2.5 million for PACE; HB 2961 providing a tuition waiver for Gold Star recipients; SB 1679 reaffirming the Oklahoma and U.S. Constitutions as courtroom standards; SB 2018 addressing ad valorem tax cost basis for new construction; HB 4294 restoring title and enacting clause on a health insurance measure; SB 2095 protecting landowners in guiding-service situations; HB 4113 clarifying voting rights restoration for felons; SB 1894 allowing extra professional development hours for newer teachers; SB 1810 updating human trafficking victim and expert-testimony provisions; HB 4268 adjusting terms on the education commission; HB 1752 allowing certain prosecutorial agencies to buy vehicles directly; HB 3413 modifying contract-services dashboard reporting; SB 625 using a strike-everything amendment for domestic-violence/civil-procedure cleanup; and HB 3644 on venous thromboembolism, with title/enacting-clause restoration and other cleanup. Most bills passed with little or no debate, and several emergency clauses were adopted by the required two-thirds vote. One notable bill that failed was HB 2115, which would have moved administration of the federal weatherization assistance program from the Department of Commerce to the Department of Human Services. Representative Osborne explained the bill as a placement change for the program, but after questions about possible budget synergies, the House rejected it 39-41. Osborne later gave notice of intent to reconsider the vote. HB 2153 drew the main substantive debate: Representative Pogemiller opposed the measure, arguing it would weaken transfer-eligibility safeguards for student athletes, while Representative Hall said the bill simply removed duplicative statutory language and left eligibility decisions to OSSAA rules. The chamber also handled several Senate amendments that were largely technical, such as restoring titles and enacting clauses or clarifying fund names and commission terms. Votes on the measures that passed were generally strong, including unanimous or near-unanimous support on several bills. The House later noted a main water break in the building, shifted to announcements and introductions, and adjourned with a motion to reconvene on Wednesday, May 6, 2026, at 10:30 a.m.

Transcript Highlights:

• So this could actually help teachers in that way. It also could help teachers.
• make a lot of money as teachers.
• make a lot of money as teachers.
• I always felt like I was more valuable than the music teacher or the PE teacher.
• It's just teacher jobs.

Committee: House Professional Registration and Licensing

Transcript Highlights:

• My name is Shane Story, and I'm a former ESE teacher and administrator from Volusia County.
• I actually started my career 39 years ago as a teacher in Volusia County Schools.
• I am a public school teacher My name is Alexis Ferguson.
• That includes teachers' workplace, and I'm a former teacher, which happens to be schools.
• My background prior to what I currently do was that I was a special education teacher.

Summary: The committee first heard SJR 1104, a proposed constitutional amendment on voluntary religious expression in public schools. Senator Massullo said the measure would protect students and school personnel from discrimination for lawful religious expression, while not requiring prayer or religious activity. Questions focused on whether the proposal would change existing law, whether it could be used to protect coercive conduct by school officials, and whether the staff summary accurately reflected the bill. Public testimony included support from religious-freedom advocates and opposition from American Atheists and some senators who said the measure could make minority-faith students uncomfortable. The committee voted to report SJR 1104 favorably. The committee then took up SB 1738 on educational facilities, which directs state education offices to review facility requirements and recommend design and construction practices to improve safety and accountability. Senator Yarborough offered and the committee adopted an amendment removing crime-prevention-through-environmental-design language and adjusting the bill to preserve safe spaces during emergencies. The bill was reported favorably after brief discussion about balancing transparency, access control, and emergency safety. The committee also adopted a delete-all amendment to SB 824 on charter schools, replacing it with a transparency measure requiring districts to submit annual reports on unimproved land holdings to the Department of Education, which would publish a statewide report; the amended bill was then reported favorably. The committee next approved confirmation recommendations for appointees on tabs 7 and 8, then took up SPB 7036, a committee bill sponsored by Chair Simon. The package included school turnaround and early literacy changes, updates to school safety and health policies, early learning revisions, instructional changes, and educator pipeline provisions. The most contentious part was a proposal to let the state develop instructional materials; several senators questioned costs, guardrails, and whether the state should enter the textbook business. Simon said that portion was still being considered and that the bill would need safeguards if it moved forward. The committee adopted a motion to submit the bill as a committee bill and reported it favorably. Finally, the committee heard SB 1620 on public education, described by Senator Leak as a “school board members’ bill of rights.” The bill would give individual board members direct access to district documents and staff, limit district attorneys’ ability to represent both the board and administration, strengthen nepotism rules, and prohibit nondisclosure agreements for employees. Testimony from Volusia County board members, educators, and advocates was sharply divided: supporters argued the bill would improve transparency and protect minority board members, while opponents warned it could undermine superintendent authority, expose confidential student or personnel information, and create confusion in district operations. After debate, the committee voted to report SB 1620 favorably. The committee then heard SB 1170 on cameras in self-contained special education classrooms, with an amendment changing the proposal from a statewide mandate to a district policy allowing parents of students with disabilities to request cameras. Testimony was overwhelmingly supportive, centered on protecting non-speaking and vulnerable students and documenting abuse; one witness opposed the bill as an unfunded mandate. The committee was still in debate on the bill when the transcript ended.

Transcript Highlights:

• And that is a staggering amount of money that could be used to fund teacher pay raises, help teachers
• I would like to start with this: I talk to a lot of teachers. We employ a lot of teachers.
• three different teachers from three different ISDs, and those teachers are asked to go back or report
• These students are future doctors, teachers, engineers.
• I would not have become the teacher I am now.

Bills: SB1798 , SB1835 , SB1319 , SB2942 , SB2928 , SB784 , SB1049

Committees: Senate Education , Senate Education K-16

Summary: The committee heard several education bills, with most of the discussion focused on Senate Bill 1835, Senate Bill 784, Senate Bill 1049, Senate Bill 2942, and Senate Bill 2928. SB 1835 would raise from 5% to 20% the cap on nonresident students who can receive resident tuition and fees through competitive scholarships at certain regional universities in slower-growing workforce development areas, provided the schools have capacity as determined by the Texas Higher Education Coordinating Board. Supporters, including West Texas A&M University, said the bill would help fill underused capacity, attract students who may stay and work in Texas, and support regional workforce needs. SB 784 would strengthen a prior law allowing peace officers’ children to transfer between public school districts for safety reasons by requiring both districts’ approval, making clear that districts of innovation are not exempt, and prohibiting tuition charges. SB 1049 would require districts and open-enrollment charters to excuse students, at a parent’s request, for religious release-time instruction for up to one hour per day and five hours per week; witnesses said the program is constitutional, voluntary, and already operating in other states and some Texas districts. Each of these bills was left pending after testimony, with no public witnesses opposing them. SB 2942 would expand and adjust the state’s adult charter high school pilot program. Senator Creighton said the bill is intended to help the estimated 7 million Texas adults without a high school diploma by removing barriers to expansion, aligning legal protections with ISDs, changing TEA’s disapproval window for expansion amendments to a 30-day period after receipt, and updating funding to reflect part-year attendance. A committee substitute kept the upper enrollment age at 50 and removed a proposed testing change. Testimony from New Heights students and leadership described the program as life-changing, emphasizing that it combines diplomas with career credentials, childcare, transportation, and other supports to help adults stabilize their families and enter better-paying work. TEA witnesses explained the expansion process and said adult charter schools are overseen by the commissioner rather than the SBOE. The committee substitute was adopted, public testimony closed, and the bill was left pending. SB 2928 would set a uniform school start date for public school districts at the third Wednesday in August, while preserving existing district-of-innovation flexibility for current DOI districts and allowing year-round systems to continue. Senator Creighton argued the bill would reduce the patchwork created by DOI exemptions, support students and families, and preserve summer employment and tourism revenue. A committee substitute was adopted. Testimony came largely from tourism, hospitality, and recreation interests, including hotel, water park, zoo, chamber of commerce, and camp representatives, who said later start dates would extend the summer travel season, improve staffing and revenue, and give students more opportunities for summer jobs and camps. Several witnesses cited large economic impacts from tourism and said early school starts reduce August business. Some senators raised concerns about charter schools being excluded and about year-round calendars, but the bill was left pending after testimony.

Transcript Highlights:

• Creating and preparing this legislation for this body.
• This allows our schools and towns to be better prepared for possible book challenges.
• Proponents love to tell us about a chilling effect on teachers and librarians.
• Trust the librarians and the teachers who know about books.
• Trust the librarians and the teachers who know about books.

Transcript Highlights:

• We offer a wide selection of classes to prepare students for the wind industry.
• And so our students are well prepared to go right into the industry.
• And when you're doing a preparation, you need to know why.
• We need to prepare them. We need to gather all the data about these specimens.
• You take the teachers over there.

Committee: House Science, Technology & Telecommunications Committee