Transcript Highlights:

• And those are the spreadsheets I prepared, Mr. Chair. Very good.
• </c><01:04:32.920><c> you</c> support students alongside teachers you support students alongside teachers
• </c><01:21:49.600><c> prep</c> we're talking uh to teacher prep we're talking uh to teacher prep programs
• </c> Labor and Industry around teacher Labor and Industry around teacher Apprentice<01:36:04.239><c>
• </c><01:36:05.600><c> apprenticeship</c> an example teacher apprenticeship an example teacher apprenticeship

Committee: House Education Finance

Transcript Highlights:

• He prepared the following the hearing.
• </c> talking that the full-time teachers are. talking that the full-time teachers are.
• </c> speech just applies to the teachers speech just applies to the teachers here?
• 50.560><c> our</c><01:54:50.880><c> teachers</c> that teach our teachers that teach our teachers &gt;
• </c> as um advanced social studies teachers. as um advanced social studies teachers.

Committee: Senate Education

Transcript Highlights:

• touched the teacher herself.
• What this would do is require the municipality that's employing the teacher to dismiss the teacher and
• That's the crux behind it: DESE would take away the licensing of the teacher and prevent the teacher
• So what this would do is require the municipality that's employing the teacher to dismiss the teacher
• That's the crux behind it: DESE would take away the licensing of the teacher and prevent the teacher

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• a program created to help feed people into that pipeline who may not know about it or may not be prepared
• </c><00:02:51.200><c> motans</c> designed to introduce and prepare motans designed to introduce and prepare
• </c><00:03:19.000><c> and</c> industry prepared and industry prepared and confident<00:03:20.959><c>
• , you might be a teacher.
• </c><00:19:03.679><c> if</c><00:19:03.799><c> you</c> teachers you might be a teacher if you teachers

Transcript Highlights:

• We restore the expectation that teachers are not only properly prepared to provide reading instruction
• We restore the expectation that teachers are not only properly prepared to provide reading instruction
• We restore the expectation that teachers are not only properly prepared to provide reading instruction
• We restore the expectation that teachers are not only properly prepared to provide reading instruction
• We restore the expectation that teachers are not only properly prepared to provide reading instruction

Bills: HF6 , HF52 , HF53

Committee: House Education Finance

Keywords: education, literacy, science of reading, school performance, funding flexibility, innovation zones, equity and inclusion, HF52, New Germany, wastewater treatment, wastewater facility, sewer infrastructure, capital investment, bonding bill, state bonds, Public Facilities Authority, municipal infrastructure, water quality, sanitation, sewage treatment

Transcript Highlights:

• Our teachers—I require our teachers to submit their yearly curriculum maps, focusing specifically on
• I am a 30-year veteran elementary teacher, reading specialist, and English language teacher.
• I am a 30-year-old veteran elementary teacher, reading specialist, and English language teacher.
• Teacher.
• At this time, again, this bill is to provide more time for teachers, reduce the stress on teachers, and

Committee: House House Education Committee of Reference

Summary: The committee first heard House Bill 2266, which would change school release-time policy for religious instruction from permissive to mandatory for school districts and charter governing bodies. The sponsor and supporters said the bill protects parental choice, religious liberty, and constitutional release-time programs, while opponents argued it would reduce local control, pull students from instructional time, and expose schools to constitutional and social harms. After public testimony and debate over liability, indoctrination, and academic impact, the committee voted 7-5 to give HB 2266 a due pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations. The bill would allow parents of enrolled students or representatives of nonprofit organizations supporting a school to receive directory information unless a parent or eligible student opts out. Supporters from PTO/PTA groups said the change is needed so parent organizations can continue communicating with families and building school community, while members raised concerns about whether the language should be narrowed to avoid political or other misuse of student data. The sponsor said he was open to an amendment, and the committee approved HB 2193 on a 10-1 vote, with one member present. Finally, the committee heard House Bill 2075, which would require public school districts to submit superintendent and other top administrator contracts or attestations to ADE and create a searchable online database of compensation details, including salary, benefits, and car allowances. The sponsor described it as a transparency measure, and the committee discussed an amendment to add more specific filing deadlines and the online database requirement. Opponents from school administrators and rural districts argued that superintendent salaries are already public, that the bill should also apply to charter and private schools receiving public funds, and that it could add burdens or distort comparisons across different public-sector labor markets. Supporters said the bill would make total compensation easier to access and reduce public records requests. The sponsor closed by saying the bill would centralize compensation information and simplify disclosure for districts.

Transcript Highlights:

• And I know that the majority of teachers of course care about our children.
• </c> assault by my high school band teacher assault by my high school band teacher when<00:05:14.200>
• From a teacher perspective, it turns a run-of-the-mill non-renewal of a brand new teacher into a potential
• </c><00:29:49.240><c> students</c> essential because they prepare students essential because they prepare
• </c> reflects how schools actually prepare reflects how schools actually prepare for<01:11:52.880><c>

Committee: Senate Education Policy

Transcript Highlights:

• </c> us for all our mistakes and help prepare us for all our mistakes and help prepare us<00:06:34.720
• </c> &gt;&gt; And their teacher, Mr. Thomas Lunset. &gt;&gt; And their teacher, Mr. Thomas Lunset.
• ><c> months</c><00:09:12.240><c> and</c> prepare for months and months and prepare for months and months
• So, they prepare for months and this.
• </c><01:21:16.960><c> with</c> talking with teachers, talking with talking with teachers, talking with

Transcript Highlights:

• And have you gotten any feedback from teachers who counsel students?
• We don't want our teachers to suddenly be subjected to lawsuits, subjective tests.
• I'm a former public school librarian and also a Catholic. high school teacher before that.
• They'll send law enforcement in, teachers and librarians will be, talk about it.
• Businesses ought to be a little more prepared. I think they have a responsibility as well.

Bills: HB14 , HB 106 , HB146 , HB267 , HB274 , HB 1127 , HB1359 , HB1393 , HB1584 , HB1640 , HB1710 , HB2152 , HCR101 , HJR8 , HR51

Committee: House State Affairs

Keywords: nuclear energy, advanced reactors, energy security, grant programs, Texas Advanced Nuclear Energy Office, HB 106, oil and gas, Railroad Commission of Texas, overhead electrical lines, electrical distribution system, power line maintenance, administrative penalty, Natural Resources Code, oil and gas lease, well operator, energy safety, utility infrastructure, regulatory compliance, cleanup fund, oil and gas regulation and cleanup fund

Transcript Highlights:

• Agencies were better prepared for fiscal year 27, and found opportunities for long-term efficiencies.
• Idaho's state employees and teachers still lag behind the market in pay, and this will remain a challenge
• innovation and leadership in finding efficiencies and prioritizing high-return programs that best prepare
• So not only are we not giving our state employees that are teachers an increase, we're going to probably
• So we're both paying the school to operate, and the assumption is they have a teacher and they have a

Summary: The Joint Finance-Appropriations Committee opened the session with roll call, confirmed a quorum, and introduced new members, staff, and pages. Co-chairs and staff then reviewed JFAC’s role as the legislature’s main budget committee, the committee’s daily schedule, and the resources available through legislative staff, the impact team, and the newly released 2026 Legislative Budget Book and related budget tools. The committee received a detailed briefing from the Division of Financial Management on the JFAC calendar and then from Governor’s Budget Director Lori Wolf on the governor’s FY 2026 and FY 2027 budget recommendations. Wolf said the budget is balanced but tight, relying on a mix of ongoing reductions and one-time actions rather than reserve fund transfers. Major budget actions included a 3% ongoing reduction across most state agencies, reversions of certain one-time balances to the general fund, no recommended pay increase for state employees or teachers, and higher employee health insurance costs. The budget also proposed reductions or policy changes in Medicaid, virtual school funding, Idaho Digital Learning Academy, and some transportation and water-related funds, while preserving funding for public safety, education, water, and transportation priorities. Members questioned the assumptions behind the budget, especially the projected ending balances, the use of one-time transfers, the impact of rising health insurance costs on employees, the effect of Medicaid cuts on services and cost shifts, and the rationale for reductions to online education and IDLA. Several members also asked about the proposed federal tax conformity changes, including the timing of implementation and the treatment of Idaho’s existing R&E tax credit. Wolf said the conformity estimate was based on Tax Commission analysis and that the administration was not recommending use of the budget stabilization fund. No votes or formal actions were taken; the committee concluded by noting that the Economic Outlook Committee would meet later in the week and that JFAC would continue budget hearings the next day.

Transcript Highlights:

• Today we're taking a closer look at how Florida's bachelor's degree programs are preparing students for
• Florida's bachelor's degree programs are preparing students for success in the workforce in the short
• We use it in many ways, preparing our students for critical gap positions.
• We're training teachers, nurses, and entrepreneurs for critical need jobs in Northwest Florida.
• all four K-6 Florida teacher certificate exam subtests.

Committee: Senate Education Postsecondary

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• salaries, increasing teacher experience, reducing teacher turnover, and improving class sizes.
• And finally, the proportion of teachers who are fully prepared and certified makes a big difference in
• The teachers may have, you know, 150 kids. It's hard to know each of them well.
• And in comparable countries, teachers do not have to pay to learn to teach.
• Sterling with the California Teachers Association.

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• All these things are supported by the university with their good work at the university and in preparing
• All these things are supported by the university with their good work at the university and in preparing
• All these things are supported by the university with their good work at the university and in preparing
• future workers nurses future teachers future workers like<00:37:33.480><c> highly</c><00:37:34.040><
• for Monday and Tuesday so I'm preparing for Monday and Tuesday so I'm going<01:06:30.599><c> to</c><

Summary: The committee first considered an amendment to add a new “Lakes” license plate to HB 2, with proceeds directed to the cyanobacteria fund for lake cleanup. Representative McGuire said the bill had already passed on consent and asked that it be included in HB 2; members discussed that it had also gone to the Senate. The motion to adopt the amendment failed on a 7-8 vote. The committee then took up an amendment imposing a 5% administrative fee on certain dedicated funds, with several exemptions for funds that could not legally or appropriately be charged, such as those involving federal money or bequests. Supporters said it would make the treatment of dedicated funds more consistent and raise roughly $31 million over the biennium for the general fund, while opponents questioned the number of carve-outs and who currently pays the administrative costs. The amendment failed on a 4-5 vote. Next, the committee reconsidered and then adopted an amendment changing the distribution of business profits tax and business enterprise tax revenue, reducing the share going to the Education Trust Fund from 41% to 30% and increasing the General Fund share. Supporters argued the Senate had overfunded the Education Trust Fund and that the change would help balance the budget without changing education spending levels; opponents said they could not support taking money from the Education Trust Fund. The amendment passed 5-3. The committee also adopted, by the same 5-3 margin, an amendment incorporating HB 741 language on open enrollment and student attendance in public schools, with supporters calling it House policy and opponents noting it had been a close, partly partisan vote in the House. Finally, the committee considered a change to the University System of New Hampshire budget that would reduce general fund appropriations by $40 million per year, offset in part by $15 million in previously approved unique dollars for a net reduction of $25 million per year. Supporters said the cut was necessary to balance the budget and that other options had been exhausted; opponents called it harmful to the university system and argued the committee should instead look to other areas, including education freedom accounts, for savings. The discussion continued, but the transcript excerpt ends before a final vote on the UNH item.

Transcript Highlights:

• I love the idea of teacher housing.
• teacher or counselor, is still available.
• That is now available for a teacher candidate who wants to be in a residency program.
• Implementing ethnic studies if they weren't previously prepared for that.
• Tony Trugero, California Teachers Association.

Transcript Highlights:

• So there's not enough teachers to provide the program.
• And then when they do become teachers, like, what level of instruction are you getting, right?
• All those other areas lead into that fire academy and provide that student preparation.
• Not only academically but physically, we have physical preparation classes.
• And they became better teachers on the outside. So that's the second point.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• </c> about amplifying the voice of teachers about amplifying the voice of teachers and<00:02:18.959><
• </c><00:04:23.160><c> I</c> least I hope that's true as a teacher I least I hope that's true as a teacher
• </c> learn from special education teachers learn from special education teachers you're<00:05:13.360>
• </c> from you know you talk about teachers from you know you talk about teachers and<00:14:20.839><c>
• </c> teacher um only we we live in a teacher teacher um only we we live in a teacher shortage<01:09:53.040

Committee: House Education Policy

Transcript Highlights:

• To help us prepare for the House budget, I'd like for us to pivot from universities to other sectors
• As Madam Chair mentioned, industry certifications are part of our workforce preparation for students
• You can see, by example, a low-cost CTE program would be child care center, teacher assisting.
• Those just rely largely on teacher-driven activities. There's not a lot of equipment.
• That is inclusive of $5 million dedicated to the expansion of teacher apprenticeship programs.

Summary: The Higher Education Budget Subcommittee met to review funding models for the Florida College System and district workforce education programs, with an emphasis on how new dollars are allocated in the program fund and how performance and targeted funding are incorporated. Chancellor Hebda explained the Florida College System model, including base program funding, student success and pipeline funds, performance incentives for industry certifications, and the 2022 president-developed formula that weights enrollment, workforce enrollment, completions, small-college factors, and regional cost differences, plus a targeted funding floor for colleges below a minimum per-FTE level. Vice Chancellor Goodman then outlined the district workforce model, which uses lagged enrollment, program cost weights, local revenue offsets, small-district adjustments, and unmet-need calculations to distribute lump-sum appropriations to school districts offering workforce education. The department also provided updates on several grant programs and funding delays. Goodman said the Workforce Development Incentive Grant, Pathways to Career Opportunities Grant, Graduation Alternative to Traditional Education Startup Grant, and teacher apprenticeship/mentor bonus programs all involve multi-year awards and often require reversions and reappropriations because projects are delayed, extended, or not fully obligated by year-end. She said the department is moving toward an electronic grants system and had already adjusted internal deadlines to speed awards, while acknowledging some reimbursement delays and explaining that mentor bonuses for teacher apprentices will not be paid until the first cohort reaches the statutory timing requirement. Members asked about tracking whether CTE students work in their trained fields, how Xello is used to inform students about career pathways, how FTE is calculated, whether the funding formulas could encourage growth over quality, and how students with disabilities are counted in workforce funding. Questions also focused on tuition, enrollment trends, and the gap between college and university funding. The committee heard that tuition has remained flat for more than a decade, enrollment has rebounded from COVID and is projected to exceed pre-pandemic levels, and the college system’s funding per FTE varies widely. Valencia College President Kathleen Plinsky testified in support of the proposed formula and an additional $200 million for the Florida College System, saying Valencia is the second-largest college in the state but ranks last in per-FTE funding, which has made it difficult to recruit and retain faculty and admit qualified students in high-demand programs like nursing. The committee took no vote and adjourned after the presentations and questions.

Transcript Highlights:

• In other words, you're preparing ahead. Is that what you're saying? Yes, ma'am.
• Yeah, Jacob Newsom, public school teacher, Ascension Parish.
• My wife works, still works, but she was a teacher.
• And that's fewer dollars heading to the child and to teachers and to programming.
• Number two, my wife and her sister are both career special ed teachers.

Bills: HB113 , HB342 , HB632 , HB690 , HB1003 , HB1078 , HB1132 , HB1146

Committee: House Education

Keywords: grading scale, education reform, students, public schools, academic policy, data sharing, student information, privacy, education, LA FIRST, foreign adversaries, terrorism, contracting, school funding, overcapacity, school board, charter schools, education policy, local superintendent, tuition

Transcript Highlights:

• Christopher Anderson, president of the Stockton Teachers Association and 25-year CTE teacher, in strong
• Credentialed teachers.
• Vanessa Cutteback, Vice President of the Sacramento City Teachers Association, teacher at Phoebe Hearst
• 1,400 teachers.
• Anna Cordero, eighth grade teacher at California Virtual Academies, Anna Cordero, eighth grade teacher

Summary: The Assembly Education Committee met without a quorum for much of the hearing and heard several bills out of order. SB 249 by Senator Umberg would move county board of education elections from the primary to the statewide general election. Supporters, including the League of Women Voters and many educators, argued the change would increase turnout and make the electorate more representative. The Orange County Board of Education opposed the bill, saying it would increase costs, reduce local control, and bury education races on crowded general-election ballots. The chair and members discussed turnout, cost, and representation, but the bill was held pending a quorum. Senator Grove presented SB 373, which adds safeguards for California students placed in out-of-state non-public schools through IEPs. The bill would require more robust LEA and CDE oversight, including annual site visits, student interviews, quarterly contact, stronger certification standards, and restrictions on prone, supine, and mechanical restraints. Testimony from a survivor of an out-of-state placement and from advocates emphasized abuse, neglect, and the need for stronger monitoring. There was broad support and no opposition testimony, but the measure was also held pending a quorum. Senator Ashby presented SB 568, the epinephrine in schools modernization act, to clarify and expand requirements for stocked epinephrine so they clearly apply to all public schools, including preschool programs. School nurses and medical experts said the bill would close gaps created by universal preschool and ensure life-saving treatment is available for anaphylaxis. The committee discussed dosing and implementation, and the bill was supported without opposition testimony. The committee also heard SB 414, the Charter School Accountability Act, which would strengthen fiscal oversight, audit standards, and transparency for charter schools and authorizers. Supporters said it responds to fraud and audit findings while preserving charter flexibility; opponents, including school employees and teachers, said it did not go far enough on authorizer accountability and small-district oversight. After discussion, the committee voted 7-0 to pass SB 414 as amended to Appropriations. The committee also briefly heard SB 743 by Senator Cortese, which would create an equalization reserve account to provide additional funding to underfunded school districts and reduce funding inequities tied to ZIP code. The author said the bill would support student achievement and teacher retention over time. The transcript cuts off before testimony or action on SB 743 was completed.

Transcript Highlights:

• There is ongoing support for those teachers.
• Strom, are you prepared for that, or should we go to the testifiers?
• This program provides grants to participants to increase the teacher workforce and really lift up teacher
• This program is aimed at increasing the teacher workforce and really lifting up teacher candidates from
• They will have less money to be able to hire teachers.

Bills: HF2430 , HF2433

Committee: House Education Finance