Transcript Highlights:

• We've found that if students are taking all of those dual-enrollment courses, those AP courses, those
• Also, they may not have had access to some of those prerequisites in their dual enrollment or their AP
• And it's not, you know, AP is something that they can take an AP course and it's on their high school
• transcript; if they fail the exam, it doesn't hurt them.
• And typically when tied to some sort of an exam, Novell, Microsoft, Tied to some sort of an exam, Novell

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• What it does is ensure that every student has a physical location to take the proctored AP exam.
• It ensures that every student has access to a physical location to take the proctored AP exam.

Bills: SB710, SB843, SB1317, SB1338, SB1410, SB1477, SB1489, SB1593, SB1614, SB1630, SB1632, SB1633, SB1670, SB1726, SB1734, SB1725, SB1735, SB1894, SB1975, SB346, SB2045

Keywords: teacher preparation, teacher education, teacher shortage, teacher workforce, educator pipeline, alternative certification, apprenticeship, residency program, paraprofessional pathway, high school to teacher pathway, nontraditional teacher candidates, Commission for Educational Quality and Accountability, TeachForwardOK, higher education, public school districts, workforce development, grant program, technical assistance provider, mastery-based assessment, emergency clause

Transcript Highlights:

• specifically: a board member challenged a novel that someone was teaching in a high school and in an AP
• the sensitive materials, to go after books that have already been approved and have been taught in AP
• And it's, you know, one of the AP books that is most likely to get the highest score.
• You can take AP. You can take concurrent enrollment. You can go to the Catalyst Center.
• as well as the end-of-year exam.

Keywords: 985, all

Transcript Highlights:

• as well as students excelling in accelerated coursework, which includes a whole host of things from AP
• AP, they're moving toward computer-based delivery as well.
• And then on slide 21, you talked about the use of the CLT, which is a new exam, a relatively new exam
• Are all districts administering that exam?
• Because that is a fairly new exam.

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• We found districts that were giving 10 to 16 exams or benchmark assessments of some kind.
• Exams that are instructionally relevant and that are actionable for teachers.
• But it's going in there and sitting for an exam to say, I was never taught this.
• I really appreciate what you talked about and the pressure that you feel from the exams.
• Are you nervous about every exam that you take?

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Transcript Highlights:

• In my district, they have to offer AP courses.
• The amendment would also expand the current requirements for eye exams to students in both public and
• private schools and expand the required child eye care exams from children entering kindergarten to
• Those children, lives literally would change as a result of just having a simple eye exam.
• Lives literally would change as a result of just having a simple eye exam.

Keywords: 995, all

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• Tell me how this type of exam will.
• Terry, you talked about reducing the number. of exams.
• exam.
• The two interims that they have are the MAP exam. can use the MAP exam as interim exams and still comply
• Arizona tried to move to normed reference exams for their high school exams in 2017.

Bills: HB4, HB54, SB 10, SB 24, HB4, HB54, HB775, HB850, HB 1122, HB 1249, HB1405, HB2336, HB2757, HB3372, HB3622, HB4442, HB4687, HB4893, HB5089, HB5515, HB5606, SB10, SB24, HB1573, HB3369

Keywords: district composition, congressional election, Texas, legislature, voting districts, citizenship, U.S. citizen, non-citizen, public office, advisory board, task force, state government, local government, political subdivision, commission board, appointment eligibility, officeholder qualifications, public service, naturalization, Texas Government Code

Transcript Highlights:

• And that's why many high schoolers choose to take AP and IB exams, where they can earn college credit
• and IB exams.
• take AP and IB exams schoolers choose to take AP and IB exams where<02:06:48.400> they<02:06:48.560
• And a lot of students AP and IB exams.
• /c><02:07:26.800> any<02:07:26.960> given their AP and IB exams at any given their AP and

Keywords: U.S. House of Representatives Floor Proceedings on Friday, January 9, 2026, 1012, house, all

Transcript Highlights:

• Compare dual credit versus AP classes.
• The question is really to drill down: a major difference is AP credit, standardized national exam, one
• And an academic institution that takes AP credits will determine...
• An academic institution that takes AP credits will determine whether they want a five on the exam or
• So versus dual credit, is the AP class system more rigorous?

Keywords: 908, all

Transcript Highlights:

• . >> Oh, there's an exam. >> Yeah, just an exam for now. >> And then in the medical field, do you know
• the exam. the exam.
• >> Oh<00:57:01.200> there's<00:57:01.440> an<00:57:01.520> exam.
• >> Oh there's an exam. >> Oh there's an exam.
• >> Yeah just an exam for now. >> Yeah just an exam for now.

Keywords: 910, house, all

Summary: The House Committee on Higher Education met on February 4 and began with announcements about committee protocol, including posting hearing notices and testimony earlier than required and using written HD1 drafts for more complex amendments. The chair also noted the new AV system and asked speakers to be clear because the microphones are sensitive. The committee then took up several University of Hawaiʻi-related measures, with most testimony coming from UH officials, state agencies, and advocacy groups, and no votes were taken in the portion provided. HB 1596, relating to student basic needs support at the University of Hawaiʻi, drew support from UH, the Oʻahu Youth Action Board, and an individual. UH said it stood on its written testimony and could answer questions. HB 1597, relating to Alzheimer’s disease and related dementias research, received support from UH/JABSOM, the Alzheimer’s Association, the Hawaii Medical Association, and others; the Attorney General’s Office offered a procedural reminder about statewide concern. HB 1970, funding the University of Hawaiʻi Cancer Center and the Hawaii Tumor Registry, was supported by UH, the American Cancer Society Cancer Action Network, the Hawaii Medical Association, and others, with testimony emphasizing the registry’s role in cancer surveillance, prevention, and federal funding. The committee also heard HB 1598, creating a Hawaii Climate Institute. UH testified in support, citing worsening drought, heat, sea level rise, and extreme weather, and said the institute would hire climate modelers and faculty across several schools. Members questioned funding, and UH said it would seek state startup money, possible green-fee support, and federal grants, noting recent federal cuts and the need for permanent positions. HB 1989, on water retention, was supported by UH as a study to slow runoff and improve aquifer recharge. HB 1951, on biosecurity, drew support from UH, DLNR, the Hawaii Farm Bureau, students, and other organizations; testimony stressed invasive species threats, the need for biocontrol research and containment capacity, and possible sites for a statewide facility. HB 1952, funding agricultural research station improvements on Kauaʻi, was supported by UH, the Farm Bureau, and others, with testimony noting aging facilities and the need to modernize stations across the islands. Finally, HB 2005, relating to language access, received UH support, with a UH representative noting that credit programs may fit best in a credit-bearing academic program and that Outreach College could be an option for noncredit programs.

Transcript Highlights:

• can pass their content practice exam. can pass their content practice exam.
• So we know passed their practice exam.
• How many kids in Hazard last year passed the AP exam in calculus? Every one of them.
• <00:42:26.720> Every<00:42:27.119> one<00:42:27.359> of the AP exam in calculus
• Every one of the AP exam in calculus?

Keywords: 958, all

Summary: The subcommittee met without a quorum and did not approve minutes, but heard testimony on budget line items for Data Seam and Teach for America. Andrew McNeel of Kentucky Free and representatives from the Commonwealth Policy Center argued that both programs rely heavily on recurring taxpayer support and should be re-evaluated. McNeel cited a 2020 Office of Policy and Audit examination of Data Seam, saying the program had received more than $30 million in state support since 2006, including $3.5 million in the current budget, and that the audit raised concerns about administrative overhead, alleged threats to districts, and the use of line-item language to justify sole-source contracting. He recommended suspending Data Seam funding this biennium, directing a new special audit, and requiring reimbursement of audit costs. The witnesses also urged the committee to withhold funding for Teach for America, saying the organization’s materials and history showed a commitment to diversity, equity, and inclusion that they opposed. They pointed to past statements, leadership titles, and program language as evidence that DEI concepts remained embedded in the organization, and suggested any funding should be redirected directly to school districts instead. Mike Harmon and Richard Nelson echoed those concerns, while also saying long-running programs should be periodically reviewed for efficiency. Teach for America Appalachia representatives then testified in support of the program. Executive director C.D. Morton described the organization as a teacher-preparation and leadership-development program serving rural eastern Kentucky, saying it had recruited and supported more than 325 teachers since 2011, with about 30 current core members in several counties and roughly 2,800 students impacted daily. He said the program helps fill hard-to-staff vacancies, that about 80% of teachers stay for a third year, and that many alumni remain in education. In response to questions from Representative Bojanowski about retention and cost, Morton said more than 60% of alumni are still in education, but he could not give a precise classroom-teacher retention number beyond the program’s broader alumni data.

Transcript Highlights:

• 24:27.840> community<00:24:28.320> through<00:24:28.919> and<00:24:29.919> exam
• <00:24:30.400> through the community through and exam through the community through and exam
• she was hired as a biology teacher and has since taught integrated science, biology, chemistry, and AP
• she was hired as a biology teacher and has since taught integrated science, biology, chemistry, and AP
• science, biology, chemistry, and AP science, biology, chemistry, and AP environmental<00:38:20.480

Keywords: 912, senate, all

Transcript Highlights:

• Just a follow-up, you were talking about the new exam, right?
• And so... ...a follow-up, you were talking about the new exam, right?
• So are you anticipating costs associated with developing this new exam?
• This bill adds Advanced Placement, the AP Capstone Diploma designation, as an automatic qualifier for
• This bill adds advanced placement, the AP Capstone Diploma, This bill adds advanced placement the AP

Summary: The Careers and Workforce Subcommittee met with a quorum and took up four bills. The first, HB 875 on educator preparation, would align teacher-prep programs under a uniform core curriculum, create a competency-based coaching program (CERT), standardize mentor and clinical educator requirements, allow certain certification waivers, and establish a Florida Institute of Teaching Excellence at Miami-Dade College subject to appropriation. Debate focused heavily on language in the bill related to systemic racism, identity politics, privilege, and historical distortion, with supporters saying the bill is about pedagogy and opponents warning it could limit discussion of important historical and social topics. The committee adopted a strike-all amendment and then reported the bill favorably, 12-4. The committee then considered PCS for HB 541 on minimum wage requirements, which would allow employees to knowingly and voluntarily waive the state minimum wage for up to 12 months in certain structured work-based training settings. Supporters argued it would expand access to training and career pathways for inexperienced workers and help address labor shortages, while opponents said it could depress wages, invite coercion, and conflict with the state constitution’s minimum wage provisions. Public testimony included opposition from workers and labor groups and support from NFIB. The bill was reported favorably, 12-4. Next, PCS for HB 681 on apprenticeship and pre-apprenticeship program funding was presented as a transparency and accountability measure to improve funding reporting and address bargaining issues between education agencies and program providers. Support came from industry groups and the ranking member, and the bill was reported favorably without opposition, 16-0. Finally, PCS for HB 1105 on education and Bright Futures would broaden Gold Seal Vocational eligibility, align CTE diploma requirements with Bright Futures, add AP Capstone as an automatic qualifier, and remove barriers for certain military and public service families. The committee supported the bill, which was reported favorably, 15-0. The meeting ended after a correction to the record on one public comment card and adjournment.

Transcript Highlights:

• exam.
• Those students would be integrated into the regular AP testing schedule.
• Representative, I think this is AP standard practice, if I'm not mistaken.
• I mean, I'm for this, but are there school districts not allowing folks to take the exam?
• Are there school districts not allowing folks to take the exam?

Bills: HR1055, SB2170, SB1833, SB1198, HR1056, SB1730, SB563, SB1379, SB1645, SB2155, SB1280, SB1455, SB1456, SB1461, SB1457, SB1463, SB1465, SB1466, SB1344, SB1309, HR1054, SB2159, SB1948, HB1371, SB1365, SB1976, SB1975, SB2026, SB1565, SB1621, SB237, SB933, SB1427, SB1642, SB171, SB1873, SB2067, SB1623, SB1771, SB1805, SB1826, SB2072, SB444, SB2184, SB1966, SB1812, SB2117, SB2135, SB330, SB1239, SB1428, SB1531, SB1484, SB1405, SB3

Keywords: Oklahoma Agriculture Day, agriculture, farmers, ranchers, agribusiness, food production, wheat, cattle, beef, dairy, soybeans, cotton, poultry, pork, rye, rural economy, urban-rural, trade, commodity production, Oklahoma Department of Agriculture

Summary: The House convened under quorum call and began with several recognitions and presentations, including visits from Comanche County 4-H, the Muskogee Police Department officers who completed EMT training, the March of Dimes, and Ag Day honorees, including the Ag Hall of Fame recipient Ron Justice. The chamber also adopted House Resolution 1054 designating April 2026 as Library Month, with a special presentation honoring library leaders and advocates for their work on the first Library Day at the Capitol. The House then considered and passed a series of bills, mostly on broad bipartisan votes, covering state symbols, fireworks sales, oil and gas royalty protections, AP exam access, veteran records access for grandchildren, Medicaid support for a food-is-medicine grant, law library representation, controlled substances, public health, state security staffing, financial exploitation protections, credit union modernization, workforce data, staffing contracts, enterprise zone incentives, conveyance/title theft protections, hospice narcotics disposal, duplicate statute cleanup, and memorial highway/bridge designations. One major bill, SB 237 on eliminating the solar and battery storage manufacturing tax exemption, was laid over after discussion and questions about tax policy and local incentives. Several measures drew brief explanation and questions, including SB 2159 on state symbols and wheat, SB 1948 on fireworks sales, HB 1371 on oil and gas royalty payments and bankruptcy protections, SB 1975 on AP testing locations, SB 2026 on access to veterans’ discharge papers, SB 1565 on food-is-medicine Medicaid support, SB 1642 on splitting short opioid prescriptions, and SB 933 creating a right-to-try pathway for individualized treatment. Most of these bills passed with little or no debate, and several emergency clauses also passed by the required two-thirds vote. Not all measures advanced: SB 1771, expanding Workforce Commission data authority, failed on a 27-46 vote, and the House later gave notice of intent to reconsider. SB 1365 was reconsidered and then passed, but its emergency clause failed. The session also featured an extended personal privilege speech by Rep. Scott Fetgatter marking his departure, in which he thanked colleagues and staff and reflected on his tenure and legislative work.

Transcript Highlights:

• Compare dual credit versus AP classes.
• The question is really to drill down: a major difference is AP credit, standardized national exam.
• An academic institution that takes AP credits will determine whether they want a five on the exam or
• So versus dual credit, is the AP class system more rigorous?
• AP is, I will say, traditionally accepted by all universities.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• 00:10:30.320> eye Medicare doesn't offer like like eye Medicare doesn't offer like like eye exams
• <00:10:33.680> So exams and dental and stuff like that.
• So exams and dental and stuff like that.
• And AP<00:18:58.880> has<00:18:59.200> noted<00:18:59.520> that<00:18:59.679>
• AP has noted that they've gotten more engagement<00:19:01.200> on<00:19:01.440> this<00

Keywords: 1183, house

Transcript Highlights:

• It also requires legislative updates from TEA on test development and the validity of the new exam to
• We found districts that were giving 10 to 16 exams or benchmark assessments of some kind.
• But it's going in there and sitting for an exam to say, I was never taught this.
• Are you nervous about every exam that you take? I'm not nervous.
• Our framework includes metrics that our local families value: AP participation, AP achievement, involvement

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Summary: The House Committee on Public Education met to hear House Bill 8, which would replace STAAR with a new assessment and accountability system beginning in the 2027-28 school year. The chair described the bill as reducing testing time, limiting benchmark tests, adding beginning-, middle-, and end-of-year assessments, requiring faster score turnaround, involving Texas teachers in test development, and tightening accountability timelines and transparency rules. Members also discussed provisions on A-F ratings, cut scores, CCMR, local accountability plans, and TEA reporting requirements. Committee members and invited witnesses split sharply on the bill’s approach. Supporters, including the chair, TEA Commissioner Mike Morath, and Ed Trust’s Nicholas Munyon Penny, argued the bill would reduce high-stakes pressure, provide quicker and more actionable data, limit over-testing, and better align assessments to Texas standards while preserving criterion-referenced accountability. They said the new system would help teachers and parents intervene sooner and would improve transparency, including parent access to student responses and automatic rescoring in some writing cases. Opponents, including Rep. Hinojosa and student witness Ella Moran, argued the bill still increases testing and replaces one high-stakes test with multiple TEA-created tests. Moran testified that STAAR creates anxiety, disrupts instruction, and does not reflect real learning, while Hinojosa said the House had previously passed a better bill based on a nationally norm-referenced model and criticized the new proposal as a concession to the Senate. Questions also focused on AI scoring of writing, rescoring rates, and whether the bill’s new accountability rules would be reliable and fair. The committee did not take a final vote during the portion provided, but the chair said a vote on HB 8 would be called after public testimony later in the day.

Transcript Highlights:

• more likely to attend other classes, and in many cases have outpaced their peers on assessments and exams
• Also, what about finals and then I'm thinking about in high school, the AP tests?
• Because they're after the state assessment, so then you have the AP. After the state assessment.
• AP tests in order to get college credit.
• AP exams would be greatly negatively affected by this.

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• So AP and IB are generally outside of the dual enrollment sphere, but you can receive credit.
• certainly thinking through opportunities around credit for prior learning as to how we can look at AP
• Grade, whether they go into an IB program or whether they start taking AP classes as freshmen in high
• It could include AP or IB as well, but just to ensure that we're maximizing the return to our students
• The California proficiency exam, the early exit exam, is still in operation.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• So AP and IB are generally outside of the dual enrollment sphere, but you can receive credit.
• certainly thinking through opportunities around credit for prior learning as to how we can look at AP
• freshmen in high school. ...grade, whether they go into an IB program or whether they start taking AP
• It could, you know, include AP or IB as well, but just to ensure that we're maximizing the return to
• The California proficiency exam, the early exit exam, is still in operation.

Keywords: 988, house, all

Summary: The committee began with public comment and then heard an informational update on the administration’s Career Education Master Plan and the California Education Interagency Council. State agencies described efforts to better align workforce, higher education, and TK-12 systems through data sharing, dual enrollment, e-transcripts, career passports, and regional partnerships. Members asked about the council’s timeline, strategic plan, reporting requirements, and whether it would have authority to act; administration staff said the council is being stood up, its first meeting is due by the end of June, and a strategic plan is due by the end of November. Members also raised broader questions about the relationship of this work to the Master Plan for Higher Education and common course numbering. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants. Finance said the proposal would extend grants for middle college, early college, and CCAP programs, add eligibility for regional occupational centers, provide extra support for justice-involved youth, prioritize high-need LEAs, and allow funds for teacher professional development. The proposal would also reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to better align schedules and remove barriers. The LAO recommended rejecting the funding, arguing that dual enrollment is already growing and that the proposal does not address major fiscal barriers. The Chancellor’s Office and CDE supported the investment, emphasizing access, equity, and technical assistance, especially for rural and small districts. Members questioned instructional-minute changes, reporting on outcomes, adult learner access, and whether the funds would support ongoing or one-time costs. Next, the committee considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by using a seven-year definition for LTELs and a six-year definition for students at risk of becoming LTELs, matching the dashboard and research on the typical time needed to reach English proficiency. Some members expressed concern that the proposal could delay intervention for students who have been English learners for four or five years and questioned why the issue was being handled through budget trailer bill language rather than policy legislation. After discussion, the committee voted on a motion to reject the proposal and refer it to the policy committee; the motion received two aye votes and the item was held open. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices Project by one year, from June 30, 2026 to June 30, 2027. Finance said the extension would continue the existing project, while CDE raised concerns about the project’s contract structure, fiscal management, and scalability. A Marysville Joint Unified School District representative testified that SIP had helped the district bring preschool services back into district schools, expand inclusive practices, and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the project was best positioned to support statewide preschool inclusion goals, with CDE suggesting that existing infrastructure may already be better suited for that work.