Transcript Highlights:

• our kids take a test, if it's a spelling test and there are 10 questions and they miss three, mathematically
• Chair McFarland talked about—to provide elementary school teachers credit for and extra classes in mathematics
• them and give them the skills that they need in order to help, at an early age, teach our children mathematics
• And extra classes in mathematics, to be able to empower them and give them the skills that they need
• in order to help, at an early age, teach our children mathematics skills.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote. The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance. After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.

Transcript Highlights:

• So as I mentioned, accelerating, uh, mathematic achievement is um a big uh driver for us at the public
• I um, I especially um appreciate the goal too, which is accelerating mathematic, mathematics achievement
• I, um, was a terrible mathematics student.
• Genius almost the younger son, um, so he made up for all of my failures in mathematics through school
• We we're just conditioned not to consider mathematics as part of our everyday living, which it is.

Transcript Highlights:

• I think one of the most impressive things in AI right now is mathematical tools, or are mathematical
• I think one of the most impressive things in AI right now is mathematical tools or are mathematical tools
• We've also seen improvements in middle school and high school mathematics.
• We've also seen improvements in middle school and high school mathematics.
• It's a mathematics product that I briefly referenced, and there will be some study on that.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• applied science degree in mathematics applied science degree in mathematics from<00:10:53.480>
• and a master's equivalent mathematics and a master's equivalent designation<00:10:59.760> in<
• But that's why that advanced mathematics standard was really created.
• But that's why that advanced mathematics standard was really created.
• that's why that advanced mathematic that's why that advanced mathematic standard<00:24:07.640>

Keywords: 1187, senate, all

Transcript Highlights:

• It also has K-5 universal mathematics screeners.
• It also has K-5 universal mathematics screeners.
• It also has K-5 universal mathematics screeners.
• The youth will be mathematics screeners.
• international testing in mathematics international testing in mathematics after<00:16:02.560>

Keywords: Education - Room 216, 22 January, 2026; 10:30 AM, 925, all

Summary: The committee took up several education-related bills. Senate Bill 2071 would allow school boards to vote on providing health insurance to board members and their dependents using local, not state, funds; it was advanced after Senator Brian objected that it could create an incentive for people to seek school board seats for the insurance benefit. Senate Bill 2072 would move the deadline for teacher supply cards earlier, from August to July, using EF funds, and it was reported. Senate Bill 2103 would require school boards to adopt policies banning or restricting student cell phone use during school and class time, and it was also reported. Senate Bill 21103 would remove a requirement that school counselors follow the National Association of School Counselors’ code of ethics and instead align them with the Mississippi teacher code of ethics; it passed without opposition. Senate Bill 2236 would authorize the use of LifeVac choking devices in schools, with the sponsor saying the devices are inexpensive and could be provided free to districts; it passed as well. The committee then spent most of its time on Senate Bill 2242, the Mississippi Math Act, which would create a statewide math improvement initiative within the Department of Education. The bill would deploy math instructional coaches, require K-5 universal math screeners three times a year, create individual math plans for students below benchmark, support algebra readiness, protect data under FERPA, and establish a fund for grants and other deposits. Senator Boyd said the bill is modeled on efforts in other states, especially Alabama, and is intended to build on Mississippi’s literacy reforms by focusing on support, intervention, and professional development rather than retention or punishment. Members raised concerns about cost, the proposed anti-lapsing language for the fund, and whether the bill should require high-quality instructional materials statewide rather than leaving curriculum choices to local districts. Senator Hopson estimated the program could cost about $3.5 million and suggested the anti-lapsing language might be removed or handled through appropriations. Senators Blunt, Hill, and Wiggins argued that the success of literacy reforms came from requiring standardized, high-quality instructional materials and accountability, not home rule alone. Senator Wiggins offered an amendment to require high-quality instructional materials for math statewide, and Senator Boyd said he was supportive of that as a friendly amendment. The discussion ended with the amendment still being worked through and the bill not yet finally disposed of in the excerpt.

Transcript Highlights:

• Um going down in 2014, the mathematics Um going down in 2014, the mathematics common<00:22:54.799
• And right now that's the common core for mathematics that the state uses.
• <00:33:40.640> That's mathematics that the state uses.
• That's mathematics that the state uses.
• > are<00:44:03.359> embedded those mathematics skills are embedded those mathematics skills

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• One is it goes through and improves the preparation of our teachers to teach mathematics.
• screening mechanisms, to set up the processes, to set up the guide rails for the department on mathematics
• And then the third area... ...on mathematics within the districts.
• hours of math ensures our newest educators enter classrooms with a strong foundation in early mathematical
• It's much more being positive, asking your children regularly to think in mathematical terms when you're

Keywords: 996, all

Transcript Highlights:

• And the two ways that we assess compactness are visual and mathematical.
• In addition to visual, we look at mathematical considerations.
• There are a couple of mathematical measures that are used to assess compactness.
• Of course, the percentage can be converted to a decimal, and typically these mathematical scores are
• The Florida Constitution does not mandate the districts achieve the highest mathematical compactness

Summary: The Select Committee on Congressional Redistricting met for an informational presentation from outside counsel Andy Bartos on the legal standards governing congressional redistricting. He reviewed federal Equal Protection principles, Florida’s non-diminishment provision, and Section 2 of the Voting Rights Act, explaining how race can be considered in redistricting but generally cannot be the predominant factor. He also discussed the Florida Constitution’s tiered standards, including the prohibition on intentional political favoritism, compactness, and the requirement to use existing political and geographical boundaries where feasible. Bartos focused on two recent or pending cases: the Florida Supreme Court’s Black Voters Matter decision, which upheld the legislature’s 2022 congressional map and held that the non-diminishment clause does not justify making race predominant absent specific identifiable discrimination, and Louisiana v. Callais, pending before the U.S. Supreme Court, which may further clarify whether race may be used predominantly to comply with the Voting Rights Act or whether Section 2 remains constitutional as applied. He also explained how courts assess compactness and intent, and how data such as the 2020 census, voter registration, turnout, and election results are used for voting-rights analysis. Members asked about what triggers redistricting, whether the legislature must redraw maps now, what data is available in the mapping tool, how intent is measured, and whether public input opportunities will be provided. Bartos said redistricting timing is largely a legislative judgment unless a court requires changes, that the committee can consider whether BVM or the eventual Callais decision warrants revisions, and that the Callais ruling will bind Louisiana directly but serve as precedent for other courts. No votes or legislative actions were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• Senate Bill 1360 creates the Office of Mathematics Improvement and SCE and it streamlines some of our
• This also adds the Office of Mathematics Improvement to try to coordinate the proper professional development
• And there is currently a project manager for mathematics. I want.
• To have someone completely over mathematics, as I think it's a critical area for our education system
• That's a big part of why I've added in the Office of Mathematics Improvement to be a strong collaborator

Bills: SJR47, SB1491, SB1579, SB1806, SB1552, SB483, SB63, SB137, SB346, SB514, SB1344, SB1360, SB1380, SB1437, SB1189, SB1217, SB1221, SB1262, SB1272, SB1325, SB1339, SB201

Keywords: voter ID, elections, constitutional amendment, Oklahoma, proof of identity, presidential electors, vacancies, oath of office, political party, property tax, valuation increase, taxpayer rights, homestead, protest process, foster care, adoption assistance, transitioning youth, Department of Human Services, voluntary services, county home rule charter

Bills: SJR47, SB1491, SB1579, SB1806, SB1552, SB483, SB63, SB137, SB346, SB514, SB1344, SB1360, SB1380, SB1437, SB1189, SB1217, SB1221, SB1262, SB1272, SB1325, SB1339, SB201

Keywords: voter ID, elections, constitutional amendment, Oklahoma, proof of identity, presidential electors, vacancies, oath of office, political party, property tax, valuation increase, taxpayer rights, homestead, protest process, foster care, adoption assistance, transitioning youth, Department of Human Services, voluntary services, county home rule charter

Transcript Highlights:

• Could you maximize the number of Republican districts mathematically?
• Mathematically, you could probably try to create... more seats than a Republican.
• But if you were to mathematically maximize your number of Republican seats, you would almost certainly
• What I asked you was: you could maximize the number of Republican seats— mathematically, but you are
• If I were to go mathematically, I'm probably going to be thinning out some other Republican districts

Bills: SB 2, SB 5, SB 9, SB 7, SB 17, SB 4, HB4, HB1, HB3, HB20, HB22, SB9, SB7, SB17, SB4, HB4, SB2, SB5

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• <00:33:43.159> the special education about mathematics the special education about mathematics
• recommendations for the mathematics recommendations for the mathematics support<00:34:22.240>
• practice of providing mathematics practice of providing mathematics education<00:34:40.280> for
• <00:35:02.880> was difficulties with mathematics was difficulties with mathematics was considered
• <00:35:14.280> representations<00:35:15.280> was mathematical representations was mathematical

Keywords: 928, house, all

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• Madam Chair and members, HB 2423, as passed the House, establishes automatic enrollment in advanced mathematics
• It specifies that a student must demonstrate high proficiency in grade-level mathematics on a benchmark
• Originally, the bill required the public school to enroll the student in an advanced mathematics course
• Let's go to HB 2621. the student in advanced mathematics course for the next year if they scored we can

Keywords: 1182, all

Summary: The caucus reviewed a long list of House bills that had returned from the Senate with amendments, with members repeatedly noting that sponsors intended to concur on most items. Topics included public health and vaccination rules (HB 2086, HB 2248), state investment in gold and silver (HB 2140), property records and voter-registration privacy (HB 2327), municipal and county regulation of business property and development fees (HB 2460, HB 2946, HB 2999), legislative subpoenas (HB 2745), cold plunge regulation (HB 2439), nursing-facility complaint timelines and licensed health aide rules (HB 2195, HB 2189), court-ordered treatment review (HB 2923), Access/Medicaid reimbursement and prior authorization for diagnostic services (HB 2932), inmate mental health study committee language (HB 2673), prenatal development instruction in schools (HB 2830), public records requests by legislators (HB 4056), parents’ rights and social transitioning in schools (HB 2249), school district financial compliance and facilities contracting (HB 2481, HB 2482), Native American language proficiency for graduation (HB 2895), advanced math auto-enrollment (HB 2423), special education and military-family procedures (HB 2621), AI rules for state agencies (HB 2592), eviction record sealing (HB 2244), tax filing penalties (HB 2016), shade structures in HOAs (HB 2342), homelessness-related community restitution (HB 2028), medical records timelines (HB 2557), PFAS firefighting foam restrictions (HB 2641), family-court expert testimony and prisoner transition services (HB 2662, HB 2440), address confidentiality protections (HB 2594), guardianship notice attestation (HB 2661), utilities for high-load customers (HB 2756), and nuclear-ready community planning (HB 2456). The committee also briefly moved to Caucus Calendar 19 for additional bills on mobile food vendors, school board training, out-of-state travel and meeting transparency, and a medical-intervention nondiscrimination bill. Several bills drew substantive discussion or criticism. Members debated HB 2932 at length, with staff explaining that Access said the bill would have a high fiscal impact because it would require reimbursement for non-contracted lab services and eliminate prior authorization for a broad range of diagnostic services, potentially increasing costs substantially. HB 2249 also prompted concern from members who argued it could force teachers to out students and create civil liability for using preferred pronouns or failing to notify parents about social transitioning. HB 2830 was criticized as requiring prenatal-development instruction while barring discussion of sexual activity or reproduction. HB 2028, which allows community restitution instead of a $20 probation assessment for people who are indigent and experiencing homelessness, was questioned as potentially punitive. HB 2481 was discussed as a way to help, rather than punish, small rural school districts struggling with financial-record compliance. The caucus also noted that several of the measures were sponsored by Democrats, which was highlighted as notable during the meeting. No formal votes were taken in the transcript. The caucus chair repeatedly asked for questions, and in most cases there were none, after which the sponsor was understood to intend concurrence with the Senate amendments. The meeting ended with adjournment after the caucus moved through the remaining calendar items.

Transcript Highlights:

• Or what should a 10th-grade student know in mathematics?
• The SAT has one section for reading and writing and another section for mathematics.
• The SAT has one section that handles reading and writing and another section for mathematics.
• The SAT has one section for reading and writing and another for mathematics.
• Uh again, it's reading and mathematics.

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• school districts established high impact tutoring programs for students struggling in reading and or mathematics
• we're charged to administer this program to eligible students in grades K through 5 for reading and mathematics
• The research based way to address students who have the substantial deficiencies in reading and mathematics
• Is that reading and mathematics.
• We're reading mathematics, social studies and science as well. >> So I just want to clarify, we don't

Transcript Highlights:

• Um, in the federal system, the administrative agency does the mathematical work, but then we have the
• And as much as I do this for a living in a highly regimented mathematical way, ultimately it reduces
• Look at it and get a sort of mathematical, judgmental impression.
• work, but then we have the mathematical work, but then we have the office<00:31:04.559> of<00
• > judgmental sort of mathematical judgmental sort of mathematical judgmental impression.<00:32

Keywords: 928, house, all

Summary: The Environment and Agriculture Committee held a hearing on a non-germane amendment to SB 302, a Senate bill originally requiring background checks for solid waste and hazardous waste facility owners. Representative Patenza explained that the amendment was intended to preserve and separate out language developed for the governor’s budget proposal and HB 2 concerning a solid waste facility site evaluation committee, a moratorium, and related public-benefit/site-benefit provisions, so the policy would still have a vehicle if the budget language did not advance. He said the proposal reflects extensive work by the House, the governor’s office, and DES, and he was open to further changes to align with any budget conference committee outcome. Dr. Adam Finkele testified in support of the amendment and the underlying site evaluation concept, arguing that landfill siting decisions should be based on cost-benefit analysis that includes public harms, local impacts, and regional impacts rather than only private benefits. He praised the committee process and prior legislation requiring agencies to respond substantively to public comments, and said the new language improves on the governor’s version by moving the committee’s review earlier in the process and requiring more complete application information, including alternatives and impacts on nearby wells and aquifers. He also supported a three-year moratorium on new landfill applications, saying it would give the state time to address leachate, PFAS, waste reduction, and weak siting rules. Members asked about possible conference committee changes, the value of having a separate review body, and whether the new rules would invite litigation. Dr. Finkele said he would likely sue over the rules because he считает them too weak, but also said the legislature could fix the problems through other bills such as HB 77. He acknowledged that the site evaluation committee is not a perfect solution, but said it is a useful intermediate step between the agency and the courts and likely would meet only rarely if capacity need remains the main trigger for future landfill decisions. No vote or final action was taken during the hearing.

Transcript Highlights:

• education where they can play the saxophone, where they can learn French, where they can study advanced mathematics
• study<00:07:54.560> advanced where they can study advanced where they can study advanced mathematics
• 56.160> contribute<00:07:56.800> one<00:07:57.120> day<00:07:57.520> to mathematics
• and contribute one day to mathematics and contribute one day to this<00:07:58.080> country<00

Keywords: 918, senate, all

Summary: Legislators and school counselors discussed a bill aimed at strengthening school counseling services in Minnesota. Supporters said the proposal would clarify counselors’ roles in state policy, require at least one school counselor in every school, and ensure counselors spend 80% of their time in direct services to students rather than being assigned to duties like hall monitoring or substitute teaching. The bill was described as building on prior efforts to expand student mental health supports after COVID and responding to Minnesota’s low student-to-counselor ratio, which speakers said ranks 48th nationally. Several counselors testified about the pressures facing students and schools, especially in communities affected by ICE enforcement and broader trauma. A St. Paul counselor described students displaced by enforcement actions, a child whose father was detained, and schools serving as food distribution centers. Another counselor from Minneapolis said students were experiencing chronic stress, fear, and difficulty focusing on school, with staff organizing mutual aid, delivering supplies, and helping students continue learning from home. Speakers said these conditions are statewide and that counselors are providing trauma support, family crisis navigation, and basic needs assistance. In response to questions, a Minnesota School Counselor Association advocate said the bill is intended to give counselors a clearer state framework and support their professional training and responsibilities. No vote or formal committee action was described in the transcript.

Transcript Highlights:

• So it has a very clean structure that focuses on mathematical relationships and we'll go over that and
• That focuses on mathematical relationships. And we'll go over that in the middle.
• But we're not done at that point, because there's a third line to the mathematical relationships we're
• But we're not done at that point, because there's a third line to the mathematical relationships we're

Summary: The Senate Committee on Finance and Tax met to hear a presentation from Amy Baker on the state’s ad valorem property tax forecast and how the revenue estimating conference handles property-tax-related impact analyses. Baker explained that the conference process requires unanimous consensus, that the revenue estimating conference produces the state’s official forecast, and that her office recently overhauled the ad valorem model to use a bottom-up, county-by-county approach with separate modeling for county and school rolls, confidential parcels, and detailed categories such as homestead, non-homestead, residential, non-residential, and agricultural property. Baker walked through the current baseline numbers and the main components of taxable value, emphasizing the role of homestead differentials, especially Save Our Homes and portability, and homestead exemptions. She noted that differentials remove a large share of homestead value statewide, with especially large effects in South Florida and along the east coast, while exemptions are concentrated more heavily in northern and fiscally constrained counties. She also explained that many parcels have little or no remaining taxable value, while a smaller number of parcels hold a large share of taxable value, which makes exemption proposals highly uneven in their effects. The committee discussed how impact conferences evaluate proposed constitutional amendments or bills by measuring the change from the baseline forecast, converting taxable-value changes into tax-dollar losses using county millage rates, and then expressing results in cash and recurring terms. Baker stressed that impact analyses do not address broader budgetary effects or local government replacement decisions, and that each proposal is analyzed as a standalone measure rather than in combination with others. Senators asked about seven House property-tax proposals already analyzed, the availability of those reports online, possible interactions if multiple proposals passed, and whether property-tax relief could stimulate the economy enough to offset revenue losses. Baker said the economic effects would be highly proposal- and county-specific and that any budgetary analysis would require separate work beyond the conference process. The committee took no substantive action beyond receiving the presentation and then adjourned.

Transcript Highlights:

• The author's intent alleges the UC has recently failed to do so for Area C, that is, mathematics.
• The state standards for mathematics, which I have here, dictate that for students to be college-ready
• State standards for mathematics, which I have here, dictate that for students to be college-ready, they
• And, you know, Professor, I appreciate your passion to defend the high standards of mathematics and what
• should and should not qualify for. ...of mathematics and what should and should not qualify for.

Summary: The Assembly Higher Education Committee met with a quorum and first approved a consent calendar containing AB 341, AB 1098, and AB 1316, sending those measures to the Human Services, Judiciary, and Appropriations Committees respectively. The committee then heard AB 977, which would require CSU to audit surplus land and work with California tribes to identify three regional burial sites for Native American remains that cannot yet be repatriated. Supporters, including tribal leaders and archaeology groups, said the bill is needed to honor ancestors and address the large number of remains still held by CSU; CSU said it is committed to repatriation but had no formal position. The bill passed to Appropriations on a 5-0 vote. Members also heard AB 1093, creating a California-Mexico higher education exchange program, and AB 1035, expanding the California College Promise to cover tuition for students pursuing community college bachelor’s degrees. AB 1093 drew support for strengthening cross-border educational and economic ties, but some members raised concerns about border-region sewage problems and the bill’s budget implications; it was held for later consideration. AB 1035 received strong support from community college leaders and faculty who said it would help low-income and first-generation students complete workforce-focused bachelor’s degrees, but several members questioned whether it would stretch Prop. 98 funding and whether the state should prioritize broader affordability concerns. AB 1035 passed to Appropriations on a 3-2 vote. The committee next approved AB 922, which would let the University of California keep access to federal criminal-history information for hiring background checks, avoiding delays and added costs if statutory authority is required. UC said the bill is needed to maintain safety and hiring operations, and it passed to Public Safety on a 5-0 vote. AB 1346, protecting military dependents from losing in-state residency status because of family travel, also passed unanimously to Military and Veterans Affairs. AB 1212, allowing UC to use low-income housing tax credits to build affordable housing for faculty and staff on UC land, drew support from UC and labor groups but opposition from members concerned about preferential access to public resources; it was held for later action. Finally, the committee approved AB 500 and AB 684, both aimed at increasing transparency around UC admissions policy changes and UC BOARS decision-making, sending AB 500 to Education and AB 684 to Governmental Organization, each on 5-0 votes. The hearing then moved on to AB 1122 on dual enrollment, with the author and witnesses presenting the bill as a way to expand college access for high school students.

Transcript Highlights:

• They have no mathematical, no definitive mathematical calculations that can correctly account for all
• They have no mathematical, no definitive mathematical calculations that can correctly account for all
• They have no mathematical, no definitive mathematical calculations that can correctly account for all
• They have no mathematical, no definitive mathematical calculations that can correctly account for all
• They have no mathematical, no definitive mathematical calculations that can correctly account for all

Keywords: 1189, house, all