Transcript Highlights:

• There is not as clear of a cutoff in terms of mathematics.
• We see some of the highest-earning jobs are going to be the ones that are based in mathematics.
• Actually, it's a method. It seems tough, but I think it's almost tough love.
• and learning methods that are proven rather than using... ...and teaching methods and learning methods
• methods that are being implemented in that district.

Summary: The committee continued hearing testimony on Senate Bill 2252, which would expand early literacy and numeracy screening, parent notification, intervention supports, and teacher training, including math academies and early childhood supports. Supporters from Texas 2036, Good Reason Houston, Texas Business Leadership Council, and several parents argued that early identification of skill gaps, clearer data for families, and stronger teacher preparation would improve student outcomes, workforce readiness, and long-term earnings. They cited low math proficiency statewide, the importance of early intervention, and examples of districts using screeners and data dashboards to guide instruction and resource allocation. One witness also highlighted home visiting as a family-support model, while another urged more funding for pre-K partnerships and stronger support for parents with reading materials and guidance. A district special education administrator testified neutrally, saying the bill reflects practices already used in her district but expressing concern that it could reduce local control and teacher discretion by standardizing screening and tying it to funding. A Texas Classroom Teachers Association representative supported the intent but warned that mandatory math academies and intervention academies could burden teachers if implemented like prior reading academies, and a substitute teacher/teacher-of-the-year witness asked for clearer protections around special education information and pay for alternative certification candidates. After public testimony closed, SB 2252 was left pending. The committee then took up Senate Bill 2253, as substituted, which would phase out routine hiring of uncertified teachers over time, require parent notification when a teacher is uncertified, and expand high-quality preparation pathways such as university programs, residencies, improved alternative certification, and grow-your-own programs. Senator Creighton said the bill responds to the rise in uncertified teachers and aims to strengthen the teacher pipeline with more structured preparation, mentorship, and oversight by SBEC. Invited testimony strongly supported the measure: a Texas Tech researcher said uncertified teachers and fast-track programs are associated with significant learning losses, while year-long residencies and mentored pathways produce stronger outcomes and higher earnings for students. Leaders from Dallas College and Sam Houston State University described successful residency and grow-your-own models, high completion and retention rates, and the need for paid residencies and stipends so candidates can afford to enter the profession. Committee members asked about the difference between mentorship and residency, the cost-effectiveness of paid residencies, retention incentives, and how to scale the model statewide. The committee also adopted the substitute for SB 2253 and later paused to vote out several other bills, including SB 1191, SB 1786, SB 226, SB 326, SB 570, SB 870, SB 991, SB 60, SB 365, SB 1401, and SB 1067, all of which were reported favorably, many with unanimous votes and some placed on the local and uncontested calendar.

Transcript Highlights:

• It says on page two, completing six hours of mathematics methods course.
• You had mentioned that the math methods course is included in some of the colleges.
• Those math methods courses are developed consistently.
• More methods courses, they have figured out how to do that.
• So, you can't have instructional materials that use the three queuing method.

Transcript Highlights:

• to think about that is mathematically to think about that is mathematically what<00:14:40.160>
• The basic amount you received is the product of a mathematical function.
• The basic amount you received is the product of a mathematical function.
• That's under your pupil weighting section, but that would be another method that you naturally would
• <00:43:17.119> that but that would be another method that but that would be another method

Keywords: 926, house, all

Summary: The meeting was a high-level walkthrough of Act 73, with staff from Legislative Council and the Joint Fiscal Office summarizing major education policy, governance, tax, and fiscal changes. The presentation covered class-size minimums and related enforcement, creation of a state aid for school construction program, narrowed tuition eligibility for approved independent schools, changes to State Board of Education appointments, special education reporting and staffing, and a new report on standards for schools deemed small or sparse by necessity. It also noted that some provisions take effect immediately or in 2025, while the major funding and tax changes are contingent on new school districts being operational and a foundation formula report being received, with most of those changes targeted for July 1, 2028. The central fiscal change described was a move from the current locally voted budget and varying homestead tax system to a foundation formula. Under that model, districts would receive an educational opportunity payment based on a base amount per pupil, adjusted by student weights for factors such as pre-K, economic disadvantage, English learner status, and special education, with small-school and sparsity weights replaced by support grants. Districts could still seek limited supplemental district spending above the foundation amount, subject to a cap and a uniform method for raising the funds, with excess collections recaptured at the state level. The presenters also described transition mechanisms to phase in the new system over several years. The tax section explained that Act 73 would replace the current property tax credit with a homestead exemption and create a new non-homestead residential classification intended for second homes and short-term rentals, though further statutory or regulatory work would still be needed to implement it. The JFO presentation emphasized that the act also creates regional assessment districts for reappraisals and includes a transition to smooth changes in education tax rates. No committee vote or formal action was taken during the presentation; it was informational only.

Transcript Highlights:

• Certainly, getting an inference in the actual methods being used, but some of the challenges are that
• Two years ago, we decided to require benchmarking for K-2 mathematics.
• We aim to create mathematics subgroup proficiencies across time.
• Let’s move on to literacy and mathematics.
• There's statistical methods that are applied to control for those.

Bills: HB3522, HB4300, HB4359, HB4363, HB3467, HB2987, HB3076, HB4427, HB3026, HB3288, HB3315, HB3711, HB3885

Keywords: alcoholic beverages, ABLE Commission, licensing, regulation, annual reporting, child care, criminal history, background checks, child safety, Oklahoma laws, advisory committees, statewide assessments, student testing, testing window, end-of-year testing, Oklahoma Academic Standards, Oklahoma School Testing Program, State Board of Education, grade 3-8, alternate assessment

Bills: HB123, HB5606, HB549, HB2757, HB4359, HB5381, HB1939, HB123

Keywords: HB 123, kindergarten readiness, early literacy, early numeracy, reading screening, math screening, foundational literacy, foundational numeracy, dyslexia screening, reading intervention, math intervention, teacher academy, literacy academy, mathematics academy, interventionist academy, K-3 assessments, school readiness, prekindergarten, tutoring grant, parent-directed tutoring

Transcript Highlights:

• Too often parents are unaware of the extent of their child's struggle in mathematics, while 59% of Texas
• Senate Bill 2252 is a strategic. research-backed approach to improving mathematics instruction, ensuring
• Not as clear of a cutoff in terms of mathematics.
• Full subject here, K-12 mathematics instruments, K-5.
• And it's directly tied to the curriculum and the teaching methods, the learning methods that are being

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• For community based and focused methods.
• And really, this is an innovative method of financing housing, which has not been used in California
• Jessica Duong, legislative director. with the UC Office of the President, and Steve Kahn, the Dean of Mathematics
• mic to my colleague who can speak much more knowledgeably on the subject, UC Berkeley Dean of Mathematical
• My name is Steve Kahn and I am the Dean of Mathematical and Physical Sciences at UC Berkeley.

Keywords: 988, house, all

Transcript Highlights:

• one, purchase the properties in question and use those properties for community-based and focused methods
• This is an innovative method of financing housing, which has not been used in California before, but
• Jessica DeWong, legislative director with the UC Office of the President, and Steve Kahn, the Dean of Mathematics
• UC Berkeley Dean of Mathematical and Physical Sciences, Steve Kahn. Thanks, Jessica.
• My name is Steve Kahn, and I am the Dean of Mathematical and Physical Sciences at UC Berkeley and a professor

Summary: The Assembly Economic Development, Growth, and Household Impact Committee met in person and established quorum after beginning briefly as a subcommittee. The committee adopted its rules and then heard several bills focused on economic recovery, housing, technology, retail theft, and utility infrastructure. AB 265 (Caloza) would create a $100 million state-funded small business and nonprofit recovery program for organizations affected by declared emergencies; it drew broad support from small business, nonprofit, chamber, city, and community groups, with no opposition voiced. AB 797 (Harabedian) proposed a zero-cost state financing structure using CRA-backed securities to help community nonprofits buy wildfire-damaged properties at fair market value and prevent predatory investor purchases; it was presented as a community stabilization tool and received support from the California Community Foundation, with no opposition. AB 940 (Wicks/Ellis) would establish quantum innovation zones to strengthen California’s quantum computing economy, and AB 949 (Shiavo) would create a retail theft grant program for small businesses to fund security improvements and theft prevention measures; both bills were supported by business and university witnesses, though one member said they would not vote for AB 949 due to concerns about broader crime policy. AB 1347 (Carrillo) proposed a pilot program to speed utility interconnections in priority growth regions, including allowing developers to trade expedited connections for upfront infrastructure cost recovery and use microgrids in some cases; it had no opposition in the hearing. Committee members generally expressed support for the bills, especially those aimed at disaster recovery and small business resilience. Questions on AB 940 focused on where quantum innovation zones might be located and how local governments and universities would coordinate; the author and witnesses said the zones should be open statewide and could build on existing research centers such as Berkeley, Stanford, Caltech, UCSB, UCLA, and UCSC. On AB 797, members discussed the need to protect homeowners from below-market offers after wildfires. On AB 949, the author emphasized that modest grants could help small businesses make security upgrades and prevent repeated theft losses. The committee voted to send AB 265, AB 797, AB 940, AB 949, and AB 1347 forward, generally on party-line or near-unanimous votes, with the bills reported out of committee and placed on call as needed. The consent calendar, including AB 254, AB 415, AB 655, AB 1232, AB 1254, AB 1477, and HR 27, was also approved. The hearing adjourned at 10:33 a.m.

Transcript Highlights:

• He wrote that the consortium focuses on mathematical practices of the Common Core standards for mathematics
• <00:17:26.640> understanding mathematical understanding mathematical understanding another<00:
• This contributes to mathematical skill.
• Um adopting instructional methods.
• We know that new methods of over time.

Keywords: 1189, house, all

Bills: HB145, HR1, HB80, SB29, SB37, HB206, SB193, SB58, SB64, HB153, HB195, HB234, HB248, HB255, HB279, HB287, HB292, HB303, HB309, HB371, SB30, SB35, SB40, SB43, SB48, SB96, SB143, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM39, HM29, HM43, HM59, HM11, HM14, HM21, HM34, HM50

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, House Resolution 1, HR1, House investigatory subcommittee, special committee, legislative investigation, subpoena power, public corruption, criminal activity, Zorro ranch, Santa Fe County, public accountability, government oversight, impeachment power, children and vulnerable persons, public funds

Bills: HB111, HB108, HB145, HB164, HB291, HJR6, HR1, HB63, HB64, HB165, HB184, HB200, HB4, HB7, HB20, HB65, HB66, HB80, HB88, HB96, HB166, HB285, HB295, HB306, SB29, SB37, HJM2, HJM3, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM11, HM14, HM21, HM34, HM50

Keywords: water law, state engineer, civil penalty, compliance order, water rights, overdiversion, illegal diversion, groundwater storage and recovery, well license, permit violation, water enforcement, New Mexico water code, irrigation district, conservancy district, water diversion, unauthorized water sales, measuring device, district court appeal, water resources, water compliance

Bills: HB111, HB108, HB145, HB164, HB291, HJR6, HR1, HB63, HB64, HB165, HB184, HB200, HB4, HB7, HB20, HB65, HB66, HB80, HB88, HB96, HB166, HB285, HB295, HB306, SB29, SB37, HJM2, HJM3, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM11, HM14, HM21, HM34, HM50

Keywords: water law, state engineer, civil penalty, compliance order, water rights, overdiversion, illegal diversion, groundwater storage and recovery, well license, permit violation, water enforcement, New Mexico water code, irrigation district, conservancy district, water diversion, unauthorized water sales, measuring device, district court appeal, water resources, water compliance

Transcript Highlights:

• And on a personal note, they change in other roles for senior methods. And Dr.

Bills: HB111, HB108, HB145, HB164, HB291, HJR6, HR1, HB63, HB64, HB165, HB184, HB200, HB4, HB7, HB20, HB65, HB66, HB80, HB88, HB96, HB166, HB285, HB295, HB306, SB29, SB37, HJM2, HJM3, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM11, HM14, HM21, HM34, HM50

Keywords: water law, state engineer, civil penalty, compliance order, water rights, overdiversion, illegal diversion, groundwater storage and recovery, well license, permit violation, water enforcement, New Mexico water code, irrigation district, conservancy district, water diversion, unauthorized water sales, measuring device, district court appeal, water resources, water compliance

Transcript Highlights:

• Mathematics adoption. Is mathematics done on a more regular basis? Um, no, it is not.
• Aimed at enhancing literacy and mathematics education across our state.
• Given the status of mathematics access and achievement, California and, frankly, the United States have
• The Mathematics Coaches and Specialists Grant Program provides this opportunity to leverage existing
• the quality of mathematics instruction delivered in our classrooms.

Keywords: 988, house, all

Transcript Highlights:

• legislation was enacted that closed the supplemental benefit to new employees, initiated a funding method
• In this valuation, we do consider a new method for certain expenses that...
• We do consider a new method for certain expenses that are paid out of the trust fund.
• That method is meant to account for those expenses. I'm not going to get into it here.
• Now, mathematically, the funded ratio is equal to the actuarial...

Keywords: 904, all

Transcript Highlights:

• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching
• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching
• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching
• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching
• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• That formula to me mathematically is disadvantageous. We, of course, get funding from grants.
• That formula to me mathematically is disadvantageous. We, of course, get funding from grants.
• That formula to me mathematically is disadvantageous. We, of course, get funding from grants.
• That formula to me mathematically is disadvantageous. We, of course, get funding from grants.
• That formula to me mathematically is disadvantageous. We, of course, get funding from grants.

Keywords: 1183, house

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
• and I mentioned this in the first committee week here in November, we are going to take a very methodical

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:

• <00:20:45.200> of offerings and to choose the methods of offerings and to choose the methods
• Um going down in 2014, the mathematics Um going down in 2014, the mathematics common<00:22:54.799
• <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.