Transcript Highlights:

• FTE students in 26-27.
• students, returning to higher unit loads, retaining students during summer sessions, and reengaging students
• Students can complete their bachelor's degree in as little as three years, providing an accelerated pathway
• Do we track in our data the complaints and the statistics around student versus student, student versus
• This will impact the re-completion for our students.

Keywords: 988, house, all

Transcript Highlights:

• <00:12:06.639> completed<00:12:07.200> our<00:12:07.440> program admitted students
• completed our program admitted students completed our program close<00:12:08.560> to<00:12:08.720
• <00:14:38.560> well students but white students as well students but white students as well
• identify as students of color or American Indian students.
• I faced tuition costs associated with student teaching, as well as testing fees upon completion.

Keywords: 919, house, all

Summary: The Education Finance Committee met remotely on February 16, 2022, with a quorum present and approved the minutes from the previous day by voice vote. Chair Dabney said the committee was spending the week on public school staffing shortages, especially efforts to increase and retain BIPOC teachers, and introduced testimony on the Collaborative Urban and Greater Minnesota Educators of Color Grant Program (CUGMEC) and the broader Increasing Teachers of Color Act. Testifiers from St. Thomas, Augsburg, and Hopkins described the history and impact of the legacy educator-of-color programs. Kathleen Campbell said the original Q program was created to address underrepresentation, remove financial barriers, and provide mentorship and culturally relevant support; she argued that when the grant became competitive in 2017 without additional funding, support was spread too thin and student capacity dropped. Audrey Lensmeyer described Augsburg’s East African Student-to-Teacher Program, rooted in community advocacy in Cedar-Riverside, and said it has produced strong completion and licensure outcomes. Keenan Jones shared his path from paraprofessional to teacher and district leader, emphasizing the importance of scholarships, mentorship, and outreach to high school students, including a statewide co-enrollment Intro to Teaching course. Representative Hassan then presented House File 3079, saying the bill aims to attract, prepare, complete, and retain more teachers of color and American Indian teachers through several grant and program changes, including Closing the Educational Opportunity Gap grants, Cook Mac funding, teacher mentorship and retention updates, and revisions to CUGMEC. He said the bill responds to a severe shortage of BIPOC teachers and that the requested investment is small relative to the state surplus. Student and educator testimony followed, including a third-grade student from Crookston and Ava Roots, both of whom described the importance of having teachers who reflect students’ cultures and experiences. Natalia Benjamin, the 2021 Minnesota Teacher of the Year, also testified about retention challenges for educators of color and racialized workplace treatment. The committee indicated it intended to lay over HF 3079 for possible inclusion in a future omnibus bill, and Representative Richardson moved the bill to be laid over for further consideration.

Transcript Highlights:

• Students pursuing bachelor's and master's degrees.
• Now, let's jump to completion.
• There have been increases in students graduating from teacher education programs, but completions have
• And we're looking at program completion data.
• are leaving or have not completed their degree?

Transcript Highlights:

• Although it took us five years to complete the project, the statewide average for completion is about
• Although it took us five years to complete the project, the statewide average for completion is about
• And meeting the basic needs of students will increase retention, student achievement, and labor market
• An unacceptable number of students are homeless: 8% of our UC students, 11% of our CSU students, and
• 24% of our community college students.

Summary: The Assembly Local Government Committee heard a long agenda of housing, water, and local finance bills, with the chair repeatedly reminding attendees about hearing rules and noting that several measures were being heard without a quorum at first. Early items included AB 407, which would broaden eligibility for state-run loan and financing programs to help small businesses fund environmental, seismic, and ADA upgrades, and AB 93, which would require data centers to estimate and report water use and follow state best practices. AB 93 drew support from water advocates and local government groups, while the Data Center Coalition opposed it, arguing the bill could be overly restrictive, difficult to retrofit, and raise trade secret or security concerns. The committee also heard AB 650 on housing element review, AB 1044 on creating a new Tulare County groundwater sustainability agency, and AB 523 on allowing proxy voting for single-representative member agencies on the Metropolitan Water District board; all drew broad support from local agencies and related stakeholders and no recorded opposition in the room. Several housing bills were presented as part of a broader fast-track housing package. AB 507 would streamline adaptive reuse of office buildings into housing, especially in downtowns with high vacancy; supporters said it would revive urban cores and help meet housing and climate goals, while the League of California Cities and a few cities opposed it unless amended, citing concerns about one-size-fits-all by-right approval and fee limitations. AB 1294 would create a universal housing application and limit early application requirements; it drew strong support from housing and business groups, with the American Planning Association and League of California Cities seeking more flexibility and input. AB 610 would require local governments to disclose housing constraints in their housing elements and limit new constraints after certification for three years unless disclosed; supporters said it would improve transparency and certainty, while opponents warned it could chill legitimate local policy choices and inclusionary housing requirements. Both AB 610 and AB 698, which would require analysis of the housing and property tax impacts of proposed transfer taxes, were moved out of committee on 7-0 votes after discussion and amendments. The committee also heard AB 1112, which would repeal an outdated Riverside County property tax provision affecting Rancho Mirage; the city argued it was the only qualifying no-low property tax city not receiving the standard minimum and sought equal treatment. After quorum was established, the bill was passed 6-0 with amendments and sent to Appropriations. AB 1021, heard later, would make it easier for school districts and other local education agencies to build employee housing, with the author citing teacher recruitment and retention problems and support from education stakeholders. Throughout the hearing, members and witnesses repeatedly emphasized the need to balance housing production, local fiscal tools, and infrastructure needs, and several authors accepted committee amendments and committed to continued negotiations with opponents.

Transcript Highlights:

• You may also see students that are PEL eligible complete their bachelor's degree in four years and still
• But to the extent that programs and the students that attend them are relying on student loans to complete
• > may student enrollment because students may student enrollment because students may not<00:29
• student loans uh to complete those student loans uh to complete those programs,<00:30:07.760>
• because we have use completion rates because we have students<00:46:09.839> starting<00:46:10.240

Keywords: Call to Order and Roll Call: 0:00:00 Approval of Minutes: 0:01:45 Federal Education Updates 0:02:12 Dual Credit Updates: 0:43:38 Kentucky State University's Doctoral Program Request: 01:27:08 Postsecondary Accreditation: 1:49:05 Consideration of Referred Administrative Regulations: 2:14:48 Adjournment 2:16:31, 958, all

Summary: The committee met with a quorum, approved the previous meeting minutes, and heard a presentation from Austin Reid of the National Conference of State Legislatures on education-related provisions in the federal One Big Beautiful Bill Act (H.R. 1). Reid said the law is projected to increase the federal deficit over 10 years, with major savings coming from Medicaid, student loan changes, and SNAP. He focused on how those changes could affect schools, including possible effects on free and reduced-price meal certification, state funding formulas that use SNAP as a proxy for low-income status, and Medicaid-funded school services for students with disabilities. Reid also outlined the new federal scholarship tax credit, which gives a dollar-for-dollar credit for donations to qualifying scholarship-granting organizations. He said families up to 300% of area median income may benefit, the program begins in 2027, and states must opt in and designate eligible organizations. He noted unresolved questions about whether states can add their own criteria and said Treasury regulations will be important. He also described the expansion of 529 plans to cover more K-12 and postsecondary expenses. On higher education, Reid explained a new workforce Pell grant option for short-term programs, with states and governors playing a role in determining eligible programs. He said the programs must meet placement, completion, and earnings measures and that implementation is expected to be tight before the July 1, 2026 effective date. He also reviewed student loan changes, including lower institutional loan limits, prorated borrowing for part-time enrollment, new caps on graduate and Parent PLUS loans, and a new earnings-based accountability standard that could make some programs ineligible for student loans if graduates earn too little. No votes were taken beyond approval of the minutes.

Transcript Highlights:

• Riley is our CFANS student and the president of the undergraduate student government.
• and students are just fabulous. and students are just fabulous.
• deterring students from attending the U. deterring students from attending the U.
• fit all of our students into that space. fit all of our students into that space.
• of students. of students. >> Thank<00:15:30.840> you.

Keywords: 1187, senate, all

Transcript Highlights:

• One of the completion dates has passed, so why does it show a completion date in 2025 when we're just
• We had completed a space study on campus.
• be in front of that number of students on campus.
• be in front of that number of students on campus.
• And part of this, Senator Johnson, would be hiring those students to complete internships to assist in

Summary: The review subcommittee met to consider a supplemental agenda, methods of finance, an alternative delivery project, discretionary grants, and a large slate of construction, out-of-state, and in-state contracts. The supplemental item was a $2.6 million out-of-state contract with Tyler Technologies for a mobile app that would let citizens access state services through a single sign-on, initially for DFA vehicle and licensing services, with possible expansion to other agencies. Members also reviewed five methods of finance, including University of Arkansas projects for roof and cooling tower replacements, a new $100 million academic classroom building at U of A Fayetteville, a police department renovation at UA Fort Smith, and a boiler/chiller replacement at Hope-Texarkana. Questions focused on project timing, why some items were being reviewed after work had begun, and the high estimated cost of the Fayetteville classroom building; DFA explained that projects under $250,000 are not reviewed and that the larger project was still in design and would later seek a guaranteed maximum price. The committee also reviewed two DHS discretionary grants: one for targeted youth advocacy in southwest Arkansas and another adding $582,000 for family-centered treatment training and implementation. In the services contract section, members discussed construction-related contracts, including an ASMSA electrical scope increase tied to three-phase power requirements and the U of A Fayetteville architect contract for the classroom building. Out-of-state contracts included major items such as ACT Education’s $17 million amendment to provide required pre-ACT testing for 9th and 10th graders, a $12.5 million DFA contract for rural health transformation grant management, DHS’s $16.5 million EBT services contract with updated chip-card and fraud-prevention features, and ADH’s special procurement for the Behavioral Risk Factor Surveillance System survey. The committee also reviewed U of A system consulting contracts for financial advisory and sponsorship strategy work, with university officials saying the outside expertise was needed for specialized planning and revenue-generation efforts. In-state contracts covered corrections reentry services, nursing board investigations, foster care and child welfare services, DHS office janitorial work, emergency management radio system expansion, veterans’ home nursing staffing, and UAMS grants consulting. A lengthy exchange centered on the Department of Corrections’ reentry housing contract, with members pressing officials about vacant beds and urging fuller use of the program, while corrections staff said placements depend on screening and eligibility. Another discussion addressed the balance between out-of-state and in-state contracting, with a member noting the large dollar volume going to out-of-state vendors and asking whether Arkansas vendors receive any preference; State Procurement said current law does not allow an in-state preference. The committee approved the supplemental agenda, the methods of finance, the alternative delivery project, the discretionary grants, and the contract lists, and then received routine reports and an emergency action report before adjourning.

Transcript Highlights:

• Our undocumented students, student parents, international students, and foster students will bear the
• Our undocumented students, student parents, international students, and foster students will bear the
• to 321,000 students. in terms of intent from students. to 321,000 students in terms of intent from students
• students in 2223 to roughly 116,000 students in 23, 24.
• It varies on the federal Pell Grant, on our Student Success Completion Grant, and on Cal Grant.

Summary: The committee heard the May Revision presentation for the Assembly Budget Subcommittee on Education Finance, with public comment focused heavily on K-12 priorities such as universal school meals, kitchen infrastructure, food service and custodial support, youth leadership grants, Special Olympics funding, English learner support, universal pre-K, literacy investments, and concerns about community college funding shifts. Speakers also urged support for expanded learning, teacher recruitment and training, and maintaining or increasing funding for community colleges and student support programs. Finance and the LAO then reviewed the Proposition 98 outlook. Finance said the May Revision lowers the 2025-26 Prop. 98 guarantee to $114.6 billion, about $4.3 billion below January, due mainly to lower revenue estimates, with smaller effects from attendance and property tax changes. The administration also described rebenching for universal transitional kindergarten and a one-time rebench tied to Los Angeles fire-related property tax losses, along with changes to the Public School System Stabilization Account, deferrals, and updated COLA assumptions. The LAO said the budget relies too much on deferrals and one-time funds, creates a structural shortfall, and should instead align ongoing spending with the guarantee and preserve a reserve buffer. Members questioned the TK rebench and the shift of funding from community colleges to K-12, asking why it was being applied retroactively and how colleges would be held harmless. Finance said the changes align funding with where TK costs are being incurred and that reappropriation funding and other adjustments would offset impacts on community colleges. The LAO argued the historical split formula is outdated and should be abandoned in favor of budgeting around current priorities rather than fixed percentages. Members also raised concerns about draining the rainy day reserve and using deferrals, while the LAO said preserving reserves would better protect against future volatility. The committee then moved to specific K-12 and education proposals. Finance outlined May Revision changes including state operations adjustments for the Department of Education, technical trailer bill changes, a $100 million student teacher stipend program administered by Kern County, and updates to the charter school facility grant program. The LAO recommended rejecting the proposed increases for expanded learning, literacy coaches, and the student teacher stipend as currently structured, while supporting the minimum grant increase for expanded learning. Members expressed support for teacher recruitment efforts but questioned whether one-time funding can sustain ongoing programs and whether the student teacher stipend should be targeted to shortage areas or low-income communities.

Transcript Highlights:

• Did that get completed? No, it never got completed. It never got completed.
• Particularly at-risk students.
• Their students are funded at about twice as much as New Mexico students are.
• But the group of students that's in this lawsuit are indigenous students.
• And that's their home and they care about. the students, their own students.

Transcript Highlights:

• It also covers fees for lottery students. Tuition and fees for returning students.
• What kind of data do you have and research have you done to better understand why students aren't completing
• And those are critical and really pushing students to complete those degrees while they're in high school
• and retention by supporting athletics, student life, and student housing capital projects.
• We feel like our job is not complete until that student enters their first job.

Keywords: 996, all

Transcript Highlights:

• I think they are for students age 14 to 21. Yes.
• I'm sorry, the students. So our Consumer Services Department...
• And as I stated earlier, I knew it in my district, when I talked to some of the students and non-students
• The reviewing tech initials the designated line upon completion.
• So it's really important that our staff complete these reports.

Keywords: 977, all

Summary: The committee met to receive a detailed financial operations presentation from the South Carolina Vocational Rehabilitation (VR) agency, with staff walking members through funding sources, budgeting, accounts receivable, accounts payable, and grants management. Sabrina Walker explained VR’s blended funding structure, including federal grants, state appropriations, program income, and interagency contracts, and emphasized that state funds are essential to meeting the federal match and maintenance-of-effort requirements. Members asked repeatedly about transparency, audit controls, and the risk that state cuts could reduce federal drawdowns; staff responded that all reports reconcile back to the SCEIS accounting system, are subject to state audits and internal reviews, and that even modest state reductions could significantly reduce total available funding. The committee also discussed pre-employment transition services for students with disabilities, with staff confirming services are offered through school districts, charters, and private schools, and that contracts are monitored for performance and compliance. The presentation then shifted to budgeting and internal controls. Walker described a zero-based departmental budgeting process, monthly monitoring reports, contingency reserves for unexpected expenses, and a formal annual cycle that culminates in board approval. Members asked about facilities tracking, culture, and how the agency maintains accountability; staff said facilities staff inspect buildings and equipment, supervisors justify line-item requests, and the process has become smoother over time as departments learned the system. Cynthia Johnson followed with an accounts receivable overview, describing invoicing, receipting, aging, customer verification, year-end reporting, and the use of cross-training, shared email inboxes, and spreadsheets as checks and balances. She also explained work training center billing, interdepartmental transfers, and the revolving fund used to issue consumer checks more quickly than standard vendor payments. Olivia Perez presented accounts payable operations, including invoice processing through SCEIS and OnBase, the three-way match, travel reimbursements, revolving fund checks, State Treasury Office interactions, and handling of reversals, rejections, and levy notices. She reported that AP processed 67,723 SCEIS payments, 13,670 case management system invoices, 3,379 travel reimbursements, and 15,693 revolving fund checks in fiscal year 2025, with only 70 payment rejections. The final portion of the meeting covered Grants and Funds Management, where Walker explained federal reporting, drawdowns, payroll allocation, asset tracking, lease and IT contract reviews, cost allocation, and closing packages. She noted upcoming system changes such as S/4HANA, Workiva, and SC Pro, but said the agency is receiving training and feedback opportunities. No formal votes or legislative actions were taken during the presentation portion beyond approval of the prior minutes and a brief recess.

Transcript Highlights:

• cap was raised to more than 72,000 students.
• cap was raised to more than 72,000 students.
• Raised to more than 72,000 students.
• , especially when Following the student to the family's provider of choice, especially when students
• That they can offer to sell to students who are receiving scholarship funds if scholarship students want

Summary: The Senate Appropriations Committee on Pre-K-12 Education met for its first meeting of the 2025 session to hear the Auditor General’s operational audit on 2024-25 school funding accountability challenges, focused largely on the Family Empowerment Scholarship and its interaction with the FEFP. Deputy Auditor General Matthew Tracy described rapid growth in scholarship enrollment, timing mismatches between scholarship payments and public-school funding calculations, delayed membership survey processing, weak cross-check and recoupment procedures, inconsistent handling of parent survey responses, and limited documentation for withholding and returning funds. The audit said these issues contributed to funding inequities, duplicate-payment risks, and an unexpected draw on state education funds, and it recommended separating scholarship funding from the FEFP, aligning application windows with budget timing, strengthening controls and staffing, and creating clearer, documented recoupment and balance-limit processes. Committee members questioned whether current law gives the department and scholarship funding organizations enough authority and whether the system is effectively a pay-and-chase model. Several senators expressed concern about the lack of timely reconciliation, the size of the funds involved, and the absence of clear records showing how money was recovered or withheld. Adam Emerson, executive director of the Office of School Choice, said the department is working more closely with school districts and scholarship funding organizations, including pausing payments when districts identify students still enrolled in public schools, and said the office wants to improve the process. President Gates then previewed legislation he said would address the audit’s findings by funding Family Empowerment Scholarships as a separate FEFP categorical, expanding the Education Stabilization Fund, setting clearer application and acceptance deadlines, moving to monthly payments with eligibility verification before each payment, assigning student IDs for scholarship assistance, lowering SFO management fees, requiring annual audits, and requiring prompt return of audit-related funds. Public comment included a private-school attorney describing losses from unpaid scholarship amounts. Members generally supported the need for reform, with several senators saying the program should be preserved but better structured and more accountable. The committee adjourned after the discussion, with no vote taken on the legislation.

Transcript Highlights:

• This effort is to ensure that more students seek these opportunities after high school completion.
• We know 90% of students that complete the FAFSA actually go on to do something post-high school.
• What had happened with these students, they had not completed a FAFSA, and so they took private funding
• When we talk about removing students and expelling students, can you speak to the fact what students
• white students?

Keywords: 1182, all

Summary: The committee began with brief announcements and thanks to staff and members as this was described as the last regular House Education Committee meeting of the 57th Legislature. Chad Heinrich of the University of Phoenix invited members to an upcoming lunch-and-learn on artificial intelligence and education. The chair and ranking member both offered closing remarks recognizing staff, pages, and public testimony over the session. The committee then heard SB 1497, which requires school districts with at least 300 employees and a self-insurance program to seek quotes for health coverage and related services at least every four years, with some exceptions for certain self-insurance arrangements. The sponsor and supporters said the bill is intended to increase competition, transparency, and better benefits for school employees. There was no opposition testimony, and the bill passed 10-0 with a due pass recommendation. Members next considered SB 1711, which directs the State Board of Education to compile age-appropriate resources on preventing and recognizing inappropriate contact, including sexual conduct, and requires schools to make those resources available to students and parents. Supporters said it would provide vetted, voluntary resources without mandating curriculum; opponents argued it was too limited and should include more robust, trauma-informed, age-appropriate sex education and accessibility requirements. The bill passed 7-3. SB 1798, creating a FAFSA awareness program and school designation for schools that promote FAFSA completion, also passed after testimony from a college student and the Arizona Board of Regents in support; the vote was 8-2. The committee also heard SB 1143, which requires schools to submit federal civil rights data collection information to ADE and directs ADE to publish an annual school safety report. Supporters framed it as a transparency measure for parents and policymakers, while opponents said it was duplicative, could be misused, and should apply to private schools as well. It passed 7-3. Finally, SB 1684, as amended, creates a private right of action against public schools for serious physical injury caused by bullying after a prior report and a negligent failure to respond; an amendment narrowed the bill to on-campus or school-sponsored events and removed verbal reports from the definition of prior report. Trial lawyers and the ACLU opposed it, warning about litigation and zero-tolerance discipline, while supporters said it would hold schools accountable for serious bullying. The amended bill passed 6-3.

Transcript Highlights:

• Many students move directly from high school completion into industry-recognized certifications at the
• Our study looked at the impact of the program on students who completed the program, so they graduated
• students have to students...
• school of 500 students.
• English learner students generate $366 per student, or $16 million in 2025.

Keywords: 1204, all

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• Okay, do you know when the completion of the hopeful completion of the app would be?
• One of the completion dates has passed.
• number of students on campus.
• And part of this, Senator Johnson would be hiring those students to complete internships to assist in
• And part of this, Senator Johnson would be hiring those students to complete internships to assist in

Keywords: 1204, all

Transcript Highlights:

• Additionally, there's a disproportionate impact on students from lower-income backgrounds and students
• Program completers, or completers for short, is someone who has met all requirements of a state-approved
• Then you can see that breakout for free or reduced-price lunch students and minority student quintiles
• And similarly, with free or reduced-price lunch students and minority students, it was generally highest
• There's a less clear pattern for average salaries based on the percentage of minority students or students

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• But so did the students.
• But so did the students.
• This bill removes the option for students to leave high school with a certificate of completion.
• Students that graduate with a certificate of completion cannot go to any higher education—no four-year
• of completion to fall back on.

Summary: The Education and Employment Committee met with a quorum and took up seven bills, all of which were reported favorably. First, HB 1367 on school attendance was presented as a response to rising chronic absenteeism; it would standardize attendance definitions and reporting statewide, and it passed 18-0 after supportive testimony from education and business groups. HB 949 would prohibit student use of wireless devices during the school day, while allowing district policies for designated use areas and existing medical/disability exceptions; members discussed classroom disruption, bullying, public safety, and accommodations, and the bill passed favorably. The committee also approved PCS for CS for HB 1135, requiring ECGs for student athletes in grades 9-12, with exemptions for religious objections and provisions on cost, liability, and medical clearance; the bill drew extensive emotional testimony from parents and advocates who described children lost to sudden cardiac arrest and was reported favorably after unanimous support. Members then approved CS for CS for HB 597 on diabetes management in schools, which would allow schools to keep glucagon pens and authorize trained personnel to administer them in emergencies; an amendment clarified charter schools are included as public schools. HB 1309 on reading interventions and instruction would expand reading support and training for grades 4-12 and require district reading plans to include evidence-based interventions; it also passed without opposition. CS for HB 981 on athlete representation and compensation would cap certain NIL agent fees, allow some high school athletes to earn NIL compensation, and create a framework for registered advisors; members raised concerns about predatory practices and coach involvement, but the bill passed favorably after amendment. Finally, HB 1111 would eliminate the certificate of completion option for students who do not meet graduation requirements, with the sponsor arguing it would better motivate students to earn a standard diploma and improve postsecondary and workforce opportunities. Members discussed the need for stronger supports to help students meet graduation standards, and the bill was reported favorably. The committee adjourned after completing all agenda items.

Transcript Highlights:

• with disabilities, boys and students with disabilities, boys and students<00:17:09.439> of<00
• <00:23:57.679> completely coming in and completely completely coming in and completely completely
• and students and students are<00:47:52.960> handled<00:47:53.440> appropriately<00
• Um, but it seemed like this district was completely out of its depth in dealing with the student at issue
• students who have highly complex needs. students who have highly complex needs.

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its November 5, 2025 meeting and then heard presentations from Jessica Heiser and Aaron Sansmark of Solutions Not Suspensions and the Minnesota Disability Law Center on the misuse and illegal use of seclusion in schools. They described illegal seclusion as including use outside emergencies, for discipline or noncompliance, beyond the emergency period, in unregistered rooms, without parent notice, without required observation or documentation, for students outside the grade-limit rules, when meals/restroom/water are withheld, or when staff are not properly trained. They emphasized that Minnesota lacks a single reliable data source for identifying illegal seclusion and that families often learn about incidents late, if at all, making complaints and legal action difficult because of barriers such as time, cost, language, and access to advocates. The presenters summarized Minnesota Disability Law Center records, saying they receive about one seclusion-related case per month during the school year, statewide, and that in the cases reviewed over the last year the children were all boys with disabilities, including autism, ADHD, developmental delay, or emotional disabilities; three were white and two were children of color, and four of the five were age 10 or younger. They said all of those families pulled their children from school afterward, and that five of five cases potentially had valid illegal-seclusion claims, though only three pursued legal action. They also noted PACER reports many discipline and behavior calls involving seclusion but does not keep hard records. The presenters proposed better statewide data collection, including identifying school buildings, staff, or students involved, reporting incident duration, and adding a checkbox on MDE complaints to flag restraint/seclusion allegations. A substantial portion of the discussion focused on disproportionality. The presenters cited national research showing students with disabilities and students of color, especially Black boys, are disproportionately restrained or secluded, while acknowledging Minnesota does not have a single statewide racial aggregate for seclusion. Members discussed whether banning seclusion would reduce misuse and disproportionality, whether it could increase physical holds or injuries, and whether the issue should be viewed in the broader context of emergency interventions. Heiser argued Minnesota is moving in the same direction as federal actions and other states that have restricted or banned seclusion, and noted that the current birth-through-third-grade ban has reportedly reduced seclusion by 40%. Other members agreed disproportionality is a serious systemwide problem, but emphasized the need to keep the conversation focused on seclusion and emergency use. No additional votes or formal actions were taken beyond approval of the minutes.

Transcript Highlights:

• The educators have to complete in service points where they have to complete professional learning within
• one hour in T Inc teaching students with disabilities.
• Those are our students academic standards.
• We look at the requirements of our student academic standards.
• Then they can complete those in service points.

Transcript Highlights:

• Last year, over 2,100 CTE students completed approved co-op or internship programs, while nearly 3 students
• CTE students earning approved dual credit and 13,548 students earning valid industry certification.
• <00:05:23.800> completely<00:05:24.440> approve CTE students completely approve CTE
• students completely approve completed<00:05:26.039> approved<00:05:26.560> Co-op<00:05
• programs while nearly 3 students programs while nearly 3 students completed<00:05:31.120> registered

Keywords: Meeting Start: 01:24 Attendance Roll Call: 01:44 KY Association for Career & Technical Education: 03:40 Senate Concurrent Resolution 43 (Sen. West): 10:42 Senate Bill 77 (Sen. Deneen ): 31:26 Senate Bill 120 (Sen. Chambers Armstrong): 35:04 Adjournment: 51:44, 958, all

Summary: The Senate Education Committee met with a quorum and heard a presentation from Parker Keys, Northern Kentucky State Vice President for Kentucky FFA, on the value of career and technical education (CTE). He highlighted enrollment of more than 143,000 secondary students in CTE, work-based learning, dual credit, industry certifications, and the role of student organizations such as DECA, FBLA, FCCLA, FFA, Educators Rising, TSA, and SkillsUSA. Senators praised CTE as important for workforce readiness and resume building, and encouraged continued engagement with the committee. The committee then considered Senate Concurrent Resolution 43, sponsored by Senator Steve West, supporting a Southern Regional Education Board initiative to expand crisis counseling and recovery support for schools and colleges after tragedies and disasters. Dr. Steven Puit and Linda Tyrie described a regional network of trained counselors modeled on Kentucky’s response after Marshall County, emphasizing long-term recovery, psychological first aid, and deployment support for up to a year after an event. Members spoke in strong support, citing the lasting impact of Marshall County and Heath, and the resolution passed 13-0 and was reported favorably. Finally, the committee took up Senate Bill 77, a cleanup bill relating to the Education Professional Standards Board. Senator Matt Deneen and Association of Independent Kentucky Colleges and Universities representative Mr. Dyer explained that the bill clarifies that small independent colleges and universities may designate a qualified education department representative, not only a chief academic officer, to serve on the board. The committee adopted a committee substitute by voice vote, and the substitute was approved.