Transcript Highlights:

• Math skills form the basis for all of the STEM disciplines and...
• Math skills form the basis for all of the STEM disciplines and...
• Math skills form the basis for all of the STEM disciplines and...
• Math skills form the basis for all of the STEM disciplines and...
• Math skills form the basis for all of the STEM disciplines and...

Keywords: U.S. House of Representatives Floor Proceedings on Monday, March 24, 2025, 1012, house, all

Transcript Highlights:

• Employers will be more easily able to hire skilled workers within their regions, and students will be
• Making sure that our education programs are relevant to what students need to learn real-world job skills
• Our Vision 2030 plan has specific goals around student access, student completion, and students achieving
• in students.
• Students.

Keywords: 988, house, all

Transcript Highlights:

• Equitable representation leads to better outcomes for students.
• Equitable representation leads to better outcomes for students.
• So I've got a district slightly over 2,000 students in my legislative district.
• We know that of the 1.1 million students in Washington State, the majority of... ...students in Washington
• State, the majority of those students in our public schools are students of color.

Summary: The House Education Committee held public hearings on two bills. House Bill 1662 would move several education-related boards and commissions—the State Board of Education, the Professional Educator Standards Board, the Financial Education Public-Private Partnership, and the Charter School Commission—toward operational independence from OSPI by July 1, 2027, including separate administrative services, asset and employee transfers, and transition planning by OFM. The prime sponsor and supporters said the bill would improve transparency, fiscal accountability, and agency flexibility, while OSPI-related testimony emphasized that small agencies need more nimble administrative support. No one testified in opposition; the hearing record noted 2 pro, 1 con, and 5 other sign-ins, and members were told the bill was substantively the same as the version passed the prior year except for date changes. The committee then heard House Bill 1683, which would require most school districts with 2,000 or more students to elect at least some school board members from director districts rather than entirely at-large, with larger districts needing more district-based seats and districts under 2,000 students exempt. The sponsor and supporters argued the change would improve geographic and demographic representation, especially for lower-income communities and communities of color, and would help ensure school boards reflect the students and families they serve. Opponents, including a school directors association representative, said the bill would be an unfunded mandate, reduce local control, and create added election costs and recruitment challenges; one witness also suggested the bill should consider broader proportional-representation options. Staff noted that 23 districts would currently be out of compliance, and the hearing record showed 12 pro, 163 con, and 2 other sign-ins. No executive action was taken on either bill during this portion of the meeting. At the end of the hearing, the chair reminded members that several bills heard that week would be on next Thursday’s executive session agenda, urged prompt amendment requests, and announced that the committee would adjourn to caucuses.

Transcript Highlights:

• So shouldn't it be changed to laws and skills?
• To laws and skills?
• And then the skills is to help them get a head start.
• These are skills students will use for the rest of their lives, no matter what career path they choose
• So I believe that passing this bill will allow high school students to gain those skills necessary, such

Committee: All GIRLS STATE

Keywords: 1204, all

Transcript Highlights:

• Strong math skills are foundational to student access into New Mexico's long-term economic competitiveness
• I didn't feel confident in my skills or have the strategies to help students with math at that level.
• Students have had a 9% increase.
• Structured literacy helps all students, but particularly has been impactful with Native students.
• Students with disabilities, 4.9. And Native American students increased by 12.7 percentage points.

Summary: The committee met with a quorum and heard three measures: H.J.R. 5 on legislative compensation, Senate Bill 29 as amended on math instruction, and Senate Bill 37 on literacy instruction. H.J.R. 5 was presented as a constitutional amendment to create a paid legislature tied to New Mexico’s median household income, with supporters arguing it would broaden access to public service, reduce conflicts of interest, and better reflect the realities of modern legislative work. Public testimony was overwhelmingly in support, including from advocacy groups, civic organizations, faith groups, and veterans; one member raised concerns about fairness, attendance, and whether outside employment would still be allowed. The committee adopted an amendment to move the ballot question from 2028 to 2026, then approved H.J.R. 5 on a 5-1 vote. Senate Bill 29, endorsed by the Legislative Education Study Committee, would strengthen math instruction by improving teacher preparation, requiring PED to set up statewide math supports, and creating early screening and family engagement for students. Supporters, including educators, business groups, and education nonprofits, said New Mexico’s math outcomes are too low and that early intervention and better teacher preparation are needed. Members asked about teacher licensure requirements, parent support, standardized testing concerns, and district implementation. The committee heard that the bill’s screenings are intended to be developmental rather than high-stakes tests, and that parents would be supported through school-based guidance. The bill passed unanimously. Senate Bill 37 would codify a science-of-reading framework, require high-quality instructional materials, add literacy coaches and assessments, and expand support for bilingual and dual-language instruction. Supporters said the bill builds on recent gains in reading proficiency and strengthens teacher preparation and early intervention. Opponents, including tribal leaders, bilingual education scholars, and advocacy groups, argued the bill was too English-dominant, could conflict with existing bilingual and tribal language laws, and did not go far enough to protect indigenous languages and community-based approaches. Sponsors said amendments were being developed to clarify biliteracy, culturally responsive instruction, and protections for native language learning, and the committee advanced the bill on a vote with several members noting their support was contingent on those promised amendments.

Transcript Highlights:

• students.
• More students enrolling, more students completing.
• We know that students will be required to have this skill in industry, and so we are seeing more students
• Many students use that beyond. Right. So we have over 2.3 million students.
• Right now, 40% of my students are first-time college students.

Keywords: 999, senate, all

Transcript Highlights:

• have</c> sure our students have the skills, have sure our students have the skills, have the<00:10:25.360
• We want our students to have those skills.
• </c><00:45:51.200><c> We're</c><00:45:51.359><c> not</c> students to have those skills.
• We're not students to have those skills.
• </c> just um to hone in on these students just um to hone in on these students skills<00:46:58.000><c

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• students, our undocumented students, our Black and Brown students, our English learners, our veterans
• student counts.
• component for incarcerated students, as it does for most other students.
• The career passport would assist students in sharing validated academic and non-academic skills when
• Current students, of which 33% are student parents or caregivers, and 70% of our students are either

Keywords: 988, house, all

Transcript Highlights:

• We cannot allow our students and our kids to be purchasing these pills.
• And customer service skills. And last but certainly not least, the U.S.
• and skills?
• These are skills students will use for the rest of their lives, no matter what career path they choose
• skills necessary, such as budgeting, financial services, and the like.

Committee: All GIRLS STATE

Summary: The meeting was a Girl State House session in which members received procedural guidance on chamber rules, recognition, voting, and decorum, then moved through a series of bills. The first bill, House Bill 1001, would have prohibited over-the-counter diet pills from being sold or transferred to minors; supporters argued it would protect teens from eating disorders and misuse, while opponents raised concerns about medical exceptions and the age cutoff. It failed 42-55. House Bill 1002, allowing lottery winners to keep their identities confidential for a period of time, was amended during discussion to a three-year confidentiality period and passed 79-17 after a motion for immediate consideration. House Bill 1003, requiring schools to provide resources and courses on child labor/workplace laws and readiness, drew debate over whether it should be mandatory, what age group it should cover, and whether schools could support it; it failed 22-73. House Bill 1004, the Arkansas Head Injury Act requiring helmets and protective gear for motorized cycle riders, passed 94-4 after testimony focused on safety for riders, other drivers, and first responders. Members then considered House Bill 1005, which would require a year-long personal finance course before graduation to teach budgeting, taxes, credit, and related life skills. Supporters said it would better prepare students for adulthood, while opponents argued the material is already covered in existing classes and raised concerns about scheduling and implementation; it failed 35-60. House Bill 1006 increased the teacher classroom investment income tax deduction from $500 to $1,000, with supporters emphasizing teachers’ out-of-pocket spending on classroom supplies and student needs; it passed 97-0. House Bill 1008 sought to limit the number of national franchise businesses in an economic zone to encourage local entrepreneurship and protect small businesses, but opponents argued it could hurt jobs, limit consumer options, and was unclear in scope; it failed 23-69. The House then passed House Bill 1009, creating a voluntary blue envelope program for people with intellectual disabilities to help law enforcement interactions, after supporters said it could reduce confusion and improve safety; it passed 87-5. The final bill introduced before the transcript ended was House Bill 2010, which would increase the income tax credit for Arkansas families supporting a child with special needs; the sponsor began by sharing a personal story about her brother with Down syndrome and the costs families face, but the discussion was cut off before debate or a vote.

Transcript Highlights:

• Their students can come here. Okay, question.
• We will have 16 students totally enrolled beginning in August.
• And so how does DRS support those students?
• So we need to chalk up those skills as well.
• Learning specific skills at volunteer opportunities helps give them transferable skills for community

Keywords: 914, all

Summary: The committee/task force met with several disability service providers to discuss integrated employment, transition services, and barriers to community jobs for people with intellectual and developmental disabilities. Robin Arder and Belinda Stevens of ThinkAbility described creating their own businesses when community employers were not hiring their clients, and said rigid service rules, employer readiness, bullying, and reimbursement structures often force the person to fit the service rather than the service fitting the person. They said they have not seen clients lose benefits, but they do closely manage reporting to Social Security and related supports. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial work, city beautification, state-use contracts, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said many employers are hesitant because of productivity and cost concerns, and that businesses are often more open to contracting with her agency than hiring individuals directly. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model with sheltered work, volunteer sites, paid contracts, and a Transition Academy. She said the academy is a two-year program focused first on independent living and then on employment, with internships and an 85% placement rate, but funding is a major barrier because the program is not accredited and students cannot access traditional aid. She also cited dual diagnoses, inconsistent job coaches, and employer uncertainty as major obstacles. Angela Decker and Deborah Copeland of DRTC described DRTC’s long-running enclave contracts, a new Community Skills and Connections program, and a plan to phase out 14(c) subminimum wage use by the end of the year. They said the new program is designed to keep people engaged in community-based skill-building and networking while families still need day supports, and that DRTC has developed more than 100 community partnerships. Senator Kirt, Rep. Hefner, and participants discussed broader system issues, including the need for better school-to-work transition, more social integration, transportation, safety, and employer education. DRS staff said the agency is already required to provide pre-employment transition services in schools starting at age 14 and offers employer accommodations support and job-carving assistance, though they acknowledged federal reporting expectations and service rules can be restrictive. Several participants raised concerns about line-of-sight restrictions, congregate living rules, benefit cliffs, and the difficulty of moving from DDS to DRS services. The group also discussed the need for better data and possible working groups focused on in-school transition, program support and blending services, and community integration. No formal votes were taken.

Transcript Highlights:

• chosen to require a skilled and trained workforce.
• We want skilled and trained to remain. We want it to work.
• We support skilled and trained workforce and the program implicitly.
• It's 60 percent for the skilled trades that I represent.
• Skilled and trained workforce on our public works projects. Thank you. Mr.

Committee: Senate Labor, Public Employment and Retirement

Summary: The committee heard and advanced several labor-related bills. SB 1166 would place AC Transit employees under PERB jurisdiction for unfair labor practice disputes; supporters said it would reduce cost and delay compared with court litigation, AC Transit was neutral, there was no opposition, and the bill passed 4-1 and later 4-1 on call. SB 1054 would add wage-data elements to state reporting to improve Medi-Cal and other eligibility verification and strengthen workforce-program data; supporters emphasized reducing administrative burden and improving accountability, and it passed 4-0, later 5-0 on call. SB 1149 would expand bereavement leave to cover a “designated person” and align it with other family-leave laws; it drew broad support from caregiving, LGBTQ+, labor, and advocacy groups, no opposition, and passed 3-0, later 5-0 on call. The committee also considered SB 909, which would raise and index public works contractor registration fees and prevailing-wage penalties and direct more penalty revenue to enforcement. Supporters argued it would deter wage theft and fund enforcement staffing, while contractor groups warned it would raise costs, increase uncertainty, and not solve staffing delays; the bill passed 2-1 and later 4-1 on call. SB 1132 would require a standardized know-your-rights curriculum through the workforce development system; supporters said workers need rights education at job-entry points, especially immigrants and other vulnerable workers, and the bill passed 3-1, later 4-1 on call. SB 1241 sought to strengthen enforcement of skilled-and-trained workforce requirements on public works projects by defining substantial compliance, limiting repeated reliance on compliance plans, and increasing accountability for reporting failures. Labor supporters said it would close loopholes and protect apprenticeship-trained workers, while contractor groups argued the market lacks enough qualified workers and that the bill could increase penalties and debarment risk; after extended debate it passed 4-1. Finally, SB 1038 would require CalPERS to notify unions when employer audits are initiated so they can assist members facing repayment or pension adjustments; supporters said it would help workers navigate audit consequences, there was no opposition, and it passed 4-0 before the committee adjourned.

Transcript Highlights:

• With this bill, then, would it interrupt the ability for those students to get into a skills-based program
• So one thing, I guess, as a former administrator, I always told my students, or the student center system
• Like, what are we doing to ensure that we keep our students here and that we attract students from other
• We serve students. Forty percent of our students come from here in mid-Missouri. Then it's St.
• We're an open-enrollment institution, but we allow students, through a federal grant, we pay for students

Committee: House Higher Education and Workforce Development

Keywords: 959, house, all

Transcript Highlights:

• and equitable for all students in the state because we believe that student athletes should be able
• It's designed to teach all students lifelong skills, movement competency, fitness, knowledge, injury
• It's designed to teach all students, lifelong skills, movement competency, fitness, knowledge, injury
• students want flexibility too.
• The student should. The IEP transition plan is created by the IEP team, not the student.

Summary: The committee began with a work session on Washington’s child care oversight and subsidy system, focusing on Working Connections Child Care, licensing, audits, and fraud prevention. DCYF officials said the program serves over 63,000 eligible families, with about 6,600 licensed providers and roughly 2,200 license-exempt family, friend, and neighbor providers. They described annual unannounced licensing visits, complaint investigations, attendance tracking, eligibility verification, random and focused audits, and referrals to the Office of Fraud and Accountability or Office of Financial Recovery when needed. Senators asked about voucher amounts, visit frequency, and what happens when children are not present; officials said the average subsidy is about $2,200 per month, providers are paid directly, and repeated failed visits can lead to license closure. Child Care Aware and provider testimony emphasized the quality system, Early Achievers, and a virtual provider described the practical realities of home-based care and unannounced inspections. The committee then heard Senate Bill 5952, which would standardize the process for waiving high school physical education requirements. The bill’s sponsor said the goal was to make PE waiver decisions consistent across districts so students who move schools are not disadvantaged, especially in six-period schedules with limited room for electives. Student supporters said a uniform process would improve fairness and help students fit in AP, career, or other coursework. Opponents, including PE teachers and the Washington Association of School Principals, argued that PE is a core academic subject, that athletics is not interchangeable with PE, and that local flexibility should remain. The State Board of Education supported the bill, saying current district policies vary widely and a standardized process would improve equity and transparency. Next, the committee took testimony on Senate Bill 5961, which would transfer the Imagination Library of Washington from DCYF to OSPI. The sponsor called it a simple administrative move to align the book-gifting program with early literacy and K-12 education, noting the program serves about 120,000 children in all 39 counties. OSPI and program representatives supported the transfer, saying it better fits the birth-to-grade-three literacy continuum and strengthens accountability. Testifiers highlighted the program’s role in school readiness, early brain development, and access to physical books for young children. Finally, the committee opened Senate Bill 5969, which would allow a student’s IEP transition plan to satisfy high school and beyond plan requirements if the IEP team chooses. The sponsor, a special education teacher, said the bill would reduce duplication and better support students with disabilities as they transition to postsecondary life. The committee then began hearing testimony on the proposal.

Transcript Highlights:

• Similar to Dartmouth, we have over 40% first-gen students. We have students from 98 countries.
• We are swapping in President Podell because we have a student with us, and we are eager to hear student
• —$5,000 per student—versus what the state contributed: $25 million, or $2,500 per student.
• We need to be doing it for those students and for the students who are with us presently and for the
• Most of these students... ...you know, educating more than 135,000 students annually.

Committee: Joint Joint Committee on Higher Education

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its second public hearing of the 194th General Court on capital investments in higher education, focusing primarily on H.54, the Bright Act, along with H.1426/S.949 on green and healthy public colleges and universities and deferred maintenance, and H.1424 on capital investment in Gateway Cities. Chairs and administration officials framed the hearing as a response to aging campus infrastructure, climate goals, workforce needs, and federal pressures on higher education, and explained that testimony would be taken from pre-registered speakers in person and virtually. University of Massachusetts leaders strongly supported the Bright Act, describing large deferred maintenance backlogs, aging buildings, and the need to decarbonize campuses while modernizing research and teaching facilities. UMass officials said the bill would help keep tuition and fees lower by reducing the need for campuses to finance capital work themselves, and argued that the investments would improve competitiveness, support research, and create construction jobs. Governor Healey, Lieutenant Governor Driscoll, Secretary of Education Tuttweiler, and Secretary of Administration and Finance Gorzkowicz also backed the bill, saying it would leverage Fair Share surtax revenues for a proposed $2.5 billion in campus investments plus additional targeted grants, and that it would support affordability, economic growth, and climate resilience. Committee members asked about the balance between deferred maintenance and decarbonization, the role of grant programs versus direct spending, the impact on tuition and fees, and how the plan would help campuses respond to federal cuts such as NIH and NSF funding. Administration officials said the proposal was designed to be phased in quickly, with some projects ready to start immediately and others taking longer, and that the grant programs would be structured to include all campuses equitably. They also said the plan would build on an existing financing model similar to the Commonwealth Transportation Fund and could help campuses avoid future tuition increases tied to capital costs. Additional testimony came from MassBay Community College, where President David Podell and recent nursing graduate Deanna Cavazos described the benefits of a new Framingham campus building and said community colleges need modern labs, better planning capacity, and deferred maintenance support to serve the enrollment growth from MassReconnect and MassEducate. State university leaders, including President Mary Grant, President Linda Thompson, and President John Keenan, said their campuses face outdated classrooms, insufficient electrical capacity, and aging facilities, and urged passage of the Bright Act as a long-overdue investment in student success and workforce preparation.

Transcript Highlights:

• So we lost out on a skilled mental health professional.
• So we lost out on a skilled mental health professional.
• For many students, the weight of student debt shapes every major decision after graduation: where to
• I actually really like this bill because I love to help the kids pay off the student loans.
• Students, including myself, I still have about $18,000 of student loan payments that I have to pay off

Summary: The Assembly Committee on Revenue and Taxation held its second regular hearing of the 2025-26 session and announced that, under reinstated suspense-file rules, every bill on the agenda would be referred to suspense rather than voted on immediately. The committee first heard AB 53, which would create a state income tax exemption of up to $20,000 for military retirees and certain survivor benefits. Supporters, including veterans’ groups, military retirees, and local officials, argued California is the only state taxing military retirement pay in full and that the exemption would help retain veterans and their families. Committee members voiced strong support, but the bill was sent to suspense. The committee then heard several wildfire-related tax relief bills. AB 429 would exempt certain wildfire settlement payments from gross income for victims of fires from 2020 through 2026; the author and a Greenville fire victim described the burden of taxing settlement funds, and rural county and forestry groups supported the measure. AB 97 proposed similar relief for Bobcat Fire settlement payments, and AB 389 would create a personal income tax credit for home-hardening expenses in high fire-risk areas, with Cal Fire and realtor representatives supporting the bill as a way to reduce future losses. Each of these measures drew no formal opposition in the hearing and was referred to suspense. AB 386 would create a tax credit for employers that help full-time employees repay student loans, up to $3,000 per employee per year. Supporters said it would help recruit and retain workers and reduce student debt burdens, while the California Tax Reform Association opposed the bill because it lacked allocation criteria and would reduce General Fund and education revenues. Committee members expressed interest but asked for clearer eligibility standards, and the bill was sent to suspense. AB 490 would allow a deduction for interest paid on qualified personal vehicle loans; the author framed it as relief for families dependent on cars, but opposition again came from the tax reform group, which argued the deduction would mainly benefit higher-income taxpayers. The bill also went to suspense. The committee also heard AB 547, which would create a tax credit of up to $5,000 for IVF and other fertility-treatment expenses. The author and a witness who described a long and costly IVF journey said the credit would help families afford treatment and support parenthood; members responded sympathetically and asked why the proposal was structured as a tax credit rather than a health coverage mandate. Finally, AB 330 would extend the prepaid mobile telephony services collection act through 2031, preserving an 80-cent surcharge that supports 911 and local government revenues; local government representatives and cities supported the extension, and it too was referred to suspense. The hearing ended with the committee adjourning after all measures were held for suspense-file consideration.

Transcript Highlights:

• </c><00:16:11.120><c> at</c> administer medication to students at administer medication to students at
• If we screen all students in K to 3, it would cost about $750,000. $750,000, but all students.
• A structured literacy approach shall provide multiple opportunities for students to practice a skill
• to practice a opportunities for students to practice a skill<01:45:47.360><c> or</c><01:45:47.639><c
• , students, students, so...

Committee: Senate Education

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.

Transcript Highlights:

• ,</c> our teachers, safety for our students, our teachers, safety for our students, and<00:03:33.200>
• ,</c><00:05:51.600><c> their</c> connect the dots for students, their connect the dots for students,
• ,</c><00:06:29.440><c> we</c> Before we seek to train students, we Before we seek to train students,
• </c> students and educators. students and educators.
• And I think that this program just really helps us encourage those students, all our students, to have

Keywords: 958, all

Summary: The House Budget Subcommittee on Primary and Secondary Education and Workforce Development met without a quorum and heard presentations on several workforce and school-safety funding requests. The first item was a proposal for a school mapping data program, presented by Rep. Steve Bratcher with law enforcement and mapping partners. They said the plan would move money to the 911 system so school maps could be embedded there and kept current for all schools, public and private, to improve response times and officer, student, and teacher safety. The request was described as a $10 million one-time appropriation, with an estimate that the work could be completed in about a year. The committee then heard testimony on the Be Proud Initiative, a mobile workshop program aimed at exposing students age 13 and up to skilled trades and related education and career opportunities. Speakers from the Kentucky Association of Manufacturers, MI2, the Kentucky Treasury, and the Associated General Contractors said the program would improve perceptions of manufacturing, construction, and metals careers, connect students to training and employers, and help build the workforce pipeline. They said private industry would contribute $1 million in FY 2026-2027 before state funds are released, and requested $3 million in state funding in FY 2027-2028 contingent on that match. A Treasury official said handling the funds through the Treasury would have minimal impact on the office. Committee members responded favorably, including a comment from Rep. Bojanowski about the value of hands-on learning for students who struggle with test-focused instruction. Speakers also explained that the program includes classroom materials before and after the truck visit and ongoing outreach for students and parents. The final presentation was on an MI2 metals career pathway proposal, which cited economic impact data for Kentucky’s metals industry and asked for a $3 million one-time investment for FY 2027-2028 to pilot a middle- and high-school pathway in Carroll and Logan counties. The proposal would be matched by industry funds and used for curriculum, equipment, dual-credit and apprenticeship connections, student stipends, and parent outreach. The chair closed by noting it was the final scheduled meeting of the session and moved toward adjournment.

Transcript Highlights:

• for students who take and families they for students who take and pass<00:08:19.159><c> the</c><00:08
• We had nine students take it, and seven of those nine students passed.
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income

Committee: Senate Labor

Keywords: 1187, senate, all

Transcript Highlights:

• Our kids need to, our students need to have the skills that they need to pursue their dreams.
• We equip students with the technical and the durable skills that employers demand across technology,
• the current-year spending level to serve the students, I assume the same number of students.
• How many students next year?
• We also, our student is all in.

Summary: The committee heard an overview of the California Community Colleges budget proposal, including Proposition 98 funding, a 2.41% COLA for apportionments, enrollment growth funding, repayment of an apportionment deferral, and one-time investments for a student support block grant and deferred maintenance. The Department of Finance described the Governor’s package as providing significant new resources, while the LAO recommended prioritizing COLA and enrollment growth within available funds but raised concerns about some smaller proposals, including making the Healthy School Food Pathways Program ongoing and adding more funding for credit for prior learning before outcomes are known. The Chancellor’s Office supported the COLA, enrollment growth, and one-time investments, and said current projections suggest enrollment growth closer to 3%, with about $85 million to $90 million in ongoing costs if fully funded. Members focused heavily on enrollment growth, the 10% district cap, and whether the state should continue funding growth in the current year and budget year. The Chancellor’s Office said some districts, especially in the Inland Empire and Central Valley, are growing rapidly and that about seven districts are above the cap, with roughly 1,563 FTES and about $30 million in ongoing costs tied to that issue. Members also discussed hold-harmless districts and whether declining campuses should be required to produce turnaround or right-sizing plans. The Chancellor’s Office said districts are already having local conversations and that state funding provides time to adjust, but no formal plan requirement was proposed. The committee then took up common course numbering, where the Chancellor’s Office said all 115 community colleges have implemented the first phase and more than 550,000 students enrolled in the first six commonly numbered courses. The office argued that CCN improves clarity but does not yet guarantee that credits will transfer with full value across UC and CSU, because articulation is still handled campus by campus and can require more than 3,500 separate reviews. Members expressed concern that students can still be forced to retake courses such as calculus or ethnic studies even when they have the same common number, and urged the systems to develop a stronger statewide articulation mechanism tied to outcomes and transparency. The item was left open. Finally, the committee heard the Governor’s proposal to make Calbright College’s funding ongoing at $53.1 million. The LAO recommended instead transitioning Calbright to the student-centered funding formula, with one-time bridge funding in the meantime, arguing the Governor’s proposal lacks a clear enrollment-based rationale and performance expectations. Calbright’s leadership defended the college’s competency-based, flexible model for adult learners, citing more than 6,800 students served, over 2,200 certificates awarded, and wage gains for graduates; they said enrollment is expected to grow from about 7,000 students now to roughly 8,000 to 9,000 next year and around 10,000 over the next couple of years. Members pressed for clearer enrollment and funding data before deciding how Calbright should be funded going forward.

Transcript Highlights:

• As skills grow, the physical support is slowly reduced.
• I learned to read, write, do math, and other basic skills on my own.
• The first is student behavior.
• So we work to place students in rural schools during their student teaching semester and other early
• Students are different. Parents are different. Expectations are different.

Committee: Senate Education

Keywords: 989, all